Corporate Education Research Articles

Relationship Between Executive Education and Governance: Studies of Brazilian Business Groups

This theoretical and practical discussion intends to connect the formation of human capital of major Brazilian agents with investments in executive education based on demands from the areas of Corporate Governance and Tax. To this end, a literature review of the aforementioned themes was carried out, highlighting historical and contemporary aspects, relating them to the efforts of the companies studied: Petrobras, Braskem and OAS. In addition to the documentary research, semi-structured interviews were carried out with 22 executives from the aforementioned companies in order to reinforce knowledge about the phenomenon of governance, its consequences and consequences in shared services organizations. The text is structured in an introduction, discussion and theory segmented by study area and applied with notes from each business group and conclusions. The scientific contribution lies in strengthening the relationship between what is discussed in the academy and what is done in the market, intensifying the need for corporate education for business results.

NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE

The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)

Education in further professional education before and during the pandemic

The aim of the paper is to increase the motivation of organisations by providing the varieties of forms of education and the possibility of choosing the form of education for a specific educational activity. The focus of the paper is on two basic forms of education, full-time and distance learning. The centre of our attention is distance education, in terms of the conditions and implementation aspects of electronic corporate education in the Slovak Republic. Two methods were used in the empirical research: the questionnaire method and the interview. Respondents were selected from two sections of the Statistical Classification of Economic Activities – NACE (Rev.), Section C and Section G, 120 respondents in each section. Despite the digitalisation of the economy and education, respondents as well as authors believe that in the future, the corporate education after the pandemic will return to full-time education and development of blended education.

Влияние корпоративных университетов на формирование конкурентных преимуществ высшего образования Российской Федерации

Competitive advantages predetermine the success of the implementation of the tasks assigned to higher educational institutions that have developed under the influence of the globalization of the world economic space. Using the experience of corporate universities in the work of state and non-state educational institutions of higher education will improve the quality of educational processes, as well as the integration of theory into the practice of producing socio-economic systems. This process will increase the economic security of the sovereign territory, as well as the success of higher education adaptation to new challenges that have arisen as a result of the socio-economic crisis that arose as a consequence of the pandemic. The introduction of new educational standards in the field of higher education creates new tasks for the entire system of higher education in Russia. The experience of corporate education in foreign countries is invaluable in planning an effective strategy for the development of educational processes in our territory.

Подготовка кадров для наукоемких производств в системе непрерывного образования

At present the higher education system does not meet the employer’s requests. Therefore, the concept of lifelong education is becoming more and more relevant. One of the aspects of such education is a corporate university which not only provides the necessary knowledge to work for a particular company, but also improves general cultural skills. On the basis of expert interviews (N = 100) conducted in 2017–2019. it was considered as high-tech industries are ready to participate in personnel training in order to have well-trained employees and receive economic profit. Attention is also drawn to the current state of the professional education system. The experts’ opinion on the corporate education, as well as on the basic university departments as one of the forms of such education is pondered upon. The interview is also focused on the effectiveness of continuing education courses. Attention is paid to the problems of insufficient level of professional competencies facing the employers and the possibilities of overcoming them. The experts expressed their opinion on the changes that they would like to see in the professional education system. Possible options for the development of professional training for lifelong education were considered. The article focuses on the interaction between lifelong education institutions and high-tech industries which will help bridge the gap between the education system and real production.

The Digital Educational Environment: The Problem of Its Accessibility for Visually Impaired Students

The changes taking place in recent decades in the humanitarian sphere of the life of Russian society are manifested in the increased attention to problems of social integration of people with disabilities. The social state policy concerning such people is increasingly focused on creating equal opportunities so as to participate in the life of society and get involved in socially useful activities. One of the most important aspects of equal opportunities for the visually impaired is ensuring the access to information and opportunity to participate in public information exchange. The process of society informatization makes the solution of these problems even more urgent. In this regard, the wide distribution of digital electronic resources is of particular importance, taking into account the requirements for the visually impaired and computer technology. In the given research there substantiated possibilities of using digital educational resources, computer typhlotechnologies when interacting with the information public. Such results can be implemented in the organization of both academic and corporate education. The developed approaches can be used by various groups of developers to create their own digital educational environment

THE METHOD FOR SELECTING THE BEST PERFORMER FOR SOLVING OPERATING TASK BASED ON A COMPETENCE APPROACH

There are some problems regarding the interaction of various areas of human resource management, due to the development of information products in the field of obtaining corporate knowledge and monitoring competencies. The main issue is the formation of a close connection between corporate education and the employee's work activities. Presently, the formation of a competency base is associated with the existing positions and roles for employees in the organization. Thus, the control of competencies is primarily carried out at the initial stage of recruitment and adaptation of staff. Further development of employee competencies is associated with training. But as practice shows, the company is forced to apply radical methods to support the employee's motivation to acquire new knowledge and competencies. At the same time, the question of the organization's interest in training employees remains open. Nevertheless, employee training has a direct impact on improving the quality of work and the financial stability of any organization. This paper proposes a method to improve employee productivity, combined with support for motivation to develop and learn. The purpose of developing such a method is to ensure that both employees and the organization are motivated to learn and develop. In this case, it is advisable to combine this process with work activities. And the expansion of the competence base can be supported by the creation of intra-organizational competencies and a detailed analysis of work activities through the prism of a competence-based approach. The main activity of the method is aimed at finding a suitable performer for solving office problems. The development uses an ontological approach that allows a semantic analysis of the requirements for work tasks and projects and the selection of the most relevant criteria for choosing an executor. In this case, the candidate for the performance of the work task is selected primarily according to his existing competencies and conditions that he is ready to comply with. This approach also makes it possible to use the rating system to organize personalized training and find an approach to eliminating the lack of competencies in the company, as well as to ensure the interchangeability of performers and the continuity of the workflow. Individual trajectories of training can be formed to train personnel to perform specific work tasks in this case. And an analysis of the availability of competencies in an organization can identify weaknesses in work activities and provide targeted training for employees.

Media Technologies in the Corporate Model of Media Education Opportunities and Prospects

The modern world is the world of media. Several factors have a significant impact on the development of the corporate education system. Among them are the development of digital education tools, transmedia literacy and generation Y and Z in the labour market. COVID 19 infodemic is only strengthening the influence of these factors. Approaches to corporate education changed fundamentally. In the corporate education system, not only content has changed, but also approaches, technologies, and tools for developing competencies. It is critically important to add a media educational component to the system of corporate L&D. It’s necessary now to develop also the corporate model of media education. And the development of media education technologies has great meaning in the modern corporate sector. Among them are microlearning, mobile education, development of project management skills, etc. All these competencies could to strengthen the competitive advantages of the company in the new media and informational reality of the corporate sector. Today it is necessary to talk about the use of transmedia in the corporate training system. Opportunities for the development of the transmedia ecosystem bring benefits to companies targeting Generation Y and Z.

Корпоративные коммуникации: возможности развития в системе корпоративного образования

The purpose of the study is to reveal the development of corporate communications through the corporate education system. In this context, new approaches and opportunities within the corporate training system are proposed for the formation and development of corporate communications adequate to the situation. The scientific novelty of the research lies in the formation of a new approach to the development of corporate communications through the training of employees, the development of responsible behavior in the media sphere. As a result of the study, the possibilities of the corporate training system in increasing the efficiency of corporate communications were revealed, the use of media educational technologies also form advantages for the employees of the organization in increasing the safety and responsibility of behavior in the media environment.

Learning Management Systems in Academic and Corporate Distance Education

Present-day development of information technologies is making deeper and deeper incursions into all spheres of human activity, both social and economic. It is only natural that they greatly influence the educational industry, changing the approaches, methods and forms of education. Currently e-learning and distance technologies are being actively introduced into both academic and corporate education, as complementary to traditional forms. The efforts of teachers are aimed at finding effective models of blended learning. All this determines the relevance of the present study.
 The abstracted article is aimed at developing frameworks of a distance learning model based on the use of modern learning management systems.
 To obtain thorough and reliable results the authors make use of two research approaches: acmeological and competence-based. They review the features, the scope and use of the existing LMS platforms and work out tools for the development of e-learning system. In addition, they assess the compliance of e-learning tools with the preferences of X, Y and Z generation users.
 The outcome of the research is the development of a universal competency that can be applied to the study of modern methods and approaches with reference to both academic teaching and learning, and to corporate training. It is quite apparent that pros and cons of the learning management system and its possibilities should be carefully studied and thoughtfully used. The effective e-learning requires constant monitoring of equipment, proper work of host servers and considering user-friendliness of the platforms. This is related to the fact that public educational organizations, including schools, colleges and universities, especially in low developed countries, prefer traditional teaching methods and are slowly moving to innovative models.
 The research findings can be viewed as a step forward in creating user-friendly and flexible e-learning platforms, suitable for separate users, institutions and businesses. They can be applied for further assessment of existing learning models, especially for the younger generation, and for research and development of new strategies and methods of using learning management systems and platforms.

PROFESSIONAL IMPRINTING AS A BASIS FOR SYSTEMATIC TRAINING OF LABOR RESOURCES FOR HIGH-TECH INDUSTRIES

Increasingly complex business processes and rapidly changing market conditions force employers to invest more and more resources in human resources development. At the same time, it is not just the professional knowledge and skills of a particular employee that come first, but also their ability to adapt to changing market circumstances. Most Russian higher education institutions are focused on transferring to future specialists a structured system of knowledge and skills that fit into the concept of "hard skills"(skills that can be easily taught and the result of training can be measured), but the current market situation increasingly requires the development of "soft skills" - universal competencies that are difficult to quantify (ability to work in a team, balance, engagement, dedication), but which significantly affect the final result of the employee's work and the formation of competitive advantages of the entire enterprise. These skills contribute not only to personal professional growth, but also to improving the stability of the enterprise management system as a whole. Today, these areas of knowledge are more covered in the field of corporate education. The article considers the prerequisites for the development of the corporate education market, analyzes the existing models of building a system of professional knowledge and considers the role of professional imprinting in the training of specialists.

CORPORATE EDUCATION

This article aims to analyze the maturity evolution process of the stages of the corporate education system, listing the driving aspects of this process. To accomplish it, a qualitative research with a descriptive exploratory approach was carried out through an integrative review. The survey and systematic review were based on the analysis of existing scientific knowledge about "corporate education" and "evolution of the corporate education system". In the end, it is possible to list 25 driving factors for the evolution of the corporate education system to be considered by organizations that intend to reach the last stage of evolution, the Networked Corporate University (NCU), the most contemporary model proposed by the literature. In conclusion, this study brings theoretical contributions advancing on the existing theories and practices, as it can be considered that, when the Corporate Education System evolves towards the NCU stage, it will meet the context requirement that drives it to amplify the vision, beyond human capital, to social and relational capital.

EVASÃO DO CURSO DE PÓS-GRADUAÇÃO EM GESTÃO DE NEGÓCIOS DE UNIVERSIDADE CORPORATIVA: PERCEPÇÕES DO ESTUDANTE/EMPREGADO

A pós-graduação em Gestão de Negócios é uma realidade e inovação na educação corporativa da instituição federal pesquisada, que, por motivos de segredo industrial não será revelada. O curso apresenta características inerentes à educação a distância (EaD), como distância no espaço e tempo e a autonomia do aluno. Com relação aos alunos dessa modalidade de ensino, torna-se importante identificar os motivos que levaram muitos deles a evadirem-se do curso. Para tanto, foi aplicado um instrumento de pesquisa cujo objetivo geral foi identificar quais razões levaram o estudante, que é empregado da empresa, a se evadir desse curso. O instrumento, de caráter quantiqualitativo, continha questões fechadas com respostas a partir da escala Likert, para análise estatística descritiva inferencial, e uma questão aberta, em que foi utilizada a técnica de análise textual discursiva. Evidenciou-se que os motivos que levaram ao elevado número (41%) de evadidos no curso estão relacionados com: conciliação do tempo para as atividades de trabalho e a necessidade da presença nas atividades síncronas (aulas por videoconferência e provas); necessidade de maior articulação da universidade corporativa da empresa com os gestores dos empregados, no sentido de facilitar a participação destes nas atividades presenciais; sensibilização quanto aos aspectos trabalhistas, como férias e especificidades da realidade da empresa, como contingências e greves, entre outros fatores.

기업교육 담당자의 온정적 합리주의리더십이 직무만족과 직무성과에 미치는 영향

기업교육 담당자의 온정적 합리주의리더십이 직무만족과 직무성과에 미치는 영향

Digital Game-Based Learning effectiveness assessment: Reflections on study design

Despite efforts for defining best practices for assessing Digital Game-Based Learning (DGBL) effectiveness, lack of scientific rigor is yet to be established. This has led to academics and educational practitioners doubting the quality of evidence and practical value of scientific research in educational settings. Hence, the present manuscript aims to test the feasibility of previously defined best practices by means of 3 feasibility studies: one in formal, one in health and one in corporate education. Results firstly show a more nuanced view on previously defined best practices regarding control groups: a) inclusion of an educational activity is not always desirable and depends on whether absolute or relative effectiveness is assessed and b) keeping instructional time equal in experimental and control group does not comply with the time efficiency outcome of DGBL. Secondly, several non-intervention related elements jeopardizing internal validity have been established: a) failed randomization, which can be tackled with blocked randomization and b) pre-test effects, which can be tackled with carefully piloted parallel versions of tests. Lastly, additional indicators for motivational and efficiency outcomes in a self-paced distance learning context have been established: a) motivation during/after the training should be expanded with motivation to start playing and b) time required to finish the training should be expended with time required to follow-up on learners. Recommendations in the present manuscript are not exhaustive or generalizable to all contexts, but do provide preliminary insights into feasible experimental designs for DGBL effectiveness studies.

The problem of modern corporate education humanization

There is not enough systematic philosophical research in the scientific works that fully consider the problems of the corporate education forming and peculiarities of its functioning. The article presents the socio-philosophical approach to analyze the problems of the corporate education humanization in the modern information society. To understand the corporate education as a socio-philosophical phenomenon, it is necessary to find out the prerequisites for its emergence, conditions of its formation and development process. To do this, a systematic philosophical approach should be used based on the research analysis both in social philosophy, and related fields. The study of this problem is a complex cognitive process necessary for the cor porate education philosophical analysis. The article considers the basic categories for the socio-philosophical analysis of this phenomenon, such as, «social reality», «education», «continuing education», «corporate education» etc. The authors conclude that there is a steady trend of institutionalization and humanization of this social phenomenon as a result of the corporate education actively developing problem in the context of the information and communication society. An analysis of modern foreign and domestic scientific literature allows concluding that each country has a certain specificity of the corporate education, which is due to cultural characteristics, mentality, economy and the technology and production development level.

FORMATION AND DEVELOPMENT OF CORPORATE EDUCATION IN POLAND IN THE SECOND HALF OF THE 20TH – EARLY 21TH CENTURY

The article represents an overview and substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th - early 21th century. The definition of ‘corporate education’ in the context of adult education is clarified in the text. The importance of the experience of corporate education of the Republic of Poland as a component of adult education for the Ukrainian education system was noted. The purpose of the article is a theoretical substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th – early 21th century. It was found that during the existence of the People’s Republic of Poland (1952–1989) no special legislation and regulations on the organization of corporate education were adopted in the country. The problems of formation of corporate education, which have been being solved by the People’s Republic of Poland in the 50-70s of the last century were singled out. In the article was proven the importance of the adoption of the Labor Code (1974), the Employment Act (1989), The Law On the Education System (1991), the Act on Employment and Social Protection in case of Unemployment (1994), the document «Continuing Education Strategy till 2010»; (2003). The following features of formation and development of corporate education in Poland in the second half of the 20th – early 21th century are established as: the centralizing the management of educational institutions and ideologically biased content of education; the transition from the administrative-command method in the management of formal education institutions; the spread of the decentralization of education; laying the foundation for the democratization of corporate education in Poland; the emergence of a regulatory framework for broad autonomy of informal corporate education; the adapting the legal framework of education to European Union standards; the integration of Polish corporate education into the European Community. In the future, it is necessary to study the trends of updating the content, forms and methods of vocational training of adults, taking into account the requirements of international standards for training competitive professionals for the global labor market.

Forms of Further Corporate Education in the Slovakian Construction Industry

The paper deals with further professional education, which involves educational activities aimed at improving knowledge, skills and abilities related to work performance. The focus is on selected attributes of preparing and implementing further professional education in construction companies in Slovakia. The research model was designed to detect weaknesses in assessing educational needs and the kinds and forms of education, to help improve the future organization of further professional education. The authors determined research assumptions and research hypotheses, conducted a questionnaire survey, and analyzed the statistical significance of the results using statistical tests and coefficients. There is minimal use of special-purpose methods for assessing educational needs; qualification education prevails in companies that most frequently provide adaptation education and introductory training. Statistically significant differences in the approach to further education were found based on level of completed education, job position, and company size. In further professional education that requires a guided form of education, distance education (either offline or online) is suitable for construction companies.

Corporate education in personnel training for engineering and civil engineering industries

Period of active global cybernation and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness in world business markets. There was a problem of forming a system for training new human resources that would satisfy the changing economic realities. The Russian Federation had a higher education system as one of the most stable and well-functioning mechanisms for training personnel for all economical sectors until the 90th of the last century, before the country collapse and the beginning of political and economic reforms. An indicator of the system effectiveness was that the graduates of Russian universities were invited to work by well-known corporations from many countries of the world. Over the years of the reforms, Russia has lost its previous model of education, which significantly affects the quality of personnel training today [1]. Many Russian enterprises are forced to follow the path of independent training and specialists retraining. At first, training was organized locally, it was by chance, but Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in a company and even create corporate universities over the time. The study examines preconditions for the system formation and the corporate education market development, provides current models of knowledge accumulation and proposes the author's cognitive model of personnel professional development.

Проблемы образования в постиндустриальную эпоху

Considering the problems of education in the post-industrial era, the authors present the key concepts and make an attempt to describe the post-industrial reality as a volatile and complex system. Тhe authors discuss new approaches in technical and corporate education. A model of the development of «post-industrial education» is proposed, which helps to understand the main trends and challenges that await the education system in the future. The problems of «post-visual reality» and distance education are discussed, technical and organizational methods of its implementation are considered. In accordance with the concept of «life-long learning», conclusions are drawn about the changing roles of students and teachers.