EDUCAÇÃO CORPORATIVA: ALICERCES CIENTÍFICOS DE UM RECENTE CAMPO DE PESQUISA

Objetivo: A Educação Corporativa é uma temática regida pelo intento das empresas de preencher uma lacuna deixada pelo Estado na educação tradicional. Contudo, trata-se de uma temática recente, tanto nos Estados Unidos, lócus de sua gênese, quanto no Brasil. Neste sentido, esta pesquisa tem por objetivo analisar quais as referências seminais e os autores mais prolíficos em Educação Corporativa, bem como estabelecer uma relação de quais referencias embasam as publicações dos autores que mais publicam nesse campo científico. Design/Metodologia/Abordagem: Trata-se de um estudo exploratório-descritivo de cunho bibliográfico, que emprega a abordagem quantitativa bibliométrica para analisar os resultados de buscas realizadas nas bases SCOPUS, SPELL e Scielo. Resultados: Por resultado, têm-se uma lista de 15 autores mais prolíficos, dos quais alguns também são os mais citados por outros pesquisadores Limitações da pesquisa: O diminuto número de pesquisa encontradas nas bases científicas restringe a amostragem desta pesquisa. Originalidade/valor: Acredita-se que esta pesquisa tende a contribuir para a academia por revelar bibliografias a serem consideradas por entrantes nessa temática. A busca por estabelecer os contornos temáticos que dialogam com a Educação Corporativa é uma sugestão de pesquisa futura. Referências ALBERTIN, A. L.; BRAUER, M. Resistência à educação a distância na educação corporativa Fonte: Revista de Administração Pública, v. 46, n. 5, p. 1367-1389, 2012. ALMEIDA, M. I. R.; TEIXEIRA, M. L. M.; MARTINELLI, D. P. Por que administrar estrategicamente recursos humanos? Revista de Administração de Empresas, v. 33, n. 2, p. 12-24, 1993. ALPERSTEDT, C. Universidades corporativas: discussão e proposta de uma definição. Revista de Administração Contemporânea, Curitiba, v. 5, n. 3, p. 149 165, set./dez. 2001. ANDRADE, R. J. F.; RODRIGUES, M. V. R. Educação corporativa: prática de treinamento na sociedade do conhecimento. In: CONGRESSO NACIONAL DE EXCELÊNCIA EM GESTÃO, 4., 2008, Niterói. Anais ... Niterói, RJ, 2008. BALM, G. J. Continuing Engineering Education at IBM. International Journal of Continuing Engineering Education and Life-Long Learning, v.1, n.1, p. 98-103, 1990. BIANCHI, E. M. P. G. Didática e educação corporativa: o desafio empresarial da educação continuada. Revista Ibero-Americana de Estratégia, v. 7, n. 1, p. 73-82, Janeiro-Junho, 2008. DRESCH, A.; LACERDA, D. P.; JÚNIOR, J. A. V. A. Design science research: método de pesquisa para avanço da ciência e tecnologia. Bookman Editora, 2015. EBOLI M. P.; MANCINI, S. Corporate education for sustainability. International Journal of Environment and Sustainable Development, v.11, n.4, p.339-354, 2012. EBOLI, M. P. (coord.). Coletânea Universidades Corporativas - Educação para as empresas do século XXI. São Paulo: Schmukler Editores, 1999. EBOLI, M. P. Educação Corporativa e desenvolvimento de competências. In: DUTRA J. S.; FLEURY, M. T. L.; RUAS, R. L. Competências: conceitos, métodos e experiências. São Paulo: Atlas, 2008. EBOLI, M. P. Educação corporativa no Brasil: mitos e verdades. 4. ed. São Paulo: Ed. Gente, 2004. EBOLI, M. P. Gestão do Conhecimento como Vantagem Competitiva: o surgimento das Universidades Corporativas. In: EBOLI, M. P. (coord.). Coletânea Universidades Corporativas - Educação para as empresas do século XXI. São Paulo: Schmukler Editores, 1999b. EBOLI, M. P. Universidade corporativa: ameaça ou oportunidade para as escolas tradicionais de Administração? RAUSP Management Journal, v. 34, n. 4, p. 56-64, 1999a. ESTEVES, L. P.; MEIRIÑO, M. J. A educação corporativa e a gestão do conhecimento. Anais... XI Congresso Nacional de Excelência em Gestão. 2015. FERNANDES, H. S.; PULZI, JR, S. A.; COSTA, FILHO, R. Qualidade em terapia intensiva. Revista da Sociedade Brasileira de Clínica Médica, v. 8, 2010, p. 37-45. HOURNEAUX JR, F.; EBOLI, M. P., MARTINS, E. C. Educação corporativa e o papel do Chief Learning Officer Fonte: Revista Brasileira de Gestão de Negócios, v. 10, n. 27, p. 105-117, Abril-Junho, 2008. MEISTER, J. C. Educação corporativa. São Paulo: Pearson, 1999. NONAKA, I.; TAKEUCHI, H. Criação de Conhecimento na Empresa: como as empresas japonesas geram a dinâmica da inovação. 19. ed. Rio de Janeiro: Elsevier, 1997. REIS, G. G., SILVA, L. M. T., EBOLI, M. P. A prática reflexiva e suas contribuições para a educação corporativa Fonte: Revista de Gestão, v. 17, n. 4, p. 403-419, Outubro-Dezembro, 2010. TACHIZAWA, T. FERREIRA, V. C. P.; FORTUNA, A. A. M. Gestão com pessoas: uma abordagem aplicada às estratégias de negócios. 5. ed. Editora FGV, Rio de Janeiro, 2006. TARAPANOFF, K. Aprendizado organizacional: panorama da educação corporativa no contexto internacional. In: TARAPANOFF, K. (org.). Inteligência, informação e conhecimento em corporações. Brasília: IBICT, UNESCO, 2006. p. 12-84. TRONDSEN E.; VICKERY, K. Learning on Demand. Journal of Knowledge Management, v.1, n.3, p.169-180, 1997.

Ayanda Mbatha: resilience in action during the COVID-19 pandemic (A)

Complexity/Academic level Undergraduate, postgraduate and corporate education. Case overview This case describes Ayanda Mbatha’s response, attitudes and beliefs after retrenched from his position as a technician and draughtsman at Rheinmetall Denel Munition during the COVID-19 pandemic. Mbatha responded with resilience to losing his job. Mbatha’s attitudes and beliefs enabled him to creatively search for a new job amidst escalating retrenchments. The case examines the factors important for resilience and demonstrates why resilience is an essential skill for individuals dealing with adversity. The case dilemma involves the choices Mbatha had to make during and after the retrenchment process initiated by his employer. Expected learning outcome We designed this case to facilitate the understanding of what is resilience and why resilience is an essential skill for individuals facing adversity. Specifically, the case aims to help students to: 1. Describe the construct of resilience in the context of individuals. 2. Identify factors that promote resilience. 3. Explain what resilient individuals do in the face of adversity. 4. Evaluate the importance of resilience during adversity. 5. Evaluate the role of prior adversity in the development of resilience. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 6: Human Resource Management.

Corporate Education in Russia. Prerequisites for Development, Current Tasks, Construction Models

Introduction. The period of active global cybernetization 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 of business in the world markets.Methodology and sources. Sociology of education as a social institution has been developing since 1970 s. Its current theoretical foundation is based on two principles: 1) The principle of mutual convergence of social institutions (education – business, education – state, education – family); 2) Variety of educational practices as a factual manifestation of the phenomenon of continuous education. Today corporative learning is one of such practices that radically change the ecosystem of traditional education.Results and discussion. There was a problem of forming a system of training new human resources that meet the changing economic realities. Until the 1990s, before the collapse of the country and the beginning of political and economic reforms, the Russian Federation had a system of higher education as one of the most stable and well-established mechanisms for training personnel for all sectors of the economy. An indicator of the effectiveness of this system was that graduates of Russian universities were invited to work by well-known corporations from many countries of the world.Over the years of reforms, Russia has lost its previous model of education, which today significantly affects the quality of training. Many Russian enterprises are forced to follow the path of independent training and retraining of specialists. Development of corporative is necessary to compensate for the limitations of traditional higher education. At first, the training was organized locally and had a haphazard character, but over time, Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in the company and even create corporate universities.Conclusion. The study examines the prerequisites for the formation of the system and the development of the corporate education market, provides current models of knowledge accumulation and suggests the author's cognitive model of professional development of personnel.

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)

Artificial intelligence in human factors and ergonomics: an overview of the current state of research

The development of artificial intelligence (AI) technologies continues to advance. To fully exploit the potential, it is important to deal with the topics of human factors and ergonomics, so that a smooth implementation of AI applications can be realized. In order to map the current state of research in this area, three systematic literature reviews with different focuses were conducted. The seven observation levels of work processes according to Luczak and Volpert (1987) served as a basis. Overall n = 237 sources were found and analyzed. It can be seen that the research critically deals with human-centered, effective as well as efficient work in relation to AI. Research gaps, for example in the areas of corporate education concepts and participation and voice, identify further needs in research. The author postulates not to miss the transition between forecasts and verifiable facts.

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.

The Influence of Corporate Universities on the Formation of the Competitive Advantages of Higher Education in the Russian Federation

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.