The Role of Corporate University as a Strategic Enabler in the Transformation of Human Capital Management of Social Security Organizations: Qualitative Study on BPJS Health
Abstract
This study aims to analyze the role of the BPJS Health Corporate University as a strategic enabler in the transformation of Human Capital Management, and to describe how the learning function is integrated with talent management, performance management, and career development in strengthening organizational capability. The study employs a qualitative approach with a single case study design at BPJS Health. Data were collected through in-depth interviews with thirteen informants, consisting of four key informants and nine supporting informants, together with observation and a review of policy documents and secondary data covering the period 2021 to 2025. The analysis follows an empirical model of input, process, and output derived from the HR Strategic Architecture, while data validity was tested through source and method triangulation. The findings show that the strategic enabler role has only been partially realized. The Corporate University functions as a supplier of competency gap data, a provider of programs whose impact is measurable at the organizational level with a contribution of 13.92 per cent, and a translator of corporate values into learning habits, with the Mandatory Learning Program reaching almost 98 per cent. However, it has not yet become binding on decisions concerning position filling and the determination of development needs. Integration across systems occurs at different degrees: strongest and bidirectional between competency and learning, moderate with talent and performance management, and weakest with career management, since the Internal Job Posting process does not require the completion of tiered leadership programs. The study further finds that the four behaviors with the lowest implementation levels are all learning behaviours, so that weakness at the output stage in turn reduces the reliability of measurement at the input stage, making the empirical model operate as a loop rather than a one-directional chain. The principal barrier is institutional rather than a matter of program design. The study recommends unifying the learning data architecture, establishing the completion of tiered leadership programs as a formal prerequisite for position filling, and shifting the measure of success from participation volume towards movement in competency levels.
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