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College and industry leaders should collaborate
increasingly in developing curriculum that bridges the gaps between the
academic and business worlds. Contemporary education, beyond fundamental
course work, demands continuous revision to keep pace with changes in
technology and to remain relevant to the challenges of the marketplace.
Butler Manufacturing was encouraged by recent opportunities to provide
input on technician and engineering programs at several regional colleges.
Our recommendations focused on new construction technology and relevant
computer-system applications. In addition to donating building components
for use in “hands-on” instruction, the company also provided
some students with intern and direct-employment experience at company
facilities.
I’ve concluded from exchanges with audiences after my lecture appearances
that more academic emphasis is needed on developing interpersonal skills,
such as team-building, communications, and change management. Whereas
students become accustomed to the academic grading system that rewards
individual efforts, few successful business outcomes can be credited solely
to individual effort. Every organizational achievement that I am familiar
with resulted from team interaction.
Students would therefore benefit from participating in more “team
assignments.” At the individual level, progress toward personal or
business objectives also demands
effective written and oral communications. Presentation-based assignments
would provide a foundation in these vital business skills.
Finally, today’s rapidly evolving global markets require a more dynamic
leadership approach to respond effectively to the rate of change on the
multinational business scene. This demands more academic preparation in
initiating, implementing and accommodating change.
Many educators have embraced some or all of these concepts. Mounting competitive
factors that suggest “quicker is better” should apply equally
to college curriculum planning. Much could be gained from increased cooperation
between industry and academic leadership.
Don Pratt is chairman of the board
of Butler Manufacturing Company. He can be reached by phone at 816-968-3400
or by email at dhpratt@butlermfg.org.
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The simple answer to the above question is
“Yes, and industry currently does shape college curriculum.”
And, furthermore, industry should shape college curricula. However, the
real question is whether or not that influence should extend to entry-level
skills or to the long-term value of the employee to the company. I would
argue that shaping the curriculum toward entry-level skills is shortsighted
and, in the long-term, more expensive.
I believe this question is best addressed in the context of the principles
underlying a true liberal-arts education. Such an education combines rigorous
academics with the development of a personal sense of responsibility and
ethics to prepare leaders who are able to face and manage the changes
of an emerging global community. The best education for today’s world
is one that allows for the acquisition of knowledge along with the critical-thinking,
problem-solving and communications skills necessary to operate effectively
in an increasingly diverse and complex community. The best curriculum
nurtures the skills needed for lifelong learning.
Our conversations with area business leaders affirm that a liberal-arts
education is still the preferred form of preparation for the best-equipped
and most sought-after employees. Professional or technical competency
is only a part of the equation. We must look to the development of true
leaders who embrace not only technical preparedness but also a strong
sense of personal direction, ethics and values.
The challenge met by the best liberal-arts education is to instill these
qualities in leaders equipped to adapt to changes in the environment,
rather than simply developing technically proficient specialists. Industry
must play a role in helping to meet this challenge. But the systemic solution
lies in the continued support and development of institutions of higher
education equipped to take a broad view of human development—a process
that produces not only productive employees, but also effective leaders.
Dr. David L. Sallee was inaugurated as William
Jewell’s 14th president in April 2000. He holds a Ph.D. in adult
and higher education from the University of Oklahoma. He may be reached
at 816.781.7700.
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