Creating Client-Centric Corporate Learning Programs

Heather McMorrow, Director of Digital Innovation and New Initiatives for Corporate Learning at D'Amore-McKim School of Business at Northeastern University

In higher education, we espouse the virtues of lifelong learning, but most do it through the lens of traditional degree programs and, for R-1 universities like Northeastern, research. This is not, of course, diminishing the degree-seeking route but rather looking at life from the degree and beyond. We all know, and research shows time and again, the benefits of holding a degree: higher lifetime earnings, enhanced critical thinking, career advancement opportunities, expanded social and cultural capital, better health outcomes, increased civic engagement, and positive intergenerational effects. The solution lies in adopting a culture of true lifelong learning that equally values degree programs, research, co-op (internships), and professional learning that is not degree-seeking.

To do this, our institutions must change our processes and workflows and shift the culture to compete with the ever-crowded educational technology, educational consulting market, and in-house L&D units. The contemporary work landscape is competitive and perpetually evolving. In an April 2023 article for Forbes Magazine entitled, ‘Why Everyone Needs To Embrace Lifelong Learning In Today’s Competitive Work Landscape,’ Mark C. Perna outlines the dilemma employers face in sourcing adequately skilled labor and retaining existing talent. We do it better, but we must be faster and more responsive.

For non-degree programs, on-demand courses are not the answer. We all know you can learn just about anything on YouTube. Many companies have the corporate version of Coursera or LinkedIn Learning available to their employees. These kinds of courses have become a basic commodity. What we need to think of is the learning experience.

What is a commodity versus an experience? The classic example contrasting commodity and experience pricing would be coffee beans versus a cup of specialty coffee at a high-end café. Coffee beans as a commodity might cost just a few cents per cup when brewed at home. However, when you go to a specialty café where the barista crafts an espresso-based beverage like a latte or cappuccino, complete with latte art and served in a cozy ambiance, you're not just paying for the coffee; you're paying for the experience. Depending on the location and brand reputation, this could easily cost you $4 to $5 per cup or even more. In this case, you're not only paying for the raw materials but also the expertise, atmosphere, convenience, and emotional experience that comes with it.

Lifelong learning can be arduous and demanding- overwhelming at times. The key to making it a positive experience rather than a painful dirge lies in shifting our perspective and how we support these unique learners. We don’t tend to have the carrot of a degree or the stick of a grade. This can be liberating. By focusing on making learning experiences engaging, relevant, and purpose-driven rather than an acquisition of skills- we can transform each learning engagement into a source of inspiration and energy.

"Lifelong learning can be arduous and demanding- overwhelming at times"

This is why we only design non-degree, non-credit experiences currently in our corporate and executive learning at Northeastern University’s D'Amore-McKim School of Business. Our programs are built in collaboration with our clients or using new business models with our partners. We are not seeking to capture the learners for degree programs. What we are engaged in is true lifelong learning. Our corporate and executive education approach is designed with a focus on lifelong learning, driven by a client-centric approach. Rather than providing standard, off-the-shelf offerings, we conduct needs analyses to customize learning experiences around specific corporate objectives. This extends beyond our business school faculty to experts across various university departments and our professional network, underscoring the multidisciplinary nature of the skills today’s professionals need. As Perna rightly points out, upskilling should be a mindset, not a one-time event.

We've adapted our corporate and executive learning programs to be more aligned with our corporate clients' specific needs and objectives. Unlike traditional programs aimed at undergraduate or graduate students, these are designed with a different set of key performance indicators (KPIs) in mind—those relevant to the corporate client and job market. We engage faculty across the university, highlighting the multidisciplinary skills that today’s corporate workforce demands.

Engaging Faculty and Instructional Designers

For the successful delivery of these programs, the role of the faculty has evolved from the traditional ‘sage on the stage’ to a more interactive, learner-centric model. Faculty need to adapt their teaching methods to align with the needs of this unique learner demographic. This is where our specialized program managers, who focus on the learner experience, come into play; they are adept at designing a curriculum that's not only content-rich but also engages corporate learners in real-world applications of their learning based on a close working relationship with the client to ensure the content meets their unique business needs. Faculty bring their expertise and adapt it to the needs of the client.

Navigating Security and Compliance

University systems are usually equipped to handle academic data securely, but working with corporate clients often brings additional security compliance challenges. Frequent security audits and compliance checks can be part and parcel of these corporate engagements. Our IT department, in close contact with client companies, works diligently to navigate this complex, high-stakes landscape.

Policy Considerations for Data and Intellectual Property

Data sharing and intellectual property are often sensitive issues in corporate-academic partnerships. Policies need to be in place to balance the university's academic mission with the corporate client's strategic objectives. Here, the role of the university's office of general counsel becomes crucial in drafting mutually beneficial contracts.

The Registrar's Office and Cultural Shift

A collaborative approach to corporate learning also necessitates procedural changes within the university. The registrar's office, for instance, needs to adapt to the corporate learning model, which doesn't conform to traditional academic schedules or credit systems. More broadly, there's a need for a cultural shift within the university to see corporate learning not as a funnel for matriculation into degree programs but as an equally important form of lifelong learning.

Learning in the Flow of Work

The idea of learning integrated into the daily flow of work resonates strongly in modern corporate settings. By focusing on this model, we align the learning outcomes with real-world applications and enhance employee satisfaction and retention.

Conclusion

The partnerships we have forged at Northeastern University D’Amore-McKim School of Business between our corporate clients and professional organizations for learning and development are opportunities to change how we engage with lifelong learners. Certainly, navigating the complex terrain of corporate-university partnerships isn't without its hurdles. Whether it's adapting university-supported tech platforms and processes to meet the specialized needs of a corporate audience, overcoming stringent client security protocols, or steering an academic culture toward a more client-centric approach, the challenges are real. But let's not lose sight of the big picture: the upsides are tremendous. We're talking about game-changing impacts on employee development and bottom-line business performance, paving the way for a future where companies and their employees are better equipped to flourish.

Educational Technology

Sage