Keeping Up with the Corporate University 157 Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. descriptive and analytical framework that is based upon knowledge manage- ment, learning organizations, and organizational learning. Their “corporate university wheel” focuses on two concepts. First, there are four key functions a corporate university should perform: • Knowledge Systems and Processes. This category recognizes the rapidly growing number of computer-based tools that can help an organization capture, organize, and disseminate knowledge — databases, expert systems, and decision-making software. It also recognizes the importance of finding ways to use these tools effectively. • Networks and Partnerships. Partnerships that support learning include connecting people or groups together within an organization, connecting with experts in the broader community outside the organization, and developing outsource relationships for training and development activities where appropriate. • Learning Processes. Most visibly, learning processes involve training and education programs. However, the corporate university should also be facilitating the creation of a culture of learning throughout the organi- zation. • People Processes. People processes include ways that people in the organization have to learn and “build and reinforce shared meaning” (Prince & Stewart, 2002, p. 807). Secondly, the model emphasizes that the effectiveness of corporate universities today is limited, not as much by the functioning of the four key functions, but on the lack of sufficient integration, management, and nurturing of the four functions as an interrelated system—a system that supports the organization’s learning. Barley’s (2002) corporate university design model clearly illustrates the importance of strategic alignment between the corporate university and the organization. She also highlights the need for evaluation at all levels — organizational assessment, strategic alignment, curriculum development, and program implementation — and the need to connect corporate university activities to performance improvement. Finally, for those wishing to focus research specifically on the technology behind e-learning and how it relates to corporate universities, one can delve into 158 Sherer & Shea Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. specific technologies that support extensive e-learning initiatives — learning management systems, portals for information and collaboration, synchronous learning such as video and audio communication, and learning content manage- ment systems for developing and delivering both distance learning and blended learning. These models provide researchers a means for exploring a number of interest- ing topics related to corporate universities, including: • how corporate universities can increasingly develop learning opportuni- ties that connect explicitly to improved job and organizational perfor- mance, including skills development, cultural changes, and development of better and more meaningful metrics; • how corporate universities, through the use of e-learning, can continue to speed up the development and delivery of new training initiatives, making a just-in-time philosophy possible; • how e-HRM and e-learning administration tools (e.g., learning manage- ment systems) can help manage and assess short- and long-term learning initiatives by an organization’s corporate university; • how knowledge management systems can be used by corporate univer- sities to develop and share expertise on an organizational level, as well as identify and manage gaps in their knowledge competencies; • how HR and corporate university job roles and job titles change as e- learning and e-HRM move from the experimental stage into becoming fully integrated into the HR workplace and workplace learning activities (e.g., the evolution of the Chief Learning Officer); and • how corporate universities develop and experience the expanding use of outsource arrangements with suppliers of learning products and services. In addition to research challenges, faculty who teach HRM and HRM practi- tioners alike need a way to “keep up” with the speed with which corporate universities are evolving. The next section provides a means to do just that, largely through the extraordinary resources available on the Internet to dissemi- nate information and connect people. Keeping Up with the Corporate University 159 Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Keeping Up One thing is certain: Most of what we have recounted above is changing. As we pointed out, corporate universities differ; yet, in whatever form they take, their role in shaping organizational strategies, impacting knowledge management, and utilizing e-learning is increasingly necessary to organizations that wish to retain their best employees and remain competitive. For faculty, the challenge is in keeping up with a phenomenon that’s evolving as rapidly as corporate universities are and, in addition to incorporating relevant information into courses, alerting our students that ongoing learning will, in the foreseeable future, be a critical part of their organizational job requirements. For human resources practitioners — especially for those designing, implementing, or managing a corporate university — the challenge is to keep abreast of the best and most current experience by colleagues and researchers in order to bring that experience and wisdom to their own particular organization. At the end of this chapter, we have provided several resources for management and human resource faculty, with which they can stay connected to the important and pervasive changes being brought about by corporate universi- ties, without the necessity of investing weeks in research. Faculty and HR practitioners may have the best of intentions, yet become discouraged because of the time needed to filter through the massive amount of resources on the Internet to identify a few useful, quality sites. We have attempted to provide that filter in order to make possible a less painful journey. In addition to key books, articles, and reports, an annotated list of relevant Web sites is included so that faculty and practitioners can easily update their knowledge of the latest changes in this field. The online resources, in particular, offer the most up-to-date knowledge and information for management and human resource faculty. Many of the sites listed contain extensive treatments of current news in the field, as well as convenient links to related periodicals, white papers, case studies, books, consulting companies, vendors, upcoming conference and event infor- mation, research centers, and online communities. Conclusions As corporate universities continue to emerge and redefine themselves, the three major trends — involving strategy, knowledge management, and e-learning — 160 Sherer & Shea Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. will influence those institutions, shaping and expanding their impact on human resource development and workplace learning. Meister (1998) discusses a new model for workplace learning: “one that is offered ‘just-in-time’ and focused on the skills, knowledge, and competencies needed for success in a fast changing global marketplace” (p. 216). Corporate universities are playing a key role in creating and sustaining this new model for workplace learning. Corporate University Enterprise, a consulting firm in McLean, Virginia, states: “The most progressive organizations will make a corporate university the centerpiece of their organizational culture — a university that will facilitate the kind of lifelong learning employees will need to make themselves and the organization more successful.” (Prochaska, 2001) Further, human resource academic faculty and organizational practitioners will play a critical role in introducing today’s — and tomorrow’s — corporate university concepts to our business students and in applying these concepts in organizations. Understanding the changing world of corporate universities will keep our faculty, students, and practitioners correctly focused on the essential ingredients for succeeding on the job, improving short- and long-term learning initiatives in their organizations, tightening connections between human re- source practices and organizational goals, and increasing the ability of an organization to assess its learning initiatives. Resources for Faculty Corporate Universities Books Allen, M. (Ed.). (2002). The corporate university handbook: Designing, managing and growing a successful program. New York: Amacom. Jarvis, P. (2001). Universities and corporate universities: The higher learning industry in global society. London: Kogan Page Limited. Meister, J. (1998). Corporate universities: Lessons in building a world- class work force (2 nd ed.). New York: McGraw-Hill. Keeping Up with the Corporate University 161 Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Reports Corporate University Xchange Fifth Annual Benchmarking Report. (2002). Available from Corporate University Exchange (http://www.corpu.com) for $595. Looking at year-to-year trends, the report examines how organizations shape their corporate universities based on building blocks such as funding, organization, products/services, learning partners, and technology. The Corporate University: Measuring the Impact of Learning. (2000). Avail- able from American Productivity and Quality Center (APQC) (http:// www.apqc.org) $495. This report details how corporate universities in leading-edge organizations are measured, monitored, and reported. This APQC Best-Practice Report provides training measurement and evalu- ation (M&E) examples, with a focus on the alignment of employee training with corporate strategy, and the identification and reporting of learning measurements. Web Sites Chief Learning Officer (http://CLOmedia.com): Access to Chief Learning Officer Magazine (premier issue September 2002). The magazine fea- tures top experts in the corporate training industry writing to executives and officers about the importance, benefits, and advancements of a properly trained workforce. Corporate University Xchange, Inc. (CUX) (http://www.corpu.com): CUX is a comprehensive Web site that offers research on learning best practices, consulting services, events listings, publications, and an e- newsletter on current trends and CU activities. The New Corporate University Review (http://www.traininguniversity.com/ tu_map.php): Includes a listing of corporate university human resource events, national and international conferences, and offers a free subscrip- tion to the Corporate University and Training E-Newsletter. Strategy and Human Resources Books Aldelsberg, D., & Trolley, E. (1999). Running training like a business: Delivering unmistakable value. San Francisco: Berrett-Koehler. 162 Sherer & Shea Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Becker, B., Huselid, M., & Ulrich, D. (2001). The HR scorecard: Linking people, strategy and performance. Boston: Harvard Business School Press. Boud, D., & Garrick, J. (Eds.) (1999). Understanding learning at work. London: Routledge. Fitz-enz, J. (2000). The ROI of human capital: Measuring the economic value of employee performance. New York: Amacom. Kirkpatrick, D. (1998). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler. Lengnick-Hall, M., & Lengnick-Hall, C. (2003). Human resource manage- ment in the knowledge economy: New challenges, new roles, new capabilities. San Francisco: Berrett-Koehler. Raelin, J. (2000). Work-based learning: The new frontier of management development. Upper Saddle River, NJ: Prentice-Hall. Rossett, A. (1999). First things fast: A handbook for performance analy- sis. San Francisco: Jossey-Bass. Wexley, K., & Latham, G. (2002). Developing and training human re- sources in organizations (3 rd ed.). Upper Saddle River, NJ: Prentice- Hall. Reports Spitzer, D., & Conway, M. (2002). Link training to your bottom line. ASTD Info-Line Report. Alexandria, VA: American Society for Training and Development. Van Buren, M., & Erskine, W. (2002). Trends in employer-provided training in the United States. ASTD State of the Industry Report 2002. Alexan- dria, VA: American Society for Training and Development. Web Sites American Productivity and Quality Center (http://www.apqc.org): APQC is a nonprofit organization that provides information, expertise, and support for process and performance improvement for organizations. This includes benchmarking and best practices, knowledge management, customer-focused systems, organizational effectiveness, and performance measurement and improvement. Keeping Up with the Corporate University 163 Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. American Society for Training and Development (http://www.astd.org): ASTD provides individuals and organizations with up-to-date and com- prehensive information on training and development through publication and research reports, online resources, white papers, customized re- search services, conferences, and so forth. Membership fee required for use of some resources. Society for Human Resources Management (SHRM) (http://www.shrm.org): The world’s largest association devoted to human resource management, SHRM serves 170,000 members and provides publications, research reports, online resources, networking opportunities, conferences and workshops, and so forth. Membership fee required for use of most resources. Knowledge Management Books Allee, V. (1997). The knowledge evolution: Expanding organizational intelligence. Newton, MA: Butterworth-Heinemann. Brown, J., & Duguid, P. (2000). The social life of information. Boston: Harvard Business School Press. Davenport, T., & Prusak, L. (1998). Working knowledge: How organiza- tions manage what they know. Boston: Harvard Business School Press. Jurgen, K., Stein, W., & Licht, T. (2002). Knowledge unplugged: The McKinsey & company global survey on knowledge management. Palgrave Publishing. Malhotra, Y. (Ed.). (2001). Knowledge management and business model innovation. Hershey, PA: Idea Group Publishing. Pfeffer, J., & Sutton, R. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston: Harvard Business School Press. Stewart, T. (1997). Intellectual capital: The new wealth of organizations. New York: Currency Doubleday. 164 Sherer & Shea Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Article Raybould, R. (2002). Building performance-centered Web-based systems, information systems, and knowledge management systems in the 21 st century. In A. Rossett (Ed.), The ASTD e-learning handbook (pp. 338- 353). New York: McGraw-Hill. Web Sites Knowledge Management Magazine (http://www.kmmagazine.com): “A case study-based journal featuring articles from global companies…reinforced with contribution from leading academics.” Knowledge Management World (http://www.kmworld.com): Contains online resources, solutions, news, conference information, and publications related to knowledge management. The Knowledge Management Resource Center (http://www.kmresource. com): Offers online news, online communities focused on knowledge management, conference and event information, periodicals, books, and numerous other knowledge management-related links. @brint.com, the BizTech Network (http://www.brint.com/OrgLrng.htm): “The premier portal and global knowledge network for business, informa- tion, technology, and knowledge managers, professionals, and entrepre- neurs.” Its knowledge management, organizational learning, and learning organizations portal has extensive resources including a virtual library, community discussion forums, quotes, a Knowledge Executives Net- work, conferences, and KM tools. CIO’s Knowledge Management Research Center (http://www.cio.com/ research/knowledge/): “Knowledge management is an evolving broad umbrella of topics and viewpoints, which takes a comprehensive look at the subject difficult. The KM Research Center has taken the approach of focusing on a few links to high quality content from CIO and Web sites that encompass most of the major trends.” The site includes links to articles, Web sites, publications, forums, a glossary, and white papers. Keeping Up with the Corporate University 165 Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Technology and E-Learning Books Lissak, R., & Bailey, G. (2002). A thousand tribes: How technology unites people in great companies. New York: John Wiley & Sons. Rosenberg, M. (2000). E-learning strategies for delivering knowledge in the digital age. New York: McGraw-Hill. Rossett, A. (2002). The ASTD e-learning handbook. New York: McGraw- Hill. Schank, R. (2002). Designing world-class e-learning. New York: McGraw- Hill. Reports Corporate University Xchange’s Pillars of E-learning Success. (2002). Avail- able from Corporate University Exchange (http://www.corpu.com) for $495. Survey of 65 best-practice e-learning organizations with latest statistics on vendors, delivery, and trends in e-learning. Includes intensive interviews with leading practitioners to present best-practice case ex- amples focusing on areas such as: managing vendors, assessing e- learners’ readiness, providing support to learners, and understanding the critical elements needed to create an effective e-learning infrastructure. Web Sites Learning Circuits: ASTD’s Online Magazine (http://www.learningcircuits. org): Offers up-to-date industry news, feature stories, reviews of technol- ogy products, a question-and-answer link, discussion board, calendar of events, and an archive. 2004 Chief Learning Officer SourceBook (http://CLOmedia.com/ sourcebook): The Chief Learning Officer magazine SourceBook is a free search engine listing hundreds of leading companies providing prod- ucts, services, tools, and expertise to chief learning officers and other executives involved in workforce learning and development. e-Learning Centre (http://www.e-learningcentre.co.uk/eclipse/index.html): “Contains links to thousands of selected and reviewed e-learning articles, white papers, research reports; examples of e-learning solutions; vendors . resources. Society for Human Resources Management (SHRM) (http://www.shrm.org): The world’s largest association devoted to human resource management, SHRM serves. management. The Knowledge Management Resource Center (http://www.kmresource. com): Offers online news, online communities focused on knowledge management, conference