Branding the learning function : an exploratory study / Sumathi Pearl.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Pearl, Sumathi.

Contributor:

Ravitch, Sharon M., advisor.

Kaminstein, Dana, committee member.

Zhang, Jian-xiang, committee member.

University of Pennsylvania. Educational and Organizational Leadership.

Language:

English

Subjects (All):

Penn dissertations--Work-Based Learning Leadership.

Work-Based Learning Leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Work-Based Learning Leadership.

Work-Based Learning Leadership--Penn dissertations.

Physical Description:

x, 205 pages ; 29 cm

Production:

2013.

Summary:

The learning function is rapidly evolving from its traditional role of imparting training to becoming a strategic business partner capable of impacting organizational performance through employee development. As research suggests, the learning function can help develop a strong, recognizable brand for corporate learning (CorpuXchange, 2010). This dissertation study explores how one specific company brands its learning function and the role of the stakeholders in this process. Structured as an exploratory qualitative case study, this research uses Keller's (2001) customer-based brand equity (CBBE) model, which is used in product branding, as a framework for how the learning brand is built. Twenty-four participants from three stakeholder groups were interviewed. The key findings include: (1) a learning brand is not dependent on a particular program, but rather encompasses the learning cycle as a whole; (2) the role of stakeholders (especially leadership involvement) and learning culture both played a critical role in the company's learning process; and (3) no specific process or components of the learning process can be singled out as reasons responsible for building the learning brand at the company. Study data show that the entire life cycle of learning and development played a fundamental role in creating the brand experience. This study reveals common processes and structures in building a learning brand, and used this learning to iterate a conceptual framework that can be validated with additional companies. The findings of this study have implications for corporate learning functions seeking to build an established framework to build their learning brand. The revised conceptual framework can meet this requirement as it encapsulates the integral components of the learning cycle with associated factors critical to creating a learning and development experience with a brand value.

Notes:

Adviser: Sharon M. Ravitch.

Thesis (Ed.D. in Education) -- University of Pennsylvania, 2013.

Includes bibliographical references.

OCLC:

866087127