Towards design standards for curriculum consistency in corporate education

Joseph Willem Marie Kessels

    Research output: ThesisPhD Thesis - Research UT, graduation externalAcademic

    24 Downloads (Pure)

    Abstract

    The aim of this study is to develop a set of practical design standards that can be used in the context of corporate educa­tion. Economic, social and cultural turbulence in society results in a continuous need to adapt to an ever-changing environment. Learning is considered a major vehicle for organizations to implement the necessary structural, technological and cultural transformations that are needed to grow, or at least to survive.

    Design standards for corporate education focus primarily on the acquisi­tion of skills that are sustained by the work envi­ronment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design stan­dards. Moreover, the com­plex mech­anisms in corporate education, where cognitive operations of individ­ual learn­ing intertwine with social pro­cesses of an organiz­ational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. How­ever, such a study should avoid the immod­esty of presenting a grand theory that pretends to solve all prob­lems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelli­gence, culture, and previous educa­tion.

    Corporate education provides intentionally designed learning situations aiming at the interactive effects of indi­vidual and organ­izational behaviour. Therefore, the curriculum design theory needed should not only incorpor­ate indica­tors for the develop­ment of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organiz­ation, to structural feedback mechan­isms, as well as to the design of a work environ­ment that inhe­rently holds construc­tive educa­tional values.
    Original languageEnglish
    Awarding Institution
    • University of Twente
    Supervisors/Advisors
    • Plomp, Tj., Supervisor
    Award date9 Dec 1993
    Place of PublicationTerschuur
    Print ISBNs90-9006628-4
    Publication statusPublished - 9 Dec 1993

    Fingerprint

    curriculum
    education
    work environment
    organization
    organizational behavior
    learning situation
    public education
    social process
    trainee
    learning
    intelligence
    employee
    demand
    gender
    knowledge
    performance
    economics
    Values

    Keywords

    • METIS-134887

    Cite this

    Kessels, Joseph Willem Marie. / Towards design standards for curriculum consistency in corporate education. Terschuur, 1993. 317 p.
    @phdthesis{d0f38a11d91842e7aa9b468d9f72783c,
    title = "Towards design standards for curriculum consistency in corporate education",
    abstract = "The aim of this study is to develop a set of practical design standards that can be used in the context of corporate educa­tion. Economic, social and cultural turbulence in society results in a continuous need to adapt to an ever-changing environment. Learning is considered a major vehicle for organizations to implement the necessary structural, technological and cultural transformations that are needed to grow, or at least to survive.Design standards for corporate education focus primarily on the acquisi­tion of skills that are sustained by the work envi­ronment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design stan­dards. Moreover, the com­plex mech­anisms in corporate education, where cognitive operations of individ­ual learn­ing intertwine with social pro­cesses of an organiz­ational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. How­ever, such a study should avoid the immod­esty of presenting a grand theory that pretends to solve all prob­lems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelli­gence, culture, and previous educa­tion.Corporate education provides intentionally designed learning situations aiming at the interactive effects of indi­vidual and organ­izational behaviour. Therefore, the curriculum design theory needed should not only incorpor­ate indica­tors for the develop­ment of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organiz­ation, to structural feedback mechan­isms, as well as to the design of a work environ­ment that inhe­rently holds construc­tive educa­tional values.",
    keywords = "METIS-134887",
    author = "Kessels, {Joseph Willem Marie}",
    year = "1993",
    month = "12",
    day = "9",
    language = "English",
    isbn = "90-9006628-4",
    school = "University of Twente",

    }

    Kessels, JWM 1993, 'Towards design standards for curriculum consistency in corporate education', University of Twente, Terschuur.

    Towards design standards for curriculum consistency in corporate education. / Kessels, Joseph Willem Marie.

    Terschuur, 1993. 317 p.

    Research output: ThesisPhD Thesis - Research UT, graduation externalAcademic

    TY - THES

    T1 - Towards design standards for curriculum consistency in corporate education

    AU - Kessels, Joseph Willem Marie

    PY - 1993/12/9

    Y1 - 1993/12/9

    N2 - The aim of this study is to develop a set of practical design standards that can be used in the context of corporate educa­tion. Economic, social and cultural turbulence in society results in a continuous need to adapt to an ever-changing environment. Learning is considered a major vehicle for organizations to implement the necessary structural, technological and cultural transformations that are needed to grow, or at least to survive.Design standards for corporate education focus primarily on the acquisi­tion of skills that are sustained by the work envi­ronment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design stan­dards. Moreover, the com­plex mech­anisms in corporate education, where cognitive operations of individ­ual learn­ing intertwine with social pro­cesses of an organiz­ational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. How­ever, such a study should avoid the immod­esty of presenting a grand theory that pretends to solve all prob­lems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelli­gence, culture, and previous educa­tion.Corporate education provides intentionally designed learning situations aiming at the interactive effects of indi­vidual and organ­izational behaviour. Therefore, the curriculum design theory needed should not only incorpor­ate indica­tors for the develop­ment of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organiz­ation, to structural feedback mechan­isms, as well as to the design of a work environ­ment that inhe­rently holds construc­tive educa­tional values.

    AB - The aim of this study is to develop a set of practical design standards that can be used in the context of corporate educa­tion. Economic, social and cultural turbulence in society results in a continuous need to adapt to an ever-changing environment. Learning is considered a major vehicle for organizations to implement the necessary structural, technological and cultural transformations that are needed to grow, or at least to survive.Design standards for corporate education focus primarily on the acquisi­tion of skills that are sustained by the work envi­ronment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design stan­dards. Moreover, the com­plex mech­anisms in corporate education, where cognitive operations of individ­ual learn­ing intertwine with social pro­cesses of an organiz­ational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. How­ever, such a study should avoid the immod­esty of presenting a grand theory that pretends to solve all prob­lems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelli­gence, culture, and previous educa­tion.Corporate education provides intentionally designed learning situations aiming at the interactive effects of indi­vidual and organ­izational behaviour. Therefore, the curriculum design theory needed should not only incorpor­ate indica­tors for the develop­ment of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organiz­ation, to structural feedback mechan­isms, as well as to the design of a work environ­ment that inhe­rently holds construc­tive educa­tional values.

    KW - METIS-134887

    M3 - PhD Thesis - Research UT, graduation external

    SN - 90-9006628-4

    CY - Terschuur

    ER -