Corporate universities as knowledge management tools
| Date | 13 November 2017 |
| Published date | 13 November 2017 |
| DOI | https://doi.org/10.1108/VJIKMS-12-2016-0074 |
| Pages | 538-554 |
| Author | Enrico Scarso |
| Subject Matter | Information & knowledge management,Knowledge management,Knowledge management systems |
Corporate universities as
knowledge management tools
Enrico Scarso
DTG, University of Padua, Vicenza, Italy
Abstract
Purpose –Corporate universities (CUs) are particular educational arrangements that are established in
companies to provide specific training to employees. This paper aims to examine the place of CUs in the
knowledge-management (KM) field. Particularly, it discusses on how CUs are seen in the KM literature,
analyses relevantKM aspects that emerge in CU implementationand management and proposes preliminary
classificationsbased on some fundamental KM notions.
Design/methodology/approach –Given the novelty of the research, the case study methodology was
adopted. In particular, a multiple case-study investigation of CUs implemented in medium-sized companies
mainly operating in the northeast of Italy was conducted. The analysed companies were selected according to
“maximum variation sampling”approach, which aims at generating maximum meaningful heterogeneity within
the chosen sample, to highlight similarities and differences between the cases. Data collection was conducted by
means of interviews to key observers, interviews to company managers and analysis of documentary materials.
Findings –The empirical investigation proves that KM concepts can be pertinent and useful in
understanding the design and functioning of CUs. In particular, the study proposes a classification of CUs
based on KM notions.
Research limitations/implications –The study shows that there is a need to conductfurther studies
to better understandeducational arrangements like CUs under a KM viewpoint.
Practical implications –The analysis and the proposed classificationcan be of help for CU design and
management. In addition,it is suggested that companies must achieve better awareness of the importanceof
CUs as an effectiveKM tool.
Originality/value –The study contributesto deepen our understanding of an issue that, even if is strictly
connected with the cognitive aspects of companies, has not been sufficiently analyzed by the knowledge
managementliterature.
Keywords Learning, Business education, Case-study, Training, Knowledge management,
Corporate university
Paper type Research paper
1. Introduction
In the past decades, continuous learning and lifelong education has been considered a key issue
not only for policy makers but also for companies. Indeed, the capability to keep workforce
reactive to challenging changes in markets and technologies is deemed vital for a sustainable
business environment (Marquardt, 1996). This explains why Corporate universities (CUs)
have become a popular arrangement to facilitate business education and training, organizational
learning and circulation of knowledge inside a firm. Especially (but not only) used by large
firms, CUs are now diffused in numerous countries and industries (Andresen and Lichtenberger,
2007;Guerci et al., 2010;Abel and Li, 2012;Antonelli et al.,2013;Ayuningtias et al.,2015).
Although created for different reasons, usually they have similar goals, i.e. systematic
organization of human resources training, retaining employees and reducing negative effects of
turnover, facilitating the introduction of fresh workforce, aligning competences around the
company and improving the sense of membership and loyalty of workers (Hearn, 2001).
VJIKMS
47,4
538
Received19 December 2016
Revised26 February 2017
10March 2017
Accepted10 March 2017
VINEJournal of Information and
KnowledgeManagement Systems
Vol.47 No. 4, 2017
pp. 538-554
© Emerald Publishing Limited
2059-5891
DOI 10.1108/VJIKMS-12-2016-0074
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2059-5891.htm
CUs not only are a peculiar educationalor training arrangement but also can be regarded
as a means for managing the knowledge possessed by an organization. For this reason,
some authors consider them to be a knowledge management (KM) tool (Crocetti, 2001;
Rademakers, 2005) or even a part of the organisation’s knowledge infrastructure (Wiig,
1997). Thus, analysing such organisms under a KM perspective should help in
understanding key practical issues related to their implementation and management and,
more generally, to achieve better comprehension of new modes of implementing business
education and training in companies. In spite of this potential relevance, the KM literature
on CUs is still scarce.
In light of this, the present paper contributes to fill such gap by understanding how CUs
can be framed into a KM perspective.In particular
(1) it discusses the place of CUs in the KM literature;
(2) it examines relevant KM aspects that emerge in CU implementation and
management; and
(3) it provides preliminary classifications of CUs based on the fundamental notions
adopted in the KM literature.
Point (1) derives from an analysisof relevant literature, with a special focus on KM Journals,
while Points (2) and (3) are based on the information collected by means of a preliminary
multiple-caseanalysis of CUs implemented in a number of medium-sizedItalian companies.
The structure of the paper is as follows. Section 2 provides basic definitions and
notions that will be used in the study, and Section 3 analyses the place of CUs in the KM
literature. Section 4 describes the research questions and method, while Section 5
summarises what emerged from the empirical investigation. Section 6 discusses the
findings of the investigation and proposes a categorization of CUs based on KM notions
and processes. The last section examines possible implications for future research and for
management.
2. Corporate universities: basic definitions and notions
The CU phenomenon is not new: justto mention a popular case, General Motors launched its
CU, the “GM Institute”, in 1927. CUs cannot be considered just another “management fad”
(Ayuningtias et al., 2015);indeed, in the USA alone, their number doubled between1997 and
2007 (from 1,000 to 2,000), and currently, there are more than 4,000 CUs worldwide (Kolo
et al., 2013). CUs are especially diffused among large multinational companies of various
sectors (well-known enterprisesthat have established CUs are GDF Suez, Unilever, Daimler,
MacDonald, Eni and Credit Suisse) but are alsopresent in companies of smaller size. During
the years, CUs haveevolved from mere “training departments”to real vehiclesof “integrated
knowledge transfer, exchange and innovation”–both within and between organizations
(Rademakers, 2005;Abeland Li, 2012).
A universal definition of a CU is still lacking in the literature (Guerci et al., 2010;
Alagaraja and Li, 2015); numerous definitionshave been proposed that change significantly
from a case to another since they often tend to emphasize particular characteristics. The
“formal”definition provided by the Global Association of Corporate Universities and
Academies (G-ACUA –www.g-acua.org) states that a CU is a managementtool designed to
assist organisations achieve their strategic goals by conducting activities that foster
individual and organizational learning and knowledge. It provides company-specific
training for an organisation’s personnel, in connection to the strategic needs. As previously
recalled, CUs pursue some basicobjectives, as follows (Hearn, 2001;Allen, 2007):
Knowledge
management
tools
539
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