Q&A … With Brian Klaas

PUBLISHED FEBRUARY 2024

Q: We’ve heard for years that a large percentage of the jobs that will exist in five years don’t exist today. How does that pressure the process of creating or adjusting academic programming?
A: It does require a different mind-set. We will see new types of positions emerge and many jobs that exist today will change dramatically or go away. So we need to think about the college-to-career pathway a little more creatively. We need to help our students stand out with skills that organizations need today because that first job is often critical to building a career. But we also need to prepare students for a workplace of the future that may demand something very different.  

Q: What might that mean for a typical business course?
A: Let’s use supply chain as an example. We need to ensure that students understand best practices in supply chain and that they have mastered analytical methods that are currently emphasized.   But that is not enough. They also need to understand emerging technology that is relevant to supply chain and how that may alter business processes in the coming years. Students need to look at what some very innovative firms are experimenting with today in the supply chain space and do case-study work that will help them build problem-solving skills and entrepreneurial thinking. We see some firms in the region developing new supply-chain business models using artificial intelligence. Our students can build skills critical for the future by doing “live case studies” and learning from what these firms are doing to innovate. Students can examine what these innovative firms are doing today in supply chain and what next steps might look like as technology continues to advance. We want students to look at best practices and also to explore how processes might change with advances in technology.

Q: Are some parts of the work force or some sectors going to be more affected by advances in technology?
A: Some jobs are more likely to be affected. Some jobs are more at risk. Positions that are more routine and transactional or more formulaic are more likely to be impacted. The jobs at lesser risk are the roles where you have to be able to solve a business problem by being innovative and leveraging technology and really understanding customer needs and industry context. Jobs that require incumbents to make sense of data within a business context, tell a compelling story, and influence key business decisions are likely to remain essential in the workplace of the future. So while our students may still need to master some techniques and tools that may seem more formulaic or transactional, we need to position them to move into roles where they can’t be easily be replaced as technology advances. 

Q: Learning how to use a specific analytic technique seems very concrete. Developing an innovative mind-set or building problem-solving skills seems more abstract, doesn’t it? 
A: Yes, but look at HR, for example. If you think about it, you could approach instruction by looking at what the best firms are doing today, how they are recruiting talent, and how they are developing talent. And you could just stop there. Or you could cover these best practices and then bring into the discussion how firms are experimenting with using AI to source job candidates, identify retention risks, and promote safety practices. You could cover VR/AR and explore where and how it can be used in training and development. We can have students look at specific advances in technology, how actual firms are beginning to apply it, and then examine other ways that the HR function can be changed in the coming years to support organizational performance. Case studies focused on technology and changing business processes can help students develop a better understanding of the digital transformation and to think about change management. The goal is to give students the tools that will help them be a prudent advocate for change rather than someone who resists change. We want students to have the tools to support senior leaders with creative ideas and critical insights.

Q: So teaching and learning are becoming more experiential?
A: Absolutely. We are moving forward with strategic initiatives now that make experience-based learning the core of what we do. That includes experience-based learning with partner organizations where students work on “live cases” and project-based learning focused on business challenges at the partner. It also includes classes that incorporate simulations and case work. We are working to ensure that students are challenged with solving business problems taking into account industry context, a changing technology environment, and complex organizational dynamics. We want to encourage student to become strategists, thinking about business strategy and business processes in light of a rapidly changing and complex industry environment.

Q: Won’t that require some help from the business community?
A: Definitely. Some of the best experienced-based learning will happen with partner organizations, where students can see first-hand what challenges organizations are facing and engage with organizational representatives. Working on projects connected to organizations in the region provides a richer experience and incredible opportunities for feedback and learning. We’re in the middle of Kansas City, and that means students can meaningfully engage with employers both in their coursework and through internships and consulting assignments. Our location allows students to take on extended internships while going through school, giving students the opportunity to take on stretch assignments and truly begin to understand how an organization is delivering value and how technology might change the business model. 

Q: Given that, is the traditional business internship changing?
A: We’ve had traditional internships for years, and they are wonderful. But we want to build upon that. We want to create opportunities that allow students to become a critical part of ongoing team while going through school. Again, this is something we can do because of location and great partners. And with this, we also need to encourage students to reflect upon what they are seeing in the workplace and explore how advances in technology and other developments in the market could affect the business model and firm strategy. We want students to have a mind-set that says business is changing and I want to be a part of making this change happen. 

Q: What other ways do you have of driving that message?
A: We had a graduation speaker a few years ago, David Brain (CEO of Enfinite Capital), and I still use a quote from his speech, on the need to become comfortable with being uncomfortable. In some ways, we are helping students succeed if we create experiences that are a bit uncomfortable, not knowing exactly how to get to a solution, but having the confidence and the tools to manage what’s coming. We need to provide transformational experiences where students learn to adjust to a rapidly changing environment and to respond to dynamics they might never have anticipated. 

Q: Is it harder to ensure program relevancy with bachelor’s programming, as opposed to the MBA levels?
A: This is something we are working on for all of our programs. It might be approached in different ways; it could be that with more advanced students, where some of the basic content has already been mastered, you move on to experiences with a bit more complexity. Maybe with undergraduates, you find a way to get good content mastery first, but also make sure there is heavy coverage of how they should think about working in an organization to create value via technology. With undergraduate programs, we also have the opportunity to find space for capstone courses that are specifically designed to offer experiences that develop a comfort level with solving problems in a complex environment and one with rapid change and incomplete information.   

Q: Can you go a little further into the Bloch School’s structures for engaging the business community to anticipate its needs?
A: Being in the middle of Kansas City, we are able to benefit from great advisory boards, both for the school as a whole and for the different business disciplines. We regularly meet with our advisory boards to ensure that our programs are relevant and meet the needs of employers. We work with our boards to conduct program and curriculum reviews and to assess what we can do to strengthen the value proposition for each of our programs. We work hard to get robust feedback and an honest evaluation of what we’re doing. Those conversations are extraordinarily productive. They help us take a fresh look at what we’re doing.  

Q: Are you seeing any change in the ways students hope to put their degrees to use—as entrepreneurs vs. aligning with established corporations?
A: I think there is a recognition that it is less likely that a new hire would join an established firm and stay for 30 years. However, many students are still excited about joining an established firm and having the opportunity to make an impact and develop skills. But many of these same students are also excited about having a side hustle and exploring where that might lead. Many are intrigued by entrepreneurship and about being part of new ventures—even if the first part of their career takes a different route. They may be focused on starting a career in accounting, for example, thinking that this could lead to some great entrepreneurial opportunities down the road.

Q: Any final thoughts?
A: Perhaps the emphasis we place on the importance of the college-to-career pathway. If a student today goes out and gets an HVAC certification, for example, they will be pretty confident about their ability to get a job with what they have learned. For a business school, we need to be able to provide that same level of confidence. If you come here and spend four years with us, we want you to be equally confident about how the skills you are acquiring and the connections you are making will lead you to a great first job and also a great career.