Index

Citation

Dealtry, R. (2017), "Index", The Future of Corporate Universities, Emerald Publishing Limited, Leeds, pp. 289-298. https://doi.org/10.1108/978-1-78743-345-820171030

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited

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INDEX

Academic School (AS)

, 119

Academic universities

, 8–9

Accreditation

, 53, 109, 252

in corporate university management

, 133–146

degree of co-alignment

, 143–144

dynamics of differences

, 140–141

influences, matching

, 260–261

nature of challenge

, 134–140

quality assurance issues in

, 142–143

Action learning

, 37, 43, 156–158, 176, 179, 182, 183, 194, 250–251

Action Learning School (ALS)

, 120

Action research into current practice

, 58

Action research process

, 53

best practice in

, 76–77

Action research toolkit (ART)

, 53, 78

Administration

, 39–40

Alignment and Integration school (AIS)

, 120

Alliances

, 11–12, 64, 66, 142, 160, 190, 193, 196, 198, 253

APEL

, 11, 160, 258

APL

, 11, 146, 160

A priori intellectual capital survey

, 256–257

Barriers to growth

, 191

Best practice

, 37, 49–61, 64–74, 76–77, 97, 191, 192, 210, 249, 264

contextual influences of

, 257–259

Best practice inventories (BPIs)

, 257

Branding

, 6

British Institute of Learning and Development (BILD)

, 250, 264

Business development

, 4, 5, 14, 27, 28, 42, 96, 113, 115, 116, 121–123, 127, 131, 153, 165, 173, 189, 205, 214, 222, 285

Business Environment School (BES)

, 120

Business issues simulator

, 227–233

Business schools

, 26, 108, 120–121, 151, 152, 253, 260, 261

alliance with, forming

, 11–12

Career Based Accreditation (CBA)

, 136, 140, 146

Case study participant recruitment

, 57–58

Caveat emptor

, 176

CEDEFOP validation of nonformal and informal learning

, 253

Center for Applied Management Studies, Copenhagen Business School (CBS-CAMS)

, 86

Change management

, 44, 157, 283–284

CIT School

, 119, 154

Clusters

, 22, 71, 76, 123, 144, 233, 246, 271

development, influences of

, 209–212

Collaboration

, 11, 160, 210, 258, 263

Companies, involvement in corporate university development

, 7

Competency

, 140, 180, 210, 220, 243, 273, 275

collaborative learning

, 251, 259

development

, 139

inter-disciplinary

, 192

management

, 157, 184, 244

multi-cultural

, 192

professional

, 65

Competitive advantage

, 6, 18, 24, 31, 40, 44, 69, 107, 136, 153, 158–159, 215, 256

Competitive learning objectives, prioritizing

, 256

Comprehensive structural process model

, 52–53

Conceptual development

, 241

Configuration School of Thinking (CS)

, 128, 165, 278

positioning of

, 128

Continuing Professional Development School (CPD)

, 119

Copenhagen Declaration

, 67

Corporate Academy

, 219

Corporate Business School

, 219

Corporate image dynamics

, 170

Corporate university

case research into development

, 16–28

case research into evolution of development process

, 29–47

case reviews, applying model strategies for

, 109–110

companies involvement in development

, 7

configuring

, 113–131

current preferences

, 156

debate about

, 115–117

defined

, 5

development and management of

, 10

for large corporations

, 6–7

frequently asked questions

, 3–14

front and decision analysis

, 33–44

inclusive strand of

, 9

intellectual leadership and strategic role of

, 172–174

learning curve, managing

, 85–97

learning process in strategic fit, positioning

, 102–103

locating

, 8

management, accreditation in

, 133–146

management disciplines, training in

, 78

paradigm management, strategic directions in

, 151–161

paradigm, evolution of

, 30

program success, modality of

, 156–158

properties and attributes, managing

, 129–131

properties and development

, 47

real time

, 217–234

role in managing an epoch in learning organisation innovation

, 237–247

strategic potential of, methodology for appraising

, 99–110

traditional

, 8–9

trends in

, 85–86

usage of the term

, 6

Corporate University Blueprint model

, 16–18, 22, 24, 28, 32, 33, 42, 45, 94, 96, 247, 269, 285

primary decision strands of

, 109–110

Cost of learning

, 261

Counselling

, 213

Credibility

, 46, 50, 102

Credit mapping

, 134, 135, 142

Cross-sectional analysis

, 21

Culture architects

, 221

Curriculum design

, 156

innovation, environment for

, 250–251

CV Plus

, 180–181

Danish Association of Corporate Academies (DACA)

, 97

Danish Association of Corporate Academies Partnership of Organisations (DACA*PO)

, 86, 97

Dash board, reading

, 229–233

Database of best practice

, 58, 77

management of

, 77

Data protection

, 24, 44

Decision making

, 193

Decision strands

, 18, 19, 21, 23, 27, 33, 42–46, 110

Demand-led learning

company

, 198–199

dilemma of

, 193–196

optimizing

, 63–78

strategies

, 189–190

Design

influences

, 255

and innovation

, 263–265

Design school strategies

, 33–38

Development gap analysis

, 91, 165, 166

Diagnostics

, 182

Dissemination of best practice

, 59

Domains of thinking, segmenting

, 122–125

Dynamic culture

, 26, 205

Dynamic learning capabilities

, 268

Dynamic learning management

, 254–255

Dynamic SWOT analysis

, 222

EABIS

, 65

Econometric model

, 242

Ecotec National Agency

, 68

Ecotec thematic networking

, 253

ECUANET (European Corporate Universities and Academies Network)

, 49–61, 63–65, 72–78

best practice in action research methodologies

, 76–77

community structure

, 51–52

intelligent organisation dynamics, creation of

, 60–61

interactive process

, 49–50

management skills resource groups

, 54–55

project achievements

, 67–69

project partnership and activities

, 73–74

research process

, 76–77

synthesising community

, 51

transnational networking and information exchange on VET, effectiveness of

, 75–76

Work Programme Execution Plan

, 58

work programme profile

, 52–60

work strands, aims and objectives of

, 57–60

Educational models

, 87, 88, 97, 137

e-learning

, 13

pre-dawn of

, 250

technology context influences

, 259–261

Emotional Intelligence School

, 118

Empirical research

, 65

Empowerment School

, 118

Enterprise learning

, 194

Enterprise School of Management

, 219

Environment

, 7, 8, 10, 14, 16, 26, 34, 35, 37, 38, 40–42, 51, 60, 70, 71, 73, 74, 89, 91, 95, 96, 102–108, 116, 120, 123–125, 127, 136–138, 140, 157–164, 167, 172, 176, 182, 184, 186, 191, 193, 194, 196, 206, 209, 218, 219, 228, 239, 240–242, 244, 245, 247, 252, 253, 256, 261, 262, 265, 268, 270, 274, 276, 284

for curriculum design innovation

, 250–251

Epoch in learning organization innovation, management of

, 237–247

connections or chaos

, 241

consequences for

, 240

defining

, 238–240

kinetic organization

, 245–246

kinetic resonance, achieving

, 242–245

Europe

, 51, 65, 73, 75, 85–86, 114, 219, 253

European Best Practices

, 69

European Commission (EC)

, 64, 74, 75

European Union (EU) Commission

, 64

Exploitation

, 59–60

FEdS Consultancy

Signposter Programme

, 262

Field studies

, 16

‘Figure of eight’ effect

, 107

Financial management

, 158, 253

Firm–individual relationship

, 212–214

Funding

, 12, 24, 35–36, 68

G-ACUA

, 65

GBN

, 65

Global competition

, 13, 74

Global corporate priorities

, 191–193

Globalisation

, 239

Global learning

, 13

Global responsibilities

, 190

Global School (GS)

, 121, 127

Good Feasibility Studies

, 219

Goodwill

, 267–281

mapping

, 269–270

nature of

, 270–271

range finding

, 277–280

relevant capabilities, configuring

, 276

value

, 268–269

Governance

, 35–36

Hedaa, Laurids

, 86

High achievers

, 220–222

Honey, Peter

, 251

Human resource management

, 22, 158, 273

Incentives

, 11

Inclusive Learning School (ILS)

, 119, 126

Individual–firm relationship

, 212–214

Influences on learning

, 182

Information development

, 58

Innovation

, 7, 31, 60, 61, 69–73, 75, 76, 64, 114, 117, 146, 152, 190–193, 198, 234, 260

curriculum design, environment for

, 250–251

design and

, 263–265

organizational. See Organizational innovation, corporate university’s role in managing epoch in

process

, 21, 30, 66–67, 105, 192, 250, 251–254, 256, 259

product

, 66–67

technological

, 259

Integrated strategic learning process perspective

, 101

Intellectual capital

, 43, 154, 257

management

, 153, 285–286

school

, 120

Intellectual Capital Index (ICI)

, 163, 164

Intellectual Capital School (ICS)

, 120

Intellectual Capital Survey (ICS)

, 256

Intellectual development domain

, 126–127

Intellectual diversity

, 115

Intellectual Equity Index (IEI)

, 163, 164

Intellectual equity trail

, 271–273

critical orientation issues, addressing

, 280–281

map orientation

, 274–276

map, reading

, 273–274

value enhancing strategy

, 281

Intellectual leadership

choice of

, 168–169

in corporate value, managing

, 163–174

perspectives, linking

, 164

practice and purpose, identifying differences in

, 165–168

research dimensions for appraising

, 169–172

and strategic role of corporate university

, 172–174

Intellectual Leadership Indicator (ILI)

, 163, 164

Intellectual partnerships

, 11, 37–38, 87, 107

selection and management of

, 159–160

Intellectual partnerships

, 37–38

external

, 38

internal

, 38

Intellectual supply chain

, 11, 46, 122, 153, 159, 190, 191, 269

management

, 142, 198

mapping

, 197, 253

Intelligence reportage systems

, 257

Intelligent organisation dynamics, creation of

, 60–61

International Management Centres (IMCs)

, 251

International perspective

, 192

Investment appreciation

, 261

Key performance indicators (KPIs)

, 66

Kinetic organisation

, 245–246

Kinetic resonance

, 242–245

Knowledge

acquisition

, 203

emergent

, 158–159

intensification

, 51

management

, 24

premium rate

, 137, 268

Knowledge harvesting (KH)

, 40, 65, 159, 270

Knowledge Management School (KMS)

, 119–120

Know others

, 182

Know yourself

, 181–182

Kozubska, Joanna

, 251

Large corporations, for

, 6–7

Leaders, qualities of

, 144–145

Leadership

intellectual

, 172–174

learning, managing

, 94–97, 145, 146, 206

thought

, 3, 5, 7, 60, 96, 117, 218, 219, 233, 272

Learner, as leader

, 144–145

Learner–organization relationship

, 183–184

Learning

accreditation

, 133–146

action

, 37, 43, 156–158, 176, 179, 182, 183, 194, 250–251

behaviour

, 5, 182, 185, 190, 258, 262

changing character of

, 195

choice

, 184, 185

cluster

, 205, 209–211

curve

, 5, 72, 76, 85–97, 204, 218, 220

demand-led

, 63–78, 189–199

global

, 13

infrastructure

, 8, 12, 13, 26, 31, 41, 103, 107, 139, 146, 183, 214

leadership, managing

, 94–97, 145, 146, 206

lifelong

, 67, 73, 97, 104, 141, 176, 184, 198, 206, 249–265

management curve

, 204–206

management, differentiated spheres of

, 206–209

markets

, 138

organisation

, 25

organization dynamics, segmenting

, 195

partnership

, 31–32

pathways of

, 179–180

praxiology of

, 184–185

process innovations

, 21, 30, 252–254, 259

relevance

, 76, 203–215, 251, 259

role in achieving strategic fit

, 104–108

self-managed

, 27, 47

successful

, 177–179

technologies

, 13, 36–37, 66, 250

work-based

, 78, 250

Learning Institute

, 219

Learning Organisation

, 219

Learning-to-learn

, 106, 107, 140, 178, 186

gradualism, managing

, 179–185

visualising

, 179–180

Leonardo Da Vinci Project

, 63

Lifelong learning

, 67, 73, 97, 104, 141, 176, 184, 198, 206

curriculum, design and management of

, 249–265

contextual influences, management of

, 255–261

Longitudinal analysis

, 20–21

Long run dynamics

, 229

Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation

, 67

Management

, 39–40

change

, 44, 157, 283–284

of corporate university

, 10

development programmes

, 37, 42–43, 173

financial

, 158, 253

human resource

, 22, 158, 273

intellectual capital

, 285–286

intellectual supply chain

, 142, 198

intelligence

, 40

marketing

, 158

operations

, 158

participatory

, 194

performance

, 90, 171, 191, 253, 258

project

, 64, 72, 77

relationship

, 65–66

teams

, 35, 40, 192, 221, 264, 267

Management Development School (MDS)

, 118

Managers

, 237–238

role in alliance formation

, 12

Marketing

, 13

external

, 39

five P’s of

, 177

functions

, 38–39

internal

, 39

management

, 158

Matching learning opportunities

, 258

Mentoring

, 213

Moderate run dynamics

, 229

Motivation

, 6, 12, 27, 41, 96, 109, 122, 139, 141, 152, 153, 169, 205, 213, 241, 244, 245, 254, 258, 274

Mumford, Alan

, 251

Naming

, 26, 27, 75, 114, 116, 219

guidelines for

, 6

Network development

, 58–59

NPL School

, 118

Operations management

, 158

Organisational constraints

, 24

Organisational development domain

, 127

Organisational development model

, 54, 61, 75, 108, 114, 122, 123, 125, 127, 164, 240, 269

Organisation change effects

, 103–104

Organizational innovation, corporate university’s role in managing epoch in

, 237–247

connections or chaos

, 241

consequences for management

, 240

epochal context, defining

, 238–240

kinetic organisation

, 245–246

learning about achieving kinetic resonance

, 242–245

managers and working context

, 237–238

Organization–learner relationship

, 183–184

Ownership

, 25

Participatory management

, 194

Partnership management

, 57

Passive curriculum

, 155, 250

Pathways of learning

, 179–180

Performance

, 12, 43, 100, 102–104, 107, 108, 122, 144, 146, 164, 189, 204, 209, 211, 222, 238, 251, 256, 262, 263

-based compensation

, 193

improvement

, 68, 103, 170, 171, 274

management

, 90, 171, 191, 253, 258

measurement

, 141

Personal learning aspirations

, 258

Personal learning skills

, 251, 259

Platform Development School (PDS)

, 118, 127

Praxiology of learning

, 184–185

Premium rate knowledge

, 137, 268

Prestige School (PS)

, 121

Process design parameters, identifying

, 254–255

Process innovation

, 21, 30, 66–67, 105, 192, 250, 251–254, 256, 259

Process optimisation

, 261–262

Process perceptions

, 223–224

Product innovation

, 66–67

Programme-focused school

, 118

Programmes

, 8, 11, 13, 14, 17, 18, 26, 31–44, 67, 68, 73, 94, 97, 100, 103, 104, 115, 123, 129, 133, 136, 138, 141, 143, 159, 164, 173, 179, 182, 183, 191, 193, 196, 198, 208, 212, 213, 251–254, 257, 270

accreditation influences, matching

, 260–261

management development

, 42–43

success, modality of

, 156–158

work profile

, 52–56

Programme(s) Project Process (PPP)

, 40

Progressive learning model, application of

, 16–19

Project brochure

, 77

Project management system

, 57, 64, 72, 77

Project Process

, 158

Project website

, 77

Pulse issues, dynamics of

, 93

Purpose

, 5, 16, 25, 26, 31, 33, 35, 63, 73, 74, 91, 103, 106, 108, 124, 159, 165–167, 204, 205, 218, 222, 239, 271–273, 276, 279

Qualification School (QS)

, 119, 126

Quality assurance

, 24

issues in accreditation management

, 142

systems and procedures

, 43–44

Quality service matters (QSMs) relationship management process model

, 65–66

Questions

, 3–14

Reaction Vector Diagram (RVD)

, 225–226

Reading development dynamics

, 222–226

Real-time development practices

, 217–234

business issues simulator

, 227–233

challenges to

, 233–234

ground breaking ideas

, 218–219

high achievers

, 220–222

reading and righting development dynamics

, 222–226

system interventions

, 219–220

Real-Time Management School (RTS)

, 120, 127

Recognition

, 141

Regulatory standards

, 41–42

Relationship management

, 65–66

Relevancy

, 203–204

Research methodology

, 16–19, 32–33

Research planning and development

, 57

Research process

, 76–77

Resource allocation

, 193

Responsibility for own learning

, 214–215

Responsibility for own learning, achieving

, 214–215

Retention

, 95, 134, 263, 274

Return on investment

, 12, 36, 43, 89, 100, 153, 253

Revans, Reg

, 250–251

Reward

, 11, 141

Righting development dynamics

, 222–226

School. See individual schools

Schools of thinking

, 113–131

domain intersections, dynamics of

, 125–128

domains, segmenting

, 122–125

portfolio of

, 277

Self-Directed School (SDS)

, 118

Self-managed learning

, 27, 47

Self-managed new learning perspectives, originating

, 176–177

Short run dynamics

, 229

Signposter Programme (FEdS Consultancy)

, 262

Skill-sets

, 65, 68, 191, 238, 263

Small and medium enterprises

, 7, 49, 68, 76–77

Staff, role in alliance formation

, 12

Strategic Business School (SBS)

, 120–121

Strategic decision

, 36

Strategic development

, 30, 114, 116, 121–127, 151, 158, 173, 262

domain

, 127

Strategic direction

, 36, 151–161, 190, 237

in corporate university paradigm management

, 151–161

corporate university programme processes, modality of

, 156–158

current corporate university preferences

, 156

emergent knowledge and competitive advantage

, 158–159

paradigm differences in management education

, 154–156

rationale for

, 152–154

status quo

, 151–152

Strategic learning fit

, 102–108, 239

Strategic learning intervention

, 101, 185

Strategic policy

, 36

Strategy

, 18, 31, 32, 34, 36, 73, 91, 96, 121, 129, 134, 135, 143, 173, 184, 203, 204, 209–214, 256, 257, 268, 280

Successful learning

, 177–179

Supply–demand relationship

, 196–198

Sustainability

, 44, 46

Systemic process challenges

, 284–285

System interventions

, 219–220

Team Building School

, 118

Technological innovation

, 259

Technology context e-learning influences

, 259–261

Thinking schools, managing portfolio of

, 113–131, 172, 277

Thought leadership

, 3, 5, 7, 60, 96, 117, 218, 219, 233, 272

Total Quality Assurance (TQA) systems

, 43, 44

Traditional academic university

, 8–9

Traditional company training and development model

, 88

Traditional educational model

, 88

Training and Development School (TDS)

, 118

Training in corporate university management disciplines

, 78

Training needs analysis (TNA)

, 258

Transnational network

, 54, 64, 66–68, 73, 75–77

VEGA Group Learning Spectrum

, 262

Virtual University

, 219

Virtual University School (VUS)

, 119, 127

Work-based learning

, 78, 250

Work programme profile, of ECUANET

, 52–60

World Bank Infrastructure

“Institution Building and Human Resource Development,”

, 74