CORPORATE
UNIVERSITY: AN IMPLEMENTATION CASE ANALYSIS, IN ARGENTINA
Leandro Adolfo Viltard
Pontificia Universidad Católica Argentina
Graduate School of Business, Facultad de Ciencias
Económicas, Universidad de Palermo, Argentina
Universidad de San Isidro (USI), Argentina
Universidad del Pacífico, Ecuador
Universidad Nacional de La Pampa, Argentina
Universidad Nacional de Luján, Argentina
Universidad Nacional del Comahue, Argentina
E-mail: lviltard@yahoo.com.ar
Leandro Viltard
Account Manager DCG x86 at Lenovo, Argentina
E-mail: leliviltard@yahoo.com.ar
Submission: 13/04/2018
Revision: 23/04/2018
Accept: 03/05/2018
ABSTRACT
Corporate University (CU) is
proposed as a complement of Taditional Universities (TU) and as an improvement
of Traditional Training Departments (TTD). It gives replys to specific matters
and –also- to the limited executives' time. That is why corporate training
cannot be developed in traditional places or ways anymore. The hypothesis of
this investigation –which is corroborated- proposes that the CU is vital in
developing the stakeholders’ knowledge and skills and that -through its
implementation- it is possible to help in obtaining sustainable competitive
advantages. The study objective is referred to analyze the CU and its contribution
to knowledge and to business development, and to offer greater foundations for
its implementations in Argentina. The main results ot this investigation
suggest that CU is feasible for smaller organizations; offers continuous
learning assistance; develops skills and knowledge; assures the future
organizational sustainability; and -since the CU is focused on the vision,
mission and strategy- it contributes to change management and competitive
advantage development. This work is exploratory and descriptive, with a
qualitative methodology. It is based on literature review of important
specialists, complemented with a case analysis of an Argentinean multinational
company.
Keywords: Traditional University,
Corporate University, Training, Development, Higher education, Education
1. INTRODUCTION
The corporate training does not have
the shape that we knew. The specificity of what modern organizations require
and the limited executive time make that it cannot be developed in the
traditional places or ways.
In this context, it is observed that
the Traditional Universities (TU) have other objectives than those that
companies require, and Corporate University (CU) appears as a necessary
complement to the known ways of training.
Additionally, the CU is presented as
an improvement to the Traditional Training Departments (TTD) and feasible for
smaller organizations, offering continuous learning assistance, and skills and
knowledge development. It also assures the future organizational sustainability
and -since the CU is focused on the vision, mission and strategy- it
contributes to change management and competitive advantage development.
As a result, companies are dealing
with a complex business ecosystem, fundamentally characterized by knowledge
importance. That is why (ZAMBRANO, 2014) suggests that every employee should
have a more active role inside organizations.
Likewise and in order to face this
new competitive landscape, it is verified that the Traditional University (TU)
has been unable to fully train people for the work environment. (CHÁVEZ
HERNÁNDEZ, 2014) indicates that the TU presents several limitations, such as
the inability to adapt to the specific knowledge required by each organization,
and the lack of staff integration and of activities with a practical orientation.
In this context and mainly due to unsatisfied organizational needs is that
Corporate University (CU) emerges.
(LORENZATTI, 2010) understands CU as
a way of working towards knowledge management, allowing alignment to and
helping to meet the organizational strategic objectives. Additionally, (CHÁVEZ
HERNÁNDEZ, 2014) suggests certain basic CU characteristics, such us:
a)
The
adoption of new technologies to teach and learn.
b)
The
existence of facilitators -and not teachers- to carry out the educational
offer.
c)
The
contents and the specific knowledge chosen to train the participants.
Similarly, LORENZATTI does not
restrict the CU adoption only to large companies, but makes it depend on the
conviction of the highest executives and business units’ collaboration for
skills development.
In turn, (ZAMBRANO, 2014) highlights
the exchange and alliances with other CU as a central element from which the
staff becomes highly benefited due to the possibility of transmitting
experiences and acquiring new knowledge for both organizations.
There has been an evident growth in
CU implementation in different countries and regions, especially in the United
States of America (USA) (ZAMBRANO, 2014). suggests that the first CU
implemented -in 1950- corresponded to General Electric. From there, the
evolution of the concept was such that by 1993, the total CUs amounted 400
while by 2010 they totaled 3700, exceeding the 2000 USA TUs. As of today, many
multinational companies have implemented their own CU worldwide. According to
(SORIA DEL RÍO, 2012), it should not be strange that -in the coming years- many
more are to be seen, even in small and medium enterprises.
In accordance with the above, it is
understood that there is a need to understand this phenomenon and its implications
in the corporate world due to the changes that are occurring in the traditional
way of training.
It is also observed that corporate
training has taken an unusual importance. This change is not only due to a new
understanding of the knowledge era we are living -where talent is a key element
of company wisdom- but also it allows to achieve the established strategic
objectives.
In this way, (ZAMBRANO, 2014) points
out that there is a growing complexity in the business world, which generates
the need for new multidimensional systems in the education field. As previously
stated, the TU is not designed to meet as specific purposes as currently
organizations require. In this sense, (LORENZATTI, 2010) states that, for this
reason, several companies have a CU implemented, developing skills and
knowledge to enhance their employees’ experiences and daily routines.
The motivations of this work are the
same as those in which were based previous studies[1]: a) the importance that
intellectual capital management has taken over physical assets; b) the
globalization, which has great impact on society and companies; c) the new
spaces and moments in which knowledge is transferred; d) the competitive
perspective considered in the educational market and e) the knowledge obsolescence
and the need for continuous education. It is argued that the CU has a
fundamental role in company training and in higher education.
The present research work is based
on CU theoretical studies of important authors and specialists, and -also- in a
case study of an Argentinean multinational company, that implemented its own
CU. Thanks to this implementation, several goals were achieved, highlighting:
a) training centrality and monitoring; b) human resources development for
future needs and c) learning methods and new technologies combination in online
platforms, in order to help training in every place and moment.
The following questions allowed
guiding the present investigation:
·
Does
the TU or the TTD provide the necessary knowledge to its students to face the
new global business ecosystem?
·
Are
there tools that can provide employees with the needed skills for this new
world?
·
How
can talent be developed in alignment with organizational strategies?
The objective of this study is to
analyze the CU and its contribution to knowledge and to business development,
and to offer greater foundations for its implementation in Argentina.
The hypothesis of this work says
that the CU has a vital importance for knowledge and skills development of the
organization’s stakeholders and by its implementation a CU helps to obtain
sustainable competitive advantages.
It is noted that the objective of
this study has been verified and the hypothesis was corroborated.
The methodology applied is
qualitative, so it will not be possible to generalize the findings of this
study, although it may be used for decision making. It is an
exploratory-descriptive and holistic analysis, considering a broad
configuration to place the object of this study.
The analysis unit is the TU, the CU
and the case of the CU of the multinational company studied.
With the analysis of the collected
information, it has been tried to deepen in the knowledge of the elements that
configure the CU environment.
It must be said that there are other
authors and specialists that could have been included in this study, but the
ones that were considered are judged as valid to support this investigation.
Also, there are not many CU implemented in Argentina but the case that was
analyzed, adequately shows some factors that should be taken into consideration
for these kind of implementations.
Likewise, the theoretical and field
works were complemented with the experience of the researchers. In addition,
the conclusions of this investigation are based on the supporting material that
is presented in this work. Anyway, it is possible to be said that the
limitations/clarifications done have not been an impediment to reach reasonable
conclusions on this subject.
This research was performed in
Buenos Aires, Argentina and has spanned from Jul., 2017 until March, 2018.
2. CORPORATE UNIVERSITY (CU)
In this Chapter and as a support of
the present research, there are deepened important CU topics, such as: origins,
understanding, benefits and implementation; and its differences with the
Traditional University (TU). In addition, certain considerations are made
regarding to the CU in small companies.
2.1.
CU
origin and evolution
From its origin and up to now, there
is a fundamental change in the way corporate education is carried out thanks to
the CU incremental presence. (LORENZATTI, 2010) indicates the CU origin -in
USA- in the early twentieth century as the initiative of firms like General
Motors and General Electric, which verified the need to develop employees’
skills to be able to execute their work routines in a better way. Moreover,
(ZAMBRANO, 2014) highlights that in 1993 there were 400 CUs worldwide having
afterwards an incredible growth: in 2010 there were 3700 CUs accounted, above
the 2000 TUs existing in USA.
Currently, (SORIA DEL RÍO, 2012)
verifies the CU development importance in organizations that have implemented
it worldwide, such as Toyota, McDonald's, IBM and General Motors.
Moreover, (SORIA DEL RÍO, 2012)
remarks the birth of the CU as coming from the intersection of the corporate
and the educational worlds, trying to raise talent training up to the level of
strategy. In this sense, LORENZATTI (2010) insists that the CU must be
visualized as part of the company's strategy to achieve its mission.
Authors like (ZAMBRANO, 2014),
attributes -as a fundamental reason for its birth- the growing business world
complexity, which generated the need for multidimensional educational schemes.
At the same time, suggests that: a) the CU indicates a change in the worker's
role, from a passive to an active conception, generating needs in terms of
worker’s training in human and business aspects, and on execution capacity, b)
there is a need to develop combined skills between soft ones –negotiation and
communication, for example- and other hard ones, like statistics and
quantitative models. In this sense, (SORIA DEL RÍO, 2012) indicates that the CU
objective is related to talent preparation to assume greater responsibilities
within the company, as well as to provide tools to face new challenges and
changes.
Finally, the CU importance worldwide
is such that it was created Global CCU,
a global organization in charge of gathering them together. Its main objective
is to connect and facilitate the experience and concept exchange among participants.
2.2.
CU
understanding and differences with the TU
(LORENZATTI, 2010) suggests the CU
as a work modality used by many companies to manage continuous knowledge which
must be aligned to objectives and strategy. Thus, the author establishes a
direct relationship between the learning and the corporate strategy, with
processes alignment and achievement of a better organizational performance
through the appropriate human resources management.
Complementing the above, (CHÁVEZ
HERNÁNDEZ, 2014) refers to certain characteristics that are distinctive in the
CU:
·
Contents, methods and learning
strategies: these are
distinctive elements, since a relationship is established with the specific
characteristics that each company’s
function/area demands. Proposes the creation of new objectives and knowledge
within a real and practical context.
·
Talent development: Companies that have had a real concern
about this aspect have created a CU with the aim of developing employees who
have had the intention to pursue a long-term career within the organization. In
this way, better qualified and competent resources are generated operation of
the firm in the long run.
·
Place of study: depending on needs, face-to-face and
virtual sessions are established. The companies have proposed simultaneous
programs and trainings all over the world, so that the exchange of experiences and knowledge take place
beyond the physical distance existing between the participants.
·
Teaching tool: through learning platforms / systems
implementation, technology has greatly facilitated exchange, helping with and recreating the study
contents.
·
Learning strategies: refers to the need to provide
participants with practical and real tools and knowledge. The most used tools
are simulations, problem solving and case studies.
·
Contents: there is a wide variety of topics to
be addressed; from company specifics to particular areas, as well as employees’
development aspects.
·
Participation and participants: it is indicated that training programs
participation can be voluntary or obligatory, and that can attend the totality
of employees and even participants of other companies to which they can market
the courses.
·
Facilitators: There can be internal company
facilitators (who can be area heads or leaders) and external ones (professionals
and specialists) who will guide participants on the subject.
Likewise, there are differences
observed between the CU and the TU. (CHÁVEZ HERNÁNDEZ, 2014) states that the CU
should be understood as a modern learning center and shows the following
differences between them:
·
The
CU is oriented to the creation and application of specific firms’ concepts; the
TU to the general and universal knowledge.
·
The
CU allows developing a greater sensitivity to the information that is
transmitted due to the practical activities that are carried out and specific
applications’ predominance; the TU refers to more general concepts.
·
In
its dynamics, the CU promotes integration of activities, ideas generation and
exchange, achieving greater people’s involvement, aspect that the TU is trying
to achieve.
2.2.1. The
CU in smaller organizations
The CU is not restricted to large
companies. (LORENZATTI, 2010) says that CUs are created in smaller companies
(for example, with a total of 50 employees) were senior management is convinced
to carry it out and the business areas collaborate to align the basic training
objectives with people’s needs.
Complementing the above, (SORIA DEL
RÍO, 2012) establishes a paradigm shift due to the close relationship between
the CU and the company’s vision / mission, and reaffirms that not only large
organizations are implementing them.
As a result, it is verified that the
size of the organization does not matter, and the adoption of a CU by small
companies is still less surprising.
2.2.2. CU
benefits
As the CUs’ value added, (ZAMBRANO,
2014) proposes the following:
·
Knowledge exchange with the best
in class, to
combine and enhance the knowledge developed internally and externally. In this
way, each person is trained integrally and in the best way.
·
CU as future organizational
sustainability,
remarking a huge difference between the Traditional Training Department (TTD)
and the CU. TTD is seen as a transactional unit in charge of
meeting specific requests and not building the competencies required for the
long term, and the CU emerges as a way to build the future organizational
sustainability, surpassing the training concept as is known today
Expanding the above, (CHÁVEZ
HERNÁNDEZ, 2014) lists the following CU benefits:
·
Improve
administrative and technical skills.
·
Contribute
to people’s human
development, strengthening
employees’ capacities
and abilities.
·
Form
potential candidates, developing their career within the company.
·
Adopt applied technologies that contribute to learning
processes improvement.
·
Make
alliances with other educational centers to strengthen knowledge.
·
Experience and knowledge exchange through the
development of projects and work practices.
·
Contribute
to achieve higher organizational objectives directing appropriately the
necessary financial resources.
·
Align training programs to industry standards and
company objectives.
·
Act
as a means of transmitting the organizational culture.
Finally, (SORIA DEL RÍO, 2012),
coinciding mostly with (CHÁVEZ HERNÁNDEZ,
2014), establishes the following CU benefits: a) continuous learning; b)
adequate skills development; and c) talent and knowledge management, and their
immediate application to the daily work. At the same time, says that the CU is
ideal for strengthening the organization’s values, brand image and employees
satisfaction.
2.2.3. CU
implementation
Regarding the CU implementation,
(ZAMBRANO, 2014) establishes some points in which executives often fail, as
follows:
·
Lack
of distinction between what is important and urgent.
·
Inability
to apply the essential
economic resources in order to make CU successful.
·
Try
to emulate TUs as builders and developers of internal training programs.
In order to achieve the CU
implementation success, (ILLIE CARDOZA, 2015) establishes the following ten
basic steps:
1.
The
different business departments must be taken into consideration to define the
knowledge to be developed in the CU.
2.
Top
management and other managers must be involved and be responsible on employees’
training. Additionally, employees should be responsible for their own training
and development, choosing the courses they would like to attend.
3.
Talent
training alignment and management, to monitor the evolution of employees’
profiles and the applicability of the acquired knowledge.
4.
Senior
managers’ involvement in knowledge dissemination. That is why they should
participate and have active roles in the different sessions, having also
didactic trainings.
5.
Combine
what is intended and what can be done, generating shorter educational projects
in terms of face-to-face activities, new training schemes and professional
support; all this, to have an impact and capture as many concepts as possible
during the program.
6.
Courses
formats and techniques adaptation to the diverse levels of public,
understanding that all employees do not learn in the same way nor do they have
the same interests.
7.
Take
advantage of new educational technologies, such as platforms (which allow
connection with other employees worldwide) in order to break with the
traditional learning barriers.
8.
Implement
new ways to measure programs’ impact and evaluation. Assessment tools connected
to the business should be: a) adapted, for example, measuring the return on the
learning investment, and b) be known, both at business unit level and at
individual level.
9.
After
acquiring the necessary preparation, employees should be helped and supported
in their return back to work, for which management involvement becomes central
to understand the possibility to apply those concepts to their daily tasks
routine.
10. Former CU participants network creation,
in order to encourage continuous learning, and contribute to future development
and to the belonging CU feeling.
In this chapter were presented the
theoretical elements that underpin this study, allowing to take greater
dimension of the cultural change that the CU implies, not only in the present
but in the future of the organizations. To be said in another way, the CU
implementation opens new perspectives to develop corporate training and to
sustain future business growth.
In the following Table it is shown a
summary of this Chapter:
Table 1: Corporate University
(CU)
Source: Own
In the next chapter and with the
purpose of deepening this investigation, it will be used -as a field data
collection technique- the study of a multinational company, located in
Argentina.
3. CU IMPLEMENTATION IN ARGENTINA
In Argentina and at the moment of
this investigation, were known three CUs implemented; one of them was taken for
a further analysis in this work as the other two couldn’t share information because
of company's confidential reasons. The data collected came from the
interactions carried out with top managers and managers of the firm that was
analyzed.
The company taken as a case for
analysis[2] was a leader in the Argentinean
food industry, exporting to +120 countries with +21,000 employees, 41
industrial plants, 12 commercial offices and 13 distribution centers in Latin
America.
3.1.
CU
need and creation
CU need emerged in 2006 -thanks to
the redefinition of the strategic objectives, the vision and the mission of the
company- since new competencies and knowledge were needed to satisfactorily
address the future. The new vision and mission focused on finding new creative
and innovative methods to maintain market leadership. This project was
personally led by the General Manager and the Human Resources Director.
Until 2008, each business unit was
responsible for its own training initiatives, having a lack of coordination and
synergy with other areas, and with functions overlapping at every level of the
company. This inconvenience led the General Manager to implement a CU, which in
2008 became the Training Initiatives Center.
3.2.
Overall
CU objectives
At this point, the need for greater
efficiency and effectiveness in corporate training became a basic requirement.
Hence, the main CU objectives were:
·
Generate
a healthy business -with clear competitive advantages- that could be sustained
in the long term.
·
Provoke
a greater sense of belonging and motivation in each employee.
·
Promote
leadership practices at all levels.
·
Generate
contexts that favor creativity, innovation and the emergence of new practices
to be implemented in the business.
3.3.
CU
implementation – General approach
Training and competence plans
development were in charge of the Corporate Center that, being in contact with
the various business areas, had the opportunity to know the skills and
competences that were needed. From this interaction, training programs and
course offerings emerged with the aim of nurturing the greatest amount of
necessary company competences. As a consequence and at the time of the present
investigation, the CU reached -with its program´s offer- 80% of the company's
personnel worldwide.
In addtion, the CU had the
assignment of developing the company's vision,
the core competences -such as leadership and motivation- and the
educational offer, taking into account the past and present experience of each
employee to provide concrete foundations for change facilitation.
The CU implementation was intended
to solve certain problems clearly evidenced within the company, such as:
·
Role
superposition and inconsistencies while messaging final customers.
·
Control
problems on training programs (for ex.: costs and progress degrees).
·
Skills
heterogeneity to be developed as they were defined by each area.
·
Difference
between what is studied in the training and its subsequent implementation in
the daily work.
The specific objectives at the time
of the CU implementation were:
·
Maximization
of resources invested in training.
·
Training
organization and systematization.
·
Knowledge
generation, retention and transfer between the different areas of the company.
·
Centralization
of the educational process and of learning content.
·
Help
with competences to be developed on company change process.
·
Creation
of a belonging sense to the organization and to its culture.
·
Current
competitive advantages maintenance and new ones generation. Certain managers
highlighted that this is a key point in the actual competitive landscape as the
lack of innovation and growth cause a loss of market position and a distance
trimming with competitors.
At
the same time and throughout our conversations with the different company
managers, some of them said that business has become much more complex and that
the smaller companies can implement a CU too. That is why they suggested that
employees should have more company and business involvement, and -for that- it
is essential to acquire knowledge applicable to day-to-day work.
3.4.
CU
implementation - Steps
Regarding the CU implementation, it
was indicated that its development was approached in the following three
stages, which are shown in the following Table:
Table 2: CU implementation – Steps
and Objectives
Source: Own
Throughout the meetings held, there
were pointed out certain fundamental topics that have contributed to the CU
success in this company, such as:
·
Alliances
with TUs and other CUs. Regarding the alliances with two famous TUs, they were
oriented to subjects such as project management and human resources, but the
programs related to competences development were only provided by the firm's
CU.
·
New
technologies implementation. This was a central aspect for the CU success since
it allowed generating an adequate students’ follow-up and control, as well as
an improvement in the relationship between the student's profile and the
necessary competences offer.
·
Highest
company levels commitment and promotion.
·
Strategic
plan preparation, aligning the vision, mission and skills required in the
company.
3.4.1. CU
implementation - Benefits
From the CU implementation, the
following benefits were distinguished:
·
Learning
centralization.
·
Sustaining
the change process started by senior management.
·
Creation
of a sense of belonging to the company and subsequent consolidation of the
organizational culture.
·
Maximization
of resources invested in training.
3.4.2. CU
implementation - Mistakes
Generally,
the managers interviewed were comfortable with the CU results and the benefits
of its implementation. Many of them said that the CU was a step forward in
company training.
Without
prejudice to the above and without trying to diminish the achieved results, the
managers interviewed commented the following mistakes that were found in this
implementation:
·
Focus on non-significant or urgent topics:
managers said that many times there were conflicting issues from different
stakeholders or different priorities that have to be considered and adequately
managed. Also, in other opportunities they had to face unnecessary anxieties
and urgencies of many process participants.
·
CU assimilation to a TU in terms of curricula,
objectives and delivery methods.
·
Not building an alumni network to empower
current existing tools.
·
Not applying economic resources in an
appropriate way. It was reported that at times they have tried to announce less
necessary courses or some that did not have so many enrolled participants.
4. CONCLUSIONS
In the following paragraphs there
will be shown the main findings that arouse from this study, organized in
different thematic units.
4.1.
In
connection with the CU creation and evolution
It is highlighted that the CU growth
has been exponential from its birth at the beginning of last century: in 1993,
there were 400 CUs and by 2010 they expoded to more than 3,700, surpassing the
2000 TUs existing in USA.
Some authors understand it as a work
modality which has the objective of aligning corporate training to the company
vision, mission and strategy, aspect that was verified in the Argentinean firm
analyzed. Also, this CU was created to guarantee continuous learning in organizations,
generating a path towards talent improvement and competitive advantage.
Complementarily, its methods,
contents and learning strategies had been remarked since the CU can be closely
related to the specific characteristics requested by each of company´s areas.
The creation of a CU is pointed out
not only as an exclusive phenomenon of large corporations but also of small
ones, as its existence is in connection to the commitment, collaboration and
involvement of the company's top management. Also, several authors suggest a
paradigm shift around the CU concept because -increasingly- small and
medium-sized companies have implemented their own CU, confirming its
relationship with the company’s vision and not with its size.
It is evidenced an intersection between
the corporate and educational worlds, primarily because of the greater business
complexity. So, the CU has been proposed as a way to develop new knowledge and
skills that are needed in the companies.
In addtion, the worker’s role has
changed from being passive to a greater involvement and a more active
intervention. In this environment, knowledge is emerging as a central aspect of
the company's wisdom.
4.2.
In
connection with its differences with the TTD and TU
Both in the theoretical concepts and
in the analyzed case, there are shown basic differences between the CU –focused
on a longer term and strategic objectives- and the Traditional Training
Department (TTD), directed to a shorter term and competences’ development
according to demand. In fact, it was highlighted the creation of a centralized
CU and as a strategic objective of the Argentinean organization analyzed.
Moreover, there are suggested
differences between the CU –focused on practical and day-to-day matters- and
the TU, oriented to a more generalist wisdom. As
a conclusion, it is possible to say that it is the work of many people -who
have contact with both worlds- that should bring both realities closer
together.
4.3.
In
connection with its support to the organization
Different authors argue that the CU
represents a valid vehicle to develop hard skills (related to quantitative
matters) and soft skills (connected with human topics). In addition and in the
studied company, were verified important CU contributions to the organization,
such as: a) training resources maximization, b) greater centrality of decisions
and of the training process, c) support to the sense of belonging and
employees’ retention, and d) contribution to change and to competitive
advantage development.
These aspects are also pointed out
by the different authors studied, who –in addition- highlight the great
contribution of knowledge that comes from the alliances made with other CUs.
4.4.
In
connection with CU implementation
Different specialists have verified
the existence of benefits coming from the CU implementation, like:
·
Human
development and candidates’ preparation to help them grow within the company.
·
New technologies’ adoption that make knowledge
dissemination easier.
·
Organizational culture development.
·
The
immediate application of the knowledge acquired to the daily work.
On the other hand, both authors and
the case studied remarked certain errors that were verified while implementing
a CU, such as: a) companies’ inabilities to adequately apply the economic
resources that are necessary for their implementation, b) not adequate
distinction between important and urgent matters, and c) try to emulate the TU
as internal knowledge trainer.
In the case and authors studied, it
is established the need to consider some central steps when implementing a CU,
among which are: a) senior management involvement in the CU planning and on
programs' dissemination, b) new technologies / platforms adoption, and c) the
creation of a alumni network.
Finally and in the case of the
Argentinean firm researched, it was verified an implementation in several steps
which gave more clarity and certainty to the whole process. For example and in
different points in time, emphasis has been placed on programs' development and
planning, on the necessary future skills, on students’ enrollment, and on the
educational offer consolidation and expansion.
Throughout the present
investigation, there were shown some aspects of the CU environment and its
perspectives. Qualitative aspects have been covered, verifying that there is
still much more to be done on this matter.
It has been highlighted the
importance of knowledge development and application as a fundamental element
for the future organizational and society wellbeing. Moreover, knowledge
management has been pointed out as a central issue for human development.
It is accentuated that
-increasingly- the organizations' life depends on new elements that can be
unveiled. That is why it is emphasized an alignment to novel ways of doing, and
to be able to access to knowledge and many more resources than the ones that
the firm may ever access. Finally, it is neccessary to understand that it is
useless to insist with old and worn recipes of a past that will never happen
again. These are some reasons why the CU should be seriously and much more
considered and implemented in Argentina.
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