A systematic and relational approach to obtaining curriculum consistency in corporate education.

The complex mechanisms in corporate education, where cognitive operations of individual learning intertwine with social processes of an organisational context, demand an extended theory of curriculum design that seeks to explain the existing successes and failures of training systems. The author advocates integrated design procedures that combine a systematic and relational approach. Empirical research findings support this proposition and indicate that relational aspects in curriculum design predict most accurately programme effects.