This article considers the extent to which a corporate university transcends national boundaries through an examination of the operation of Motorola University in China. The aim…
Abstract
Purpose
This article considers the extent to which a corporate university transcends national boundaries through an examination of the operation of Motorola University in China. The aim is to extend understanding of the role and function of a corporate university and the human resource management (HRM) convergence/divergence debate within an Asian‐Pacific context.
Design/methodology/approach
Documentary evidence and in‐depth interviews were used to explore the role and operation of Motorola University China and to assess the impact of the Chinese context on the global Motorola University brand.
Findings
Set up first and foremost to develop and grow young Chinese managers, Motorola University China now exhibits various features of a world‐class corporate university as well as a strong corporate brand, thereby giving support to the convergence debate. At the same time there is evidence that China's economic, political and cultural context mediates the operation of Motorola University China.
Research limitations/implications
This study was exploratory, based on a single case and, notwithstanding the problems associated with comparative research, further research is needed to determine the relative importance of different contextual variables and the precise nature of knowledge transfer between the corporate university headquarters and the host country operation and the role of the specialist function within it.
Originality/value
The results provide tentative support for the proposition that corporate universities of global corporations can transcend national boundaries whilst at the same time being mediated by the political, economic and cultural characteristics of the host country.
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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/01437729910279144. When citing the…
Abstract
This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/01437729910279144. When citing the article, please cite: Sue Shaw, Mary Taylor, Irene Harris, (1999), “Jobs for the girls: A study of the careers of professional women returners following participation in a European funded updating programme”, International Journal of Manpower, Vol. 20 Iss: 3/4, pp. 179 - 18.
Helen Connor and Sue Shaw
The purpose of this paper is to introduce a selection of papers on the subject of graduate training and development, covering current trends and issues.
Abstract
Purpose
The purpose of this paper is to introduce a selection of papers on the subject of graduate training and development, covering current trends and issues.
Design/methodology/approach
The paper outlines the special issue which identifies developments in the field of training for graduates, recruitment, their transition to work, and their continuous development.
Findings
The papers discuss various ways that generational differences play in competitiveness and success among graduates and it is argued that “Generation Y” possess very different characteristics from their predecessor generations. Companies have become more wise to recruitment, managing the pool of talent with potential positions in mind.
Originality/value
This paper, a part of the special issue, considers recent developments in the field of graduate recruitment and development.
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The purpose of this paper is to explore the concept of generational difference and reflect on how this might impact on organisational approaches to graduate development.
Abstract
Purpose
The purpose of this paper is to explore the concept of generational difference and reflect on how this might impact on organisational approaches to graduate development.
Design/methodology/approach
The paper explores the characteristics of Generation Y graduates and the implications of their entry into the workplace for organisations' graduate learning and development programmes, drawing on academic and popular literature and the organisational experience of one major employer of young people.
Findings
This paper presents a profile of Generation Y and suggests that the learning styles and expectations of this group are very different from earlier generations. Using its experiences of employing Generation Y the case study organisation suggests future graduate development schemes need to utilise the latest technology to deliver audio‐visually rich, multi‐tasking challenges which require a collaborative approach, offer instant feedback whilst at the same time recognising that its participants may not see the need for or indeed take responsibility for their own development or its perceived failings.
Research limitations/implications
The paper suggests that further in‐depth research into Generation Y and organisational graduate development schemes is necessary to determine how far such schemes are meeting expectations.
Practical implications
Employers of graduates need to evaluate the effectiveness of their programmes.
Originality/value
The main contribution of this paper is to highlight how employers, and particularly graduate development managers, need to re‐examine their graduate development schemes to ensure they are not only meeting the needs and expectations of the organisation but also the individuals for whom they are designed.
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The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained…
Abstract
Purpose
The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained by differences in the higher education systems; and what the current moves towards greater harmonisation between these systems might mean for graduates' continuing professional development in employment.
Design/methodology/approach
Data were collected from the graduating cohort of 1999/2000 across 11 European countries, five years after graduation. The views of higher education providers and employers on graduates in the knowledge society were investigated in a smaller sub‐set of countries.
Findings
There are differences in the incidence and length of UK graduates' initial training in employment compared to all graduates which can be explained, in part, by the traditionally looser “fit” between higher education and employment in the UK (compared to many continental European countries). Five years after graduation, UK graduates enjoy similar levels of work‐related training as their European counterparts, although there are quite large differences between employment sectors.
Originality/value
This article looks into what extent harmonisation of higher education programmes (arising from the Bologna process) will affect the relationship between higher education and employment, and in particular the role played by higher education and by employers in graduates' initial professional formation and continuing development; it will be of interest to those in that field.
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Looks at the role of education providers in influencing human resourcepractitioner attitudes to and use of information technology. Examinesthe recent trends in IT usage in the…
Abstract
Looks at the role of education providers in influencing human resource practitioner attitudes to and use of information technology. Examines the recent trends in IT usage in the human resource function and argues that the current situation presents education providers with an opportunity to impact on human resource practice and the profession′s apparent complacency to IT and its business potential. IT highlights two key considerations in curriculum delivery; integration and strategic focus and suggests that education centres face a number of constraints on provision not least tutor attitude and expertise. Concludes that the way forward is for tutors to examine their own approach and make a concerted effort to demonstrate the strategic value of IT, thereby acting as a powerful change agent.
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Sue Shaw, Mary Taylor and Irene Harris
This paper uses the findings of a recent study of professional women returning to work after a career break. It critically examines their return to work following attendance of a…
Abstract
This paper uses the findings of a recent study of professional women returning to work after a career break. It critically examines their return to work following attendance of a European funded updating course, and evaluates the initiative in terms of job and career success in terms of the women’s own perceptions. The study showed that the majority of women resumed work following the updating programme, but not necessarily at a level commensurate with their qualifications and experience, nor in their original professional area. Paradoxically, the respondents did not always see this as a negative outcome, and a large proportion of them attributed their successful return to completion of the professional updating course. The paper concludes by suggesting that a traditional female career model has not only continued relevance for women, but may be increasingly relevant to men. This presents a challenge to both policy makers and course providers.
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Sue Shaw and Catherine Cassell
The purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in…
Abstract
Purpose
The purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.
Design/methodology/approach
The research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.
Findings
The findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.
Originality/value
The paper presents original data on gender differences within a business school context.
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This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study…
Abstract
Purpose
This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre‐requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment.
Design/methodology/approach
The authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small‐scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre‐determined and emergent themes.
Findings
There is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not.
Practical implications
This study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part‐time/casual (student) employees.
Originality/value
There is very little published research on this form of work based learning.