Corporate E-learning Strategy

dc.creator	Sergey Sitnikov
dc.creator	Boris Kruk
dc.creator	Olga Zhuravleva
dc.creator	Natalia Chupakhina
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:41Z
dc.date.available	2015-07-20T22:08:41Z
dc.identifier	10.3991/ijac.v3i4.1462
dc.identifier	1867-5565
dc.identifier	https://doaj.org/article/ee4341db332a4690bcc39c4a2883f616
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12217
dc.description	Not the least factor, when launching the corporate training, is strategy determination. On the one hand, an educational institution has to follow the market and be able to satisfy the demands of corporate clients and companies. It is a so called market adaptation. However, this approach implies a number of shortcomings. An excessive interest in market adaptation may lead to lop-sided development of training process: the educational institution turns into the mirror reflecting the corporation opinion and moulds its vision of the future only due to demands of the corporation. In contrast to that, there is an approach when the educational institution searches appropriate development directions independently, thereby taking the lead over corporations’ demands and competitors. Such educational institution tends to excel in changes, which happen in the market, and to make the strategy satisfy future interests and demands of the corporation. Traditional training is grounded on the disciplinary approach to training. However, today business faces complex problems which solution can be found at the joints of disciplines and activities. Companies need multidisciplinary approaches to training. It is very important to keep the balance between conditional training with the disciplinary approach and training in partnership for multidisciplinary programs. This paper describes the example of corporate e-learning course for managers and top managers from a major telecommunication company. Each module is dedicated to a concrete interdisciplinary topic developed by a group of several teachers. Practical part of the module consists of concrete problems, which employees have to solve while training.
dc.language	English
dc.publisher	kassel university press GmbH
dc.relation	http://online-journals.org/i-jac/article/view/1462
dc.relation	https://doaj.org/toc/1867-5565
dc.rights	CC BY
dc.source	International Journal of Advanced Corporate Learning (iJAC), Vol 3, Iss 4, Pp 41-44 (2010)
dc.subject	corporate
dc.subject	e-learning
dc.subject	distance
dc.subject	learning
dc.subject	mixed
dc.subject	training
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Corporate E-learning Strategy
dc.type	article