. . . about the changing relationship of The University of Georgia to the corporate community. Until recently, institutions of higher education were considered to be THE seat of learning for members of our society. In so being, we collected great libraries and scholars, and recruited the best of the young minds to create a "community of learning" that is referred to as "The Academy."
Basically, this simple model existed for several centuries and provided and educated the elite to foster the leadership needs of society. Essentially, the development of higher education in the United States can be segmented into three broad categories of motivating forces--the church from 1600 to 1800, the state from 1800 to 1990, and now in the 1990s, and probably well into the next century, the business corporate community.
Most of the academies and 12 of the first 13 colleges founded in the early days of the United States were sponsored by religious bodies for mostly religious purposes. The first state-supported public schools and the first two public colleges (Georgia and North Carolina) were organized in the late 1700s and early 1800s. Education for the next two centuries was primarily organized by state legislation and stimulated by federal/national initiatives (land-grant, GI Bill, Community College, space exploration, community development, technical institutes, etc.).
With the rapid development of information technology beginning in the 1970s, the whole of society began to change due to the information revolution. The business community has experienced major changes in operations and style because of technology and information. Combined, "information/technology" itself has become a major business. These developments have major implications for all of education--in what we learn, how we learn, and where we learn.
Throughout these periods of change which have brought about a steady increase in access to institutions of higher education, the "academic academy," as it has come to be known, has been remarkably resilient and resistant to basic change from outside the academy. There has been little motivation from within the academy to make major changes in the teaching-learning process.
In his book The Legacy of the Seventies, Louis Mayhew of Stanford said of the non-traditional educational movement of the 1960s and 1970s in higher education that maybe it would be the force to bring about major educational reform. Unfortunately, it did not. Today, perhaps more so than ever before, major reforms in education, and especially higher education, are now possible because of technology, the knowledge revolution, and the critical needs of business in the new economy.
Business and higher education must evolve a new relationship for the next century. A relationship that allows each to leverage the strength of each to the advantage of both and society. Open and equal dialogue must take place that results in collaborative efforts and partnerships that provide basic and enriched educational experiences for the young and old alike. Though the academy is and will continue to be the gatekeepers of the university curriculum, today's technology provides easy access to the knowledge of the world for all who care to have it.
Business is moving rapidly to use technology to improve its operations and expand its profits. They can no longer wait, nor do they need to, on the college or university academic bureaucracy to access knowledge. Many are forming their own in-house "college" or "university" for employee training and education. Some have even sought and been given degree-granting authority and are appropriately licensed and accredited to do so. A few are beginning to open access to their educational operations to their customers. However, most still hold out hope that the established higher education institutions will "reform" enough to enter into meaningful partnerships that will enable them to have reasonable access to relevant education for an educated workforce at all levels.
Colleges and universities should assure that all graduates have mastered basic skills and have learned to be lifelong learners, and that in so doing, they have acquired the wisdom to take advantage of the technology and can wisely use the information and knowledge now available. Educational institutions should continue to provide and expand independent and sponsored research to enrich the basic knowledge base. Higher education should accept its new and expected role in workforce education and preparedness for the nation.
As we approach the first decade of the next century, the debates within the academy over "the role of business within the university" should be refocused on "how to develop effective collaboration and partnerships with business" in order to work together to effectively manage and utilize technology and knowledge and exercise wisdom for the future good of our society. A new model for the academy may be needed - one that enables business and others from society to become equal partners within the academies for shaping the educational enterprise for tomorrow.
The framework for a changing and expanding role of The University of Georgia and other similar institutions is well stated in the Workforce Planning Principles developed by the Board of Regents for the University System of Georgia in 1997. The introduction to the principles state: Workforce planning principles help define how the University System should respond to the changing workforce needs of Georgia, based on the System vision, mission, principles, and planning assumptions.
Workforce planning principles help guide decision-making about academic program planning in strategic areas, focusing resources according to University System priorities.
Meeting the needs of society, including the needs of business, industry, the public sector, education, and the arts, is part of the University System's mission. However, the University System's role in supplying well-qualified graduates for the workforce is complex. The University System's mission of instruction, research, and public service is broader than preparation of a workforce. As Regent Elsie Hand stated at the November 12, 1996, Board Meeting: "Our priority ought to be to prepare the students in our System well; to give them enough career education to make a living and enough traditional education to make living worthwhile." While the University System works to provide skills that business, industry, and society need today, it also ensures that today's graduates are able to grow and build upon their skills and knowledge in the future. Thus the University System improves business, industry, and society today and helps shape and strengthen Georgia's business, industry, and society of tomorrow.
The next decade gives us one more chance, one more opportunity to bring true reform to higher education within the next century for the good of society, for the individual, and for the world in which we will live.
. . . Think about it!
Grover J. Andrews serves as UGA assistant vice president for public service and outreach and Georgia Center assistant director.
Web administrator: webmaster@gactr.uga.edu All contents copyright © 1998 University of Georgia Center for Continuing Education. All rights reserved. Last revised: Wed, Jun 17, 1998, 2:34 PM URL: http://www.gactr.uga.edu/gcwin98/thinking.html