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Abstract

Objective: The article defines features of formation and development of corporate universities in the USA and Canada.

Methodology: The article analyzes the dependence of successful functioning of the corporate universities on the choice of adequate training technologies; explores the essence and potentials of project-based learning as action learning which is focused on personnel development, business development and effective management of changes.

Findings: There is a close relationship between the performance of the functions of the corporate university and the forms, methods, learning technologies that are used in the learning process. Project-based learning is widely used in corporate universities in the United States and Canada; it provides an opportunity to gain managerial experience in real time, solves an important task of personnel development – formation of the ability to learn.

Value Added: The results of the research give ground to conclude that the corporate university in the US and Canada is a structural unit of a company, which performs certain functions that promote business efficiency.

Recommendations: The project topic should be related to current or future changes in the company. The solution of the problem should include diagnosing of the problem, analysis, recommendations, implementation phase, as also cooperation with members of the company.

У статті проаналізовано особливості розвитку освіти дорослих у США в часи становлення республіки та економічної модернізації країни; виявлено історичні, соціально-економічні й політичні умови та інші об'єктивні фактори, що вплинули на процес розвитку освіти дорослих США в зазначені періоди, визначено її характерні ознаки, форми та особливості фінансування, виявлено провідні типи навчальних закладів і установ, що функціонували в цей час. У результаті дослідження, зокрема, виявлено, що в період становлення республіки відбувається розквіт науки, відкриваються численні освітні заклади. Освіта дорослих, хоч і не об'єднана в єдиний рух, зазнає бурхливого розвитку. Визначальними рисами періоду економічної модернізації є індустріалізація промисловості й застосування наукових знань у сільському господарстві, що зумовило започаткування системної інституційної освіти в обох цих сферах. ; The paper analyzes the characteristics of adult education in the United States during the formation of the Republic and economic modernization of the country; finds out the historical, socio-economic and political conditions and other objective factors that have influenced the development of adult education in the United States during these periods, determines its characteristics, forms and specific features of financing, identifies the major types of educational institutions and establishments that functioned at that time. It was during this period that the science was flourishing, and many educational institutions were opened. The characteristic feature of that period was that adult education, underwent rapid development. The distinctive features of the period of economic modernization were industrial development and the use of scientific knowledge in agriculture, which led to the initiation of the systemic institutional education of workers in both these areas.

The radical transformations caused by the rapid development of information and communication technologies in the mid-1990s prompted the transition to the knowledge society which identified the key role of knowledge as the most important and valuable capital of organizations and had a decisive impact on the development of corporate training. In our study, we aimed to analyze the training methods used in American companies in the knowledge society, particularly, their feasibility, features, benefits and possible limitations. The results of our study show that, at present, e-learning is considerably more widely used in American companies than instructor-led classroom training. Most organizations use blended learning which implies the combination of e-learning methods and instructor-led learning methods. A powerful stimulus for the wide implementation of e-learning methods was produced by the COVID-19 pandemic when the use of educational technologies made it possible for the companies not only to continue training and development of their employees but also to implement tactical and strategic practices which will have long-term implications for the future of the training industry. The most widely used e-learning methods in American companies are virtual classroom/webcast, online or computer-based methods, social learning, augmented reality, virtual reality, and artificial intelligence. In spite of certain limitations of e-learning methods, they have a number of important benefits which allow companies to expand access to training, save costs, increase adaptability and flexibility of learning programs, etc., and thus satisfy their needs in qualified employees.