“Education is no longer an asset achieved in youth that remains of constant value during a long and stable employment career without interruptions”. The problem of continuous acquisition of knowledge has been a key object of research in education and training policy in the Europe. Since the treaties of Maastricht and Amsterdam, the term “lifelong learning” is directive in this context. In particular, the way continuous education is embedded in the work-related life course has been repeatedly investigated and analyzed in different supra- and international surveys. According to the adult education survey, participation in further training increased slightly during the last decade, indicating that in 2014, 59% of all German employees participated in further training, and 24% expressed the wish to participate. Increasing participation in activities associated with further training may have a positive impact not only on individuals but also on the social and economical development of the whole society. Therefore, the question of how to increase participation in continuous vocational training arises. Different sources predict that more and more companies will consider further training an investment in improved worker performance and economic productivity. Especially against the background of demographic and technological developments, including labor and skill shortages, training the company’s human capital becomes significant. In this regard, the question of how to measure the sustainability of methods constitutes an area of research. Here, the concept of “Corporate University” seems to be worth evaluating because it combines different training methods. CU “interconnects personnel and corporate development and integrates learning process in corporate strategy”. By conducting and analyzing qualitative interviews, the goal of this thesis is to examine whether CUs might be suitable for increasing further training participation. Moreover, reasons for and barriers to further training in a high-technology company shall be identified. Not least, the evaluated executives might be sensitized to improve their companies’ offer for further training.
Table of Contents
1 Introduction
2 Principles of Further Training
2.1 Definition and Differentiation of Related Terms
2.2 The Necessity of Further Training in High-Technology Companies
3 Further Training in the Working Environment
3.1 Reasons for Company Training
3.2 Barriers to Further Training
3.3 Corporate Universities as Further Training Method
3.3.1 Definition and Classification
3.3.2 Implementation of the Concept of Corporate Universities
4 Interview Analysis
4.1 Methodology
4.2 Empirical Restrictions
4.3 Qualitative Content Analysis
4.3.1 Interview Situation
4.3.2 Institutional Perspective
4.3.3 Employee Perspective
5 Implementation Recommendation
Objectives and Research Scope
The primary objective of this thesis is to examine the suitability of Corporate Universities (CUs) as a method for increasing participation in further vocational training within high-technology companies. By analyzing the interplay between institutional objectives and individual employee perspectives, the study identifies core motivations and existing barriers to professional development in an IT-driven work environment.
- Theoretical foundation of further training and the necessity for skill enhancement in the Information Era.
- Evaluation of Corporate Universities as a strategic training tool integrating organizational and personnel development.
- Qualitative interview analysis comparing management strategies with employee perceptions.
- Identification of barriers to participation, such as lack of transparency and conflicting individual/institutional interests.
- Practical recommendations for aligning further training offerings with organizational requirements and employee needs.
Excerpt from the Book
3.3.1 Definition and Classification
The following sections introduce CUs as one form of further training. After explaining the origin and regional differences of CUs, an introduction to relevant definitions will follow. The second part (3.3.2) is concerned with concepts of implementation of CUs in practice. This framework will lay the foundation for the subsequent interview analysis.
Literature suggests that CUs were invented as a reaction to the structural changes discussed in section 2.2., particularly the globalization of markets, the shortened shelf life of knowledge, and the resulting necessity of LLL (Bundeministerium für Bildung und Forschung, 2002; Diesner, 2008). Despite the late theoretical base, the first CU was pioneered by Jack Welch in 1956 (Meister, 2006). In the United States, other large firms such as McDonald’s and Motorola followed in the 1980s, which led to a widespread introduction of the further training concept (Bundeministerium für Bildung und Forschung, 2002). For the most part, CUs represent a new type of further training, intertwining personnel with organizational development (Appendix F; Meister, 2001).
For various reasons, however, a universal concept of CUs does not exist; for instance, the conceptualization depends on the intention and location of a company. In the US, CUs intend to boost productivity and efficiency (Bundeministerium für Bildung und Forschung, 2002). In contrast, German CUs tend to have a higher focus on organization and strategy. In particular, they appear to support processes of change and the communication of corporate strategies (Bundeministerium für Bildung und Forschung, 2002). Another difference is that German CUs date back to 1990s and are therefore slightly younger than their United States’ predecessors. Evidence shows that CUs have grown over the last two decades (Abel & Li, 2012). It is likely that today there are more CUs than accredited for-profit and non-profit universities (Meister, 2006).
Summary of Chapters
1 Introduction: This chapter highlights the rising importance of lifelong learning and the need for continuous skill acquisition in the modern information society, setting the research goal to evaluate Corporate Universities.
2 Principles of Further Training: It provides definitions for training-related terms and explores the structural necessity of further education in high-tech environments due to globalization and technological shifts.
3 Further Training in the Working Environment: This section investigates motivations for and barriers to participation in training and introduces the concept of Corporate Universities as a strategic training method.
4 Interview Analysis: The chapter presents the qualitative methodology and analyzes empirical findings from interviews, highlighting discrepancies between management intent and employee experience.
5 Implementation Recommendation: It provides strategic suggestions for improving further training participation, focusing on transparency and better alignment between organizational goals and individual career interests.
Keywords
Further training, Corporate University, Lifelong learning, High-technology companies, Vocational training, Qualitative research, Employee development, Knowledge management, Institutional framework, Barrier analysis, Organizational culture, Skill improvement, Human resources, Corporate strategy, Professional development
Frequently Asked Questions
What is the core focus of this thesis?
The thesis focuses on examining why further training participation is essential for high-technology companies and how Corporate Universities (CUs) can serve as an effective instrument to foster this development.
What are the primary thematic areas covered?
The work covers theoretical principles of further training, the role of Corporate Universities in corporate strategy, and an analysis of reasons for and barriers to participation from both an institutional and an employee perspective.
What is the main research goal?
The goal is to identify why employees and institutions in high-tech companies might perceive further training differently and to suggest how these perspectives can be aligned through better communication and an adapted CU model.
Which methodology is applied in this research?
The study employs a qualitative research approach, specifically conducting and analyzing semi-structured, guided focused interviews with both management and employees of a global high-tech company.
What does the main body of the work address?
The main body integrates a literature review on training and Corporate Universities with a detailed content analysis of qualitative interview transcripts to compare theoretical frameworks with practical workplace realities.
Which keywords best characterize this work?
The work is characterized by terms such as Corporate University, further training, lifelong learning, organizational development, skill improvement, and barrier analysis.
How does the company's internal CU influence the study's conclusions?
The CU is identified as a vital implementation tool that, while successful in addressing company-specific skills, often lacks the transparency required to fully engage employees in their personal development goals.
What role does the "employee perspective" play in the final recommendations?
The employee perspective is central to the recommendations, as it highlights that employees seek certifications and career relevance, leading to the suggestion that CUs should provide tangible recognition for contributions to encourage participation.
- Quote paper
- Eva Maria Keiffenheim (Author), 2016, Reasons and Barriers to Further Training in High-Technology Companies. Evaluation of Corporate Universities, Munich, GRIN Verlag, https://www.grin.com/document/383567
