E‐learning in the corporate university

Abstract

Purpose-To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach-Three case reviews of large leading edge organizations in different sectors. Findings-Whilst e-learning has potential, its success is significantly limited by context which influences the degree of sophistication and integration of e-learning and its ability to contribute to the corporate university learning processes and outcomes. Research limitations/implications-Further research is required on both the learner experience and in the wider evaluation of learning outcomes beyond simple statistical evaluation of participation. Practical implications-Key areas of difficulty are identified as: the focus on generic e-learning solutions; the barrier imposed by the base technology level of the organization; the overriding concern for ROI at the expense of learner experiences; and the extent to which pedagogical possibilities are not fully exploited. Originality/value-Raises the often overlooked issues of pedagogy and learner response to e-learning as inhibitors to the contribution that e-learning can make to the corporate university.

Corporate Universities’ Configuration in the Italian Context: An Exploratory Study

“…As far as the operational profile is concerned, the use of a blended approach and the focus on active learning methods are often recognized as distinctive features of CUs (Morin & Rinaud, 2004). According to the literature, CUs are expected to take advantage of technologies, mainly in terms of efficiency and flexibility of learning processes (Homan & Macpherson, 2005). Walton (1999) distinguished three generations of CUs using e-learning adoption and digitalization as an indicator of the CUs level of sophistication and ability to spread a learning culture.…”

The antecedents of e-learning adoption within Italian corporate universities: a comparative case study

“…Walton [28] refers to the first generation (e.g., the Disney University) as the generation of CUs that were generally based on traditional classroom attendance and devoted to the adoption and diffusion of the organizational culture. With regard to the second generation of CUs (e.g., the Motorola University), its distinctive trait can be attributed to the more strategic orientation toward organizational learning, generally attained through partnerships with other institutions or with the broader community [4,23]. Finally, the third generation of CUs stands out for: 1) making the best use of technology for learning activities; 2) likely possessing virtual elements in their learning processes; and 3) having a great strategic importance in integrating individual training with the objectives of the organization [4,23].…”

“…With regard to the second generation of CUs (e.g., the Motorola University), its distinctive trait can be attributed to the more strategic orientation toward organizational learning, generally attained through partnerships with other institutions or with the broader community [4,23]. Finally, the third generation of CUs stands out for: 1) making the best use of technology for learning activities; 2) likely possessing virtual elements in their learning processes; and 3) having a great strategic importance in integrating individual training with the objectives of the organization [4,23]. Clearly, such considerations underline an increasing level of sophistication of CUs in both learning technologies and their strategic orientation.…”

“…In detail, the use of technology-based training tools, especially e-learning, net-learning, and mobile devices, presents two main implications: 1) the presence of higher levels of cost savings and flexibility in time and space of learning; and 2) the opportunity of adopting more social and collaborative learning methods [4][5][6][7][8][9][10][11]. However, the extant literature suggests that their actual implementation might depend on several organizational features, in a way that e-learning strategies might be not always the most popular in CUs [4,12]. Unfortunately, very little research has dealt with the rationales and antecedents that shape the actual adoption and diffusion of Information and Communication Technologies in Corporate Universities.…”

“…Interestingly, from classical training centers we have arrived in many cases to centers of cultural melting pot, as crossroads of international expertise [3]. A key attribute of the modern CUs is their high technological sophistication to the extent that the socalled "third generation" of CUs makes an extensive use of IC technologies [4]. The diffusion of Internet and Information Technology has offered CUs new opportunities for improving their training processes.…”