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Conceptual Model for Corporate Universities
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Author(s): Viviane Cunha Farias da Costa (Federal University of Rio de Janeiro (COPPE/PESC/UFRJ), Brazil), Jonice Oliveira (Federal University of Campina Grande, Brazil)and Jano Moreira de Souza (Federal University of Rio de Janeiro – UFRJ, Brazil)
Copyright: 2011
Pages: 9
Source title:
Encyclopedia of Knowledge Management, Second Edition
Source Author(s)/Editor(s): David Schwartz (Bar-Ilan University, Israel)and Dov Te'eni (Tel-Aviv University , Israel)
DOI: 10.4018/978-1-59904-931-1.ch012
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Abstract
In today’s corporate surroundings, business organizations are facing increasingly complex and volatile circumstances, characterized by rapid change. More and more, knowledge is critical for individual success in our information society. Consequently, processes related to its acquisition and management tend to have great value to specialists in the field of learning and training. Learning from knowledge and experience accumulated in the past contributes to improvements in performing business practices and processes and to the creation of knowledge assets implicitly stored in its results. As ongoing learning and sharing of knowledge lead to innovation (Law & Ngai, 2008), organizational members should have a shared vision to guide them in a common direction, generating tension that leads to learning (Kulkarni & Freeze, 2006). Thus, corporate university (CU) plays an important role as a source for business (Crocetti, 2002). It is a centralized learning utility that manages resources to support a strategic approach to organizational education (Gregg, 2005). This educational model provides a management structure to develop and implement employee learning opportunities aligned with the organization’s future learning vision (Gould, 2005).
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