A corporate university model for contractors operating in the construction industry

Abstract

In the knowledge age, effective management of knowledge assets, continuous development of employee competencies, and alignment of corporate learning with strategic goals have become essential for organizations aiming to remain competitive and to ensure long-term sustainability. The transition to a knowledge-based economy has increased the need for agile, learning-oriented organizations capable of continuous self-improvement. Consequently, the management of intellectual capital has become not merely an operational task but a strategic priority. Corporate universities (CUs), defined as "centralized in-house training and education facilities designed to respond to the shortened shelf life of knowledge and align employee development with business strategies," serve as essential links connecting organizational objectives with corporate learning systems. CUs hold significant potential in the construction industry, where the continuity of learning and the accumulation of knowledge often suffer due to the industry's project-based nature and fragmented structure. A comprehensive corporate university (CU) model is presented in this thesis that explores the feasibility of the concept in the construction industry through both theoretical and practical perspectives. The driving force behind this thesis is the existance of structural deficiencies regarding the institutionalization of learning in the construction industry. The industry is characterized by a project-based nature and a fragmented structure, with transient project teams, a weak culture of knowledge sharing, high employee turnover, and few opportunities for career growth. These dynamics disrupt knowledge flow and hinder learning beyond personal experience, leading to weak organizational memory, limited innovation potential, and decreased efficiency and competitiveness. Although the existing literature recognizes that these structural obstacles disadvantage construction companies over the long term, there is a significant lack of research on how CUs could be positioned and organized in the construction context. Therefore, the need for a comprehensive, empirically validated CU model that addresses the specific learning needs of the construction industry highlights a significant gap in both the academic and industrial literature. The primary objective in this thesis is to develop and empirically validate a CU model for large construction companies. This objective implies that by organizing CUs as strategic learning hubs, organizations can develop comprehensive solutions to the challenges arising from the sector's project-based nature. To achieve this, the core components of CUs were identified, their interrelationships were mapped, and the connection between the model and organizational outcomes was established. While current literature predominantly focuses on individual aspects, such as curriculum or collaboration, the systemic, holistic functioning of the concept has rarely been examined. This significant gap is addressed in this thesis by conceptualizing the CU as a multifaceted, interactive, and results-driven ecosystem. Given the exploratory nature of the research and the gaps in existing theory and practice, a three-stage design was adopted. The first stage consisted of a comprehensive literature review examining the CU concept and its intersection with research in the construction industry. This process established the basis for the conceptual model presented in the thesis. In the second stage, a current state analysis was conducted to assess the compatibility and applicability of CU components in the industry. Content analysis was conducted on the websites of contractor companies in the United States (U.S.) listed in the Engineering News-Record (ENR) Top 400 list and those registered with the Turkish Contractors Association (TCA). This analysis highlighted current training activities, content focus, collaboration mechanisms, digital learning approaches, and the prevalence of CU-like structures. Findings indicated that while U.S. companies have institutionalized and visible learning systems in place, CU applications in Turkiye remain in an early, more limited stage. Although fully matured CU systems are uncommon in the U.S. and Turkiye, many companies engage in practices aligned with CU components. These results confirmed that the conceptual model accurately reflects current industry realities, offering a strong foundation for quantitative validation. The third stage involved developing a structured questionnaire using scales based on the components identified in earlier stages. This instrument was administered to senior executives and leaders of large construction companies in the U.S. The 48 valid responses collected were analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). This approach provided a solid framework for validating the model's multiple components, allowing for the simultaneous evaluation of both the measurement and structural models. The analysis showed that CUs form a holistic system where organizational, human, and relational components interact synergistically with corporate performance and employees' sense of belonging to the company. The research presented in this thesis is a pioneering study that advances the theoretical and empirical foundations of CUs in the construction industry. The conceptual model, aligned with current industry practices and validated through quantitative methods, provides a comprehensive perspective. By examining CUs in both the U.S. and Turkish contexts, the research offers comparative insights into industry learning practices. Beyond its contribution to the academic literature, the validated model provides a practical framework for construction companies. Ultimately, a theoretically grounded and empirically validated roadmap for establishing CUs as a strategic learning ecosystem is presented in this thesis, highlighting CUs' essential role in sustaining sustainable competitiveness in the construction industry.