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The Third Stakeholder: Towards a Pedagogy and Hierarchy of Corporate Learning in Management Programmes Bill Sutherland Dr Bill Sutherland Prof Ken Russell Aberdeen Business School Robert Gordon University

How Graduate Attributes are best developed The Developing and Supporting the Curriculum enhancement theme set out the following questions: – How is the curriculum, in its broadest sense, shaped and delivered? – Who is it for – how is the student body changing? – What support is required for staff? The DSC Agenda

Questions posed in the paper 1.What dynamics are evident with respect to the expectations of corporate clients in commissioning learning engagements in the field of Management? 2.What criteria may be used to inform and direct the curricula for corporate clients? 3.Are ‘graduate attributes’ of learners on corporate programmes distinctive? 4.What attributes are required from HEI faculty, administration and support services in order to design and deliver effective corporate learning?

StaffStudent Developing and Supporting the Curriculum Curriculum Source: Adapted from the Scottish Higher Education Enhancement Committee Briefing Paper: ‘Enhancement Theme : Developing and Supporting the Curriculum’

Staff Student Developing and Supporting the Curriculum Curriculum Corporate Client

Staff Student Developing and Supporting the Curriculum Curriculum Corporate Client Various Stakeholders of the Corporate Client

Corporate Client Programme Characteristics Motivations Time frame Validity tests Complexity Multiple interactions Learning and knowledge exchange Partnership approach

Dynamics in Corporate Education ThenNow Unique events  Lifelong learning Standard off-the-shelf  Customised to specific needs Reactive – fill gaps for today  Proactive – train for tomorrow’s needs Acquiring knowledge  Action orientation Listen and learn  Ask, interact and learn Individual focus  Team focus Functional silo approach  Interfunctional emphasis Domestic focus  Global emphasis Classroom  Blend with field delivery *Reproduce current beliefs and practices  *Transcend current beliefs and practices **Hierarchical  **Cascading Sources: Narayandas et al (2004, page 58), *Harrison et al (2007) and **Plompen (2005)

Towards a Typology of Corporate Learning ‘Disciplinary’ approach ‘Staff Development’ approach ‘Critical approach’ – After Legge et al 2007

Directions for corporate business growth Credit Bearing Awards For Corporate Clients Life-long learning with Credit Accumulation Bite-sized Just-in-time Just Now/ Updating Facilitated Learning Executive Education Corporate Academy Support

Conclusions A growing literature on corporate client engagement – Captures insight into a variety of TLA opportunities – Dynamic No single pedagogy – ‘Disciplinary’, ‘Staff Development’,‘Critical’

Conclusions Assessment opportunities – ‘Authentic assessment’ as the major ingredient of curriculum design and programme success? Graduate Attributes – May be distinctive Staff attributes – Development opportunities and requirements – Recombination capabilities

Conclusions Corporate Programmes Curricula and ‘constituents of collaboration’ – Co-commissioned – Co-designed – Co-produced – Co-delivered – Co-assessed – Co-evaluated

Sources Harrison, R T, Leitch, C M and Chia, R (2007) Developing paradigmatic awareness in university business schools: the challenge for executive education. Academy of Management Learning and Education, vol 6, no 3, pp Legge, K, Sullivan-Taylor, B and Wilson, D (2007) Management learning and the corporate MBA: situated or individual? Management Learning, vol 38, no 4, pp Plompen, M (2005) Innovative Corporate Learning: Excellent Management Development Practice in Europe. Basingstoke: Palgrave Macmillan Narayandas, N, Rangan, V K, and Zaltman, G (2004) The pedagogy of executive education in business markets” in J.D. Lichtenthal (Ed.) Fundamentals of Business Marketing Education, Binghamton, NY: The Haworth Press, pp SHEEC (2011) Briefing Paper ‘Enhancement Theme : Developing and Supporting the Curriculum’ Scottish Higher Education Enhancement Committee