Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 129-145). Also available on the World Wide Web.

Abstract With rapid changes of the environment and industrial competitions today, the quality of employees are the key factor for the companies to succeed. However, the traditional internal corporate training system cannot satisfy the training demand in today¡¦s highly competitive environment, so the companies start to reform their internal training system. Decades ago, many of the American companies have begun to develop the corporate universities, such as the Crotonville of GE and the Motorola university. They all provide the most powerful supports to the success of the companies. Recently, the companies in Taiwan also have a trend of setting up the corporate universities. Looking at the differences between foreign and home corporate universities, we have discussed the operating model of the Crotonville of GE and the Motorola university, and interviewed four successful corporate universities in Taiwan, then try to attribute the essential of corporate universities, also analysis the differences among them, and then find out the key factors for the success of the corporate universities. Finally , we¡¦ll be able to build up an approach to operate a corporate university. Through these case analysis, we find that the key success factors of corporate universities are as follows: 1¡B The supports from the top managers. 2¡B Independent operating unit. 3¡B Partners. 4¡B Complete training system. 5¡B Perfect evaluation system of performance. After studying articles and understanding the present situation of foreign and home corporate university, we can find out the process approach of operating corporate university which are as follows: 1¡B Ascertain the training demand and the position of corporate universities. 2¡B Acquire the support from the top managers. 3¡B Set up an independent operating unit. 4¡B Screen partners. 5¡B Confirm trainees. 6¡B Confirm the further strategies. 7¡B Design training programs. 8¡B Found training model. 9¡B Setting an evaluation system. 10¡BDesign motivate device.

Thesis (Ph. D.)--Columbia University, 1925. / Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 160-161.

Thèse Université de Paris. / "Bibliographie": p. [5]-7.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--University of Queensland, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington. / Vita. Bibliography: L. [307]-315.

Thesis (Ed.D.)--University of Tulsa, 1973. / Bibliography: leaves 68-71.

Thesis (Ed.D.)--University of Tulsa, 1970. / Bibliography: leaf 180.