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To examine the role that corporations can (and are) playing in removing restrictions to a college or university education for their employees – the educational glass ceiling.

An interview format is used with an experienced academic, and learning and development practitioner, drawing upon experiences and lessons learned from the creation of a corporate university within Sodexho corporation.

Directly connects the introduction of “performance‐based degrees” with the opening up of educational opportunities for the previously disadvantaged to corporate performance and achievement of commercial objectives.

The paper primarily draws upon insights from the creation of the Sodexho Corporate University, but sets this within the context of best practice elsewhere. It identifies the educational glass ceiling that exists for employees of major corporations, opening the door for further study.

There are reputed to be around 2,000 corporate universities in the USA alone. This paper has implications for the scope and objectives for those developing or leading corporate universities and corporate business schools, or contemplating such an intervention.

This paper sets out an original train of thought, has useful pragmatic insights, and provides scope for significant further research.

Considers the use of a corporate university, driven by the human resources department and adopted by operations. Uses action learning principles to achieve corporate goals. Puts forward the view that companies that utilize action learning principles will be market leaders in the future. Contends that the transition from “busy workers” to “busy learners” has begun.

The aim of this paper is to outline the approach and process in place within Kentz Engineers & Constructors to develop graduate engineers on an international basis.

The approach adopted is that of a case study which describes activities and processes within the organization and the rationale behind them, supported by appropriate material. The case study is based upon threads of experiences within the organization over an extended period of some years.

Findings include the need to facilitate experiential learning and provide mentoring within a socialization as well as developmental process.

This is a case study focusing on the experiences and practices of one organization. It does not represent an empirical study. However, it contains insights that may be of practical value within businesses and other organizations seeking to develop graduate engineers, or, more broadly, seeking to manage the transition of new workers.

This paper illustrates the approach of one international organization to the development of graduate engineers within the construction industry.