november 25, 2013 • an advertising supplement to the san ......november 25, 2013 • an...

November 25, 2013 • An Advertising Supplement to the San Fernando Valley Business Journal

EDUCATIONROUNDTABLE

JOYCE FEUCHT-HAVIAR

University Senior

International Officer

and Dean, The Tseng

College: Graduate,

International and

Midcareer Education

California State

University, Northridge

DENNIS DRAPER, PhD

Dean, College of

Business

Administration

Loyola Marymount

University

YOLANDA J. GORMAN,

MBA, PhD

President

Phillips Graduate

Institute

NELLY KAZMAN

Senior Executive Director,

Ed.D, AEMBA, MBA

University of La Verne

San Fernando Valley

Campus

DR. ROGER L.

TORNEDEN

Director of Business,

Management & Legal

Programs

UCLA Extension

More than ever, we need to think about how, as businesspeople, we canget that extra edge - and one answer we can all agree upon is education.Enhancing our knowledge base is, after all, our surest way to increase theodds of success – for ourselves, our employees – and our families.

At the San Fernando Valley Business Journal, we have always been keen observers of theexecutive education and schooling landscape of our region, and there are a number ofquestions that we've been hearing repeatedly from readers navigating the terrain of con-tinuing education. But how best to answer those questions? We decided now would bethe ideal time to assemble a small think-tank of local education experts and invite themto participate in an open forum, Q&A-style roundtable. Several questions were posed tothis learning-for-earning brain trust and what follows is a transcript of their responses.

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◆ What is the single biggest change comingto the world of higher education in the next10 years?

FEUCHT-HAVIAR: I suppose one could say it will beaccess and options. That is, there will be a growingnumber of providers of higher education worldwideand a growing number of ways in which that educa-tion is delivered and measured. For example, therewill be greater access not just to degrees online butalso to individual courses, certificates and “badges”offered not just by colleges and universities but also byother organizations and associations. Both traditional-age students and working adults will have a ratheramazing array of ways to gain knowledge and to docu-ment their achievements (not just with degrees butwith other credentials that are emerging). Most peoplewill indeed become lifelong learners, adding to theirprofessionally focused knowledge, skills and abilitiesthroughout their working lives, and many will alsopursue a number of avocational interests over time.Education will be available with a wide range of prices(from free to impressively expensive for the mostselective institutions) as well as from providers acrossthe planet – some with long histories and some whostarted yesterday. These developments will change therole of universities in a number of ways as well as howwe all think about education and even expertise andprofessional credibility.GORMAN: While the advances in technology appearon the surface to continue to be the single biggestchange, the impact of organizational stress and pres-sure on individuals is not far behind. Changes in theeconomy, technology, competition and regulationsplace a significant amount of stress on organizationsand on individuals within those organizations torespond rapidly. Higher education must be preparedto teach students how to respond to these pressures,as well as educate those who will take leadershiproles in organizations on how to manage these chal-lenges. In addition, there is a greater emphasis onmetrics. Colleges and universities must be preparedto document and report students learning outcomes,educational return on investment, retention, gradua-tion and job placement rates. DRAPER: As with any well-run organization, adapt-ing to change can be challenging but also critical toimproving its effectiveness — and educational organ-izations are no exception. The new “value proposi-tion” requires that educational organizations focusnot only on preparing students to reach their goalsupon graduation but also on providing continuingsupport for those who see education as an integralpart of managing their lifelong careers in a cost effec-tive manner. In addition to augmenting curricularcontent, higher education will have to provide cur-ricular and extracurricular offerings, which areinformed by both theory and business practices (pri-marily through business partnerships), which includeexperiential learning opportunities that are accessibleon multiple “platforms,” generally enabled by tech-nology.TORNEDEN : The higher education market will bealmost unrecognizable in 10 years. Degree, certificateprogram and continuing education courses will largelycomplete a movement from brick and mortar class-rooms to personal communication devices; on-lineinstructors will become coaches, team-builders andactive student mentors in addition to their technical,academic and experience know-how. Successful highereducation providers will demonstrate the effectivenessof their capabilities by providing hard data on studentpreparation or achievements or face extinction withhigh-profile strong education brands challenged allalong the way. Education providers will face world-wide availability of competitive courses, significantlylower on-line course delivery expenses, availability of

thousands of courses to a student’s home or work-place, and a growing acceptance of alternative learn-ing experiences “counting” on an individual’s workhistory and educational preparedness.KAZMAN: The single biggest change coming to theworld of higher education is technology. Technologyis changing how students: (a) live and work, (b)acquire and share information, (c) think and learn,(d) collaborate and compete and (d) make decisions.To fulfill the primary purpose of higher education toprepare students to meet the challenges of the future,universities must integrate technology in their cur-riculum design, development, and delivery. This willhelp to solve higher education’s biggest challenges ofmaking education accessible, relevant, meaningfuland affordable to students. However, as important asit is for higher education to recognize what technolo-gy can do to help students meet their educationalgoals, it equally important to recognize what tech-nology cannot do or replace, and find innovativeways to supplement them. Therein lies the challenge.

◆ How should the world of higher educationchange to more effectively produce the jobapplicants that employers are looking for?

GORMAN: For years, assumptions have been madeabout the competencies and skills employers are look-ing for. An industrial economy made competenciesand skills much clearer. However, the informationeconomy has significantly changed what employersneed and are looking for. In order to respond toemployers’ needs, education must actively partner withbusiness to determine the skills essential for success.There will need to be greater focus on applied learning,and expanded educational delivery models for betterstudent access to learning. Further, higher educationmust re-evaluate the traditional tenure models for edu-cators in certain disciplines and actively seek to bringpractitioners into the classroom to ensure that thepractical application of theory is mastered.TORNEDEN: Each provider of higher education mustdefine its role and focus with the help of “externaland relevant” advisory boards, which, ultimately, willactively assist in curriculum/program reviews andevaluations. Each provider will be challenged to offerhigher education “values.” There are no secrets to beheld vis-à-vis course content, textbooks/learningmaterials, and degree/certificate structures;Differentiation must be achieved by a focus ontomorrow’s job opportunities rather than looking intothe rear view mirror at yesterday’s jobs, textbooks andlearning approaches. Looking forward has risks butlook backwards “locks-in” mediocrity and poor futurevalue. Each department in every higher educationprovider should pull-in industry or high-performersincluding recent graduates as well as external practiceleaders to continually design and re-design courses,methods of delivery and internships with specificvisions of model student-completers in mind.KAZMAN: Higher education as an industry must un-dergo major changes to produce graduates who havethe knowledge, skills, and wisdom to add value totheir organizations. This requires colleges and univer-sities to engage in a continuous conversation withindustry leaders to develop bold and innovative pro-grams. It is not enough just tinker with existing pro-grams. In addition, faculty incentive systems must bealigned with changes in the market environment.While research will always remain a focal point ofuniversities, they must be supplemented with incen-tives that encourage curriculum reform, learning ver-sus teaching, and placing a stronger emphasis onpractice. It is also critical for colleges and universitiesto partner academic faculty with professional facultyto foster student development both professionally

and as human beings.DRAPER: The world of higher education has aresponsibility not only to provide cutting edge con-tent but also to offer opportunities for students toacquire skills that allow them to learn about, evalu-ate, and adapt to the inevitable changes that willoccur during their careers. Creating opportunities todevelop critical thinking skills, to undertake in-depthanalyses, and to formulate structures for “unstruc-tured” problems are central to this effort. And finally,it is imperative that higher education is keenly awareof industry trends, technological advancements, andthe impact of changing regulations that may alterboth a student’s chosen career path as well as thecontent of the curriculum going forward.

◆ How are traditional universities competingwith institutions offering online education?

GORMAN: On the surface, it appears that traditionaluniversities must take what they do in the classroomand simply put it on line. However, traditional uni-versities that will succeed in the future will need tocarefully assess their business models and determinethe manner in which online education continues tobring value to the students they attract. It is certainlyimportant for traditional universities to change themental models about what education is and how itshould be delivered, and the assessment of thesechanges needs to be conducted within the context ofthe intended educational outcomes. How does a tra-ditional university compete with online educationand maintain the integrity of their academic businessmodel as well as ensure that skills are masteredthrough hands-on application throughout the learn-ing experience? This is an important question fortraditional universities in the next few years.FEUCHT-HAVIAR: Many traditional universities dooffer online education, and their number is growing.They offer online and hybrid courses as part of theirstandard academic programs, and they are increasing-ly offering fully online degrees. In fact, if someone isconsidering an online degree, taking one offered by atraditional university is probably the wisest choice.The reason is that the online degree offered by a tra-ditional university will be developed and offered inkeeping with that university’s academic standards andpractices and taught, most often, by the same facultyteaching in face-to-face degree programs on that uni-versity’s campus. Most traditional universities havebeen working with faculty to develop their use ofonline teaching tools and strategies for more than adecade. Earning an online degree from a traditionaluniversity gives graduates a degree that they knowwill have high value for the future. Indeed, CSUNoffers a number of fully online master’s degree pro-grams, and we soon will be offering two baccalaureatedegree-completion programs online. One of our on-line master’s degrees won a national award for ex-cellence in 2013. CSUN’s online degrees reach stu-dents in all 50 states and a number of other countries,thus giving those enrolled a rich mix of national andinternational connections. It is not unusual to findexcellent and distinctive online educational optionsat traditional universities. It is true, however, thatthose traditional universities do not often devotelarge amounts of money to marketing those onlineprograms as may be the case with less traditionalproviders, so you may not hear about online offeringsfrom more traditional universities as often on televi-sion or via digital or traditional advertising. But, theyare well worth seeking out for those working adultswho want both the advantages of a degree from a tra-ditional university and the scheduling and accessbenefits of online programs.

EDUCATION ROUNDTABLE

‘Changes in the economy, technology, competition and regulationsplace a significant amount of stress on organizations and on individualswithin those organizations to respond rapidly. Higher education must beprepared to teach students how to respond to these pressures.’YOLANDA J. GORMAN



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◆ For working adults, what are the advan-tages of online education? What are the keyfactors for success in an online program?How does one choose among online degreeprograms?

TORNEDEN:Working adults via online courses mayconfigure their own personal study schedules withno wasted time driving back and forth to classrooms(and paying parking fees), no work or family timeconflicts (or baby-sitting expenses) and flexibility toself-select the most effective moments and time-linesto accomplish course learning objectives. Key factorsfor success include a student friendly on-line plat-form accessible via today’s entire array of communi-cation devices, especially tablets and smart phones.Students challenged with selecting a provider andtheir course should consider the following: (1) theoverall reputation and quality ratings of eachprovider (2) the providers breadth of on-line offer-ings as well as their years of experience offering on-line courses – there are many “newbie” providers justbeginning their learning curves (3) evaluate theinstructor bio/qualifications and (4) consider thecourse “value” – content and cost per credit hour aslarge differences exist in the marketplace.KAZMAN: An online education gives working adultsthe opportunity to exercise more control over theirlearning environment and obtain greater flexibility.The virtual learning environment encourages studentdiscussion and debate, which enhances their analyti-cal and persuasive skills. They will also learn how towork effectively in virtual teams to complete projects,which increasingly is becoming a feature of the mod-ern workplace.

The key factors for success in an online programinvolve: (a) student-related characteristics such asself-discipline, self-motivation, learning style, techno-logical skill level, and prior web-based experience, (b)instructor-related characteristics such as prior onlineteaching experience and providing timely feedbackto students, (c) course structure, design, and conductand (d) type of knowledge being taught.

More than ever, students will chose an onlineeducation that delivers the educational excellence itpromises. Gone are the days when potentialemployers will simple accept job applicants becausethey have the requisite degree. Students understandthe competitive challenges in the marketplace andknow that they must actually have skills, abilities,knowledge and wisdom required to survive and suc-ceed in a constantly changing and increasinglyuncertain environment. Cost is another critical factorin choosing an online program. Finally, the presenceof a local or regional campus to provide additionalsupport such as alumni support will prove to be ofhigh value to on-line students. Therefore, universi-ties that have regional campuses to better meet theneeds of their students will have a competitiveadvantage over those that do not.FEUCHT-HAVIAR: For working adults, one of the best-known advantages is the flexibility of most onlineprograms. For example, most online programs allowparticipants to study from any place at any time.This works well for those who are not geographicallyclose to a university that offers the programs theywould find of greatest career value, those who haveshifting work schedules, those who juggle bothdemanding work schedules and family responsibili-ties, and those whose work often requires travel.Online education also offers additional advantagesfor many working adults. For example, online educa-tion allows one the time to think, to review classmaterials, to explore, to collaborate with classmates,to pose questions, to link to other resources, and thelike. Indeed, an online program can provide workingadult students with a greater sense of community

and engagement than they would experience in anevening class to which they must dash after work.This is particularly true when a working adult choos-es an online program offered in a cohort format,which enables students to enter and proceed throughthe entire program as a group, thus enhancing bothhow well the students come to know one anotherand how well program faculty come to know eachcohort of students.

One of the biggest keys to success in an onlineprogram is managing one’s time – being purposefuland disciplined in keeping up with course work andnot letting the flexibility of online course schedulestempt one to procrastinate and, in turn, fall behind.It is important to log on to an online course regularlyto keep up and stay engaged in both the course workand the exchanges with faculty and other students. When choosing among online degrees, first applythe same criteria you would for any degree. Look fora university with a well-established reputation that islikely to be around long into the future, so that thedegree you earn is respected and holds its value. Also,look for institutions that are serious about onlineeducation from both the perspective of the design oftheir online programs. Are they taught by the sameuniversity faculty who teach on that institution’scampus? Does the university have dedicated instruc-tional designers and technical support to help facultydevelop and teach truly excellent online programs,and the quality of the support services provided toonline students? Are all student support servicesaccessible online? Is there robust library access? Aretheir program managers and coordinators dedicatedto each online program to help students succeed?

◆ What value do advanced degrees (such asan MBA, Law Degree, and PhD) serve in themarketplace? How do they prepare studentsto assume leadership roles?

DRAPER:While holding a graduate degree does notnecessarily indicate “preparation” to assume leader-ship roles, they do indicate that students are motivat-ed to increase their human capital and have had theopportunity to acquire both the content and skills toprepare for a leadership role. While all of these pro-grams have content specific to an area or discipline,graduate degree programs often distinguish themselvesby offering training in the “soft skills” — critical indeveloping leaders. Effective program designs mayinclude leadership and management experiences sostudents can develop an ability to make complex deci-sions, communicate effectively, and manage relation-ships that emphasize teamwork and encouragegrowth. They often include “self-awareness” exercisesto help students identify their own particular strengthsand weaknesses, and gain the confidence and skillsneeded to operate at a higher level. KAZMAN: Advanced degrees are not all alike. A Lawdegree is a professional degree whereas a business ormanagement degree is a practice-oriented degree. It isimportant to draw this distinction because the knowl-edge and skills required to prepare students for a pro-fession are much more clearly defined than the knowl-edge and skills required to prepare them for a practicesuch as business. As the business environment isbecoming more complex and ambiguous, the decisionsthat business executives must make are also becomingmore complex and ill-defined. The highest value thatan MBA programs can provide to their students toserve in the marketplace is critical thinking skills – howto analyze and evaluate situations, information, andpeople to cultivate timely actions and fulfill organiza-tional purpose/mission. Because the success of today’sorganizations hinges on change and innovation, MBAprograms must also teach students to experiment with

new ideas and explore new opportunities to serve themarketplace and assume leadership roles.GORMAN: The JD and MD are professional degreesdesigned for practical application in their respectivefields. For obvious reasons these degrees will continueto be of value. Advanced degrees offer students oppor-tunities to explore academic theories more deeply.Because of the rapidity at which the business environ-ment is changing, advanced degrees prepare studentsto become thought leaders, consumers of research,and enable them to translate the theories into prac-tice. The PsyD degree is growing in popularitybecause it is geared towards professional practice. TheOrganizational Management and Consulting Programat Phillips Graduate Institute specifically focuses oncompetencies that prepare students to assume leader-ship roles within organizations or as advisors toorganizations. Today, organizational leaders mustunderstand business tactics as well as exhibit skills inemotional intelligence, managing organizationalchange, strategic thinking and human behavior inorganizations. A degree such as the PsyD provides stu-dents with the opportunity to develop such skills.

◆ As an institution that teaches businessleaders, what skill sets do you feel are lack-ing and how do you bridge the gap?

DRAPER: Technological advancements over the lastfew decades have allowed the collection, analysis,and dissemination of data and information to beundertaken more easily. But business leaders stillrequire the ability to communicate effectively (bothwritten and oral), to think critically, and to structureand address “unstructured” problems and issues.Institutions bridge the gap by integrating all three ofthese skills into a broad set of course structuresrequiring numerous written assignments, structuredand unstructured presentations, faculty-managedconsultations, analyses of data for real company proj-ects, etc. Creating opportunities such as these, inwhich the students receive feedback in “real time,”fosters growth in all three skill sets.TORNEDEN: Skill sets that need our continuous focusand improvement for development of business lead-ers include the following: (a) “Envisioning” (b)Problem-solving (c) Team-building (d) Communicationskills (e) Customer service and (f) Global competi-tion. We continually challenge our program man-agers/developers and instructors to build group proj-ects within each class requiring student interactionwith each other and with the business environmentitself. The above skill sets require an active, participa-tory and collaborative learning environment as wellas close relationships between study materials andreal world issues/cases/discussion topics. One of ourmain objectives involves individual student “owner-ship” of their contributions and actions in a “risk-taking” learning environment. In many of our pro-grams we require the student to put together a totalbusiness plan as well as a related marketing plan for areal business. These plans are critiqued by class mem-bers, as well as the instructor.GORMAN: To educate future business leaders, academ-ic programs must go beyond teaching the technicalskills. At Phillips Graduate Institute, our program isgrounded in theories of human behavior that allowstudents to understand the intersection betweenemployee performance and business outcomes. Inorder to be effective organizational leaders, individu-als must possess emotional intelligence, critical think-ing and problem solving skills, strategic thinking,planning and execution and high level communica-tion skills. Also, business leaders need a combinationof technical knowledge and application in the disci-pline, and people management skills. Finally, ethical

Continued from page 40


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‘One of our main objectives involves individual student “ownership” of theircontributions and actions in a “risk-taking” learning environment. In manyof our programs we require the student to put together a total business planas well as a related marketing plan for a real business.’ROGER L. TORNEDEN




behavior and accountability are also critically impor-tant. With greater expectations around ethical behav-ior and accountability, leaders must not only under-stand that it is important, but be able to apply theskills personally and to lead others to act in the samemanner. Building teams and managing group processare also essential skills for business leaders to effective-ly lead organizations into the future.

◆ There has been a lot of recent discussionabout the value of degrees versus specificskill-based or knowledge-based “badges” thatdenote a recognized level of competence in asubject or area. What value would you placeon employees with degrees versus employeeswith pertinent badges?

KAZMAN: Answering this question involves understand-ing two major differences between: (a) skills and compe-tencies, and (b) knowledge and education.

Skills teach a person “how-to-do-it” whereas compe-tencies are clusters of related knowledge, skills and atti-tudes that teach the person not only how to do it, butalso why to do it, and what to do next when the skilldoes not apply to the situation. For example, negotia-tion is a skill whereas problem-solving is a competency.Therefore, “Badges” teach specific skill-based knowl-edge (technical or function specific) whereas degrees,when done properly, provide broad-based knowledgeabout self, the world in which one exists and criticalcompetencies that develop the student professionallyand academically to become leaders.

Knowledge teaches a person specific informationin a subject to become an expert in a particular field.Education, on the other hand, includes knowledge inmultiple disciplines, the power to understand thelaws of human nature and history’s lessons, and theability to make sense of one’s experiences. Knowledgeis constantly being updated, while education providesthe wisdom to endure over long periods of time.Because of the constantly-shifting and ever-changingenvironment, those who have competence and edu-cation are much more likely to adapt faster and moreeffectively to the forces of change.TORNEDEN: Our recent focus groups of “hiring man-agers” in the Los Angeles marketplace strongly sup-port the importance of recent professional develop-ment and continuing education programs. Key itemsfor an employer include the following: (a) keepingup-to-date in one’s chosen occupation/position (b)showing commitment and energy to improve one’sskills (c) listing professional development in theexperience part of a C.V. rather than the educationcredential section. Many business managers assumethat pretty much all job applicants will have earnedan undergraduate degree but a real indicator of jobperformance and commitment would be recentlearning. For example, many firms would prefer theCPA Certification rather than an M.S. in Accounting;or a Certified Financial Planner rather than anadvanced finance degree. Ultimately, all higher busi-ness education needs application to business and“badges” demonstrate this linkage.

◆ What are the best examples of mutuallybeneficial partnerships between higher edu-cation and the business world?

GORMAN:When higher education and the businessworld are able to share competency data and providelearning experiences (internships) and learningopportunities, schools, businesses and students allwin. The success of new business leaders will bedetermined by the extent to which higher educationunderstands business needs, and businesses are pre-pared to take advantage of new knowledge that lead-

ers will bring into the workplace. Industry-specificlearning programs, for example, that provide man-agement and people skills training to technical man-agers; or gap skills training and development, such aspartnerships between community colleges and localbusinesses, are examples of successful partnerships.At Phillips Graduate Institute, we partner with theCounty of Los Angeles Department of Mental Healthto offer clinical internships and work opportunitiesto enhance education and skills development.FEUCHT-HAVIAR: The very best examples are those part-nerships that not only grow and improve business butalso expand the teaching, learning and sustainability ofthe educational institution. Institutions of higherlearning are anchored in the real world of work andsocietal demands. Such institutions are uniquely linkedto the business world in order to meet their mission ofeducating students to take their place both in the busi-ness world and as contributing members of society.

Many colleges and universities partner with busi-nesses to establish meaningful internships for stu-dents that advance the work of the business. There isalso a growing trend for universities to establish incu-bators to support entrepreneurs and foster innova-tion. Additionally, the research coming from thenation’s universities is transforming the world ofwork. CSUN strives to be a leader in enhancing theeducational, cultural and economic resources of ourregion and engages in purposeful community out-reach and business relationships to meet that goal.Through the Tseng College, CSUN works withregional employers, professional associations andeconomic development organizations in the creationof customized programs to address their needs forworkforce education or research and development.Robust partnerships with the business world ensureour ability to educate our students for success in theglobal economy, our relevance as an economic devel-opment resource for our community, and our institu-tional capacity for a thriving future.TORNEDEN: One great example is the UCLA businessincubators in which UCLA provides resources forindividuals planning to start their own new business-es. Workshops, instructors, attorneys, consultants,connections and venture capital introductions areprovided in addition to office space and encourage-ment. Another example is the alignment of UCLAExtension’s Emergency Management certificate pro-gram with the Port of Los Angeles and the City ofLos Angeles Emergency Preparedness Department.These collaborations include community seminars,provision of program instructors, and real-worklearning environments in related workplaces includ-ing internships. Another example is UCLAExtension’s Small Business Advisory Board, whichincludes the Area Director of the SBA, Director ofCredit of a Large Bank, and several small businessfounders/CEO’s. All of the above is aimed at blurringany lines between education and best practices there-by placing learning squarely in the “real world.”DRAPER: Some of the best examples of mutually ben-eficial partnerships are the ones in which a facultymember shares the classroom with an industry pro-fessional. As an example, LMU’s College of BusinessAdministration recently launched a new marketingprogram called the M-School. The M-School is aunique collaborative partnership between LMU andthinkLA, a nonprofit organization that promotes LosAngeles as a leading center of creativity and innova-tion in media, marketing, and advertising. The M-School offers students a cutting edge marketing edu-cation through a curriculum that is co-designed byLMU faculty and leading industry professionals. M-School students are on site at local agencies, work onprojects and learn from industry professionals, andgain exclusive knowledge about the inner workings ofthe creative industry. Firms in the industry also bene-fit from these partnerships because students are better

prepared to work in these challenging and demand-ing environments upon entering the workforce.

◆ How can businesses and industries takeadvantage of the research strength of universi-ties to strengthen their competitive advantage?

KAZMAN: One of the criticisms of American highereducation is that academic research is far removedfrom practical reality and application. Universitiesshould seek input and feedback from businesses andindustries on what research topics would be valuableto them. In addition, universities, businesses andindustries should partner more closely on individualprojects that could give students real-world experi-ence to prepare them for the challenges of a chang-ing world. This would create a win-win situation forboth universities and businesses: universities willincrease their relevance and businesses will reap thebenefits of their practical and useful research. FEUCHT-HAVIAR: Public universities in California —both the CSUs and the UCs — all have activeresearch programs in nearly all fields. Research isessential for effective teaching in most fields. Forexample, it is hard to imagine teaching any field inengineering or the sciences without engaging inwork focused on innovation and tackling emergingchallenges in the field in question. In nearly allfields today, the focus is on preparing students whowill be able to innovate and problem solve in theirown careers in the decades ahead. That requires bothfaculty and students to be active researchers – explor-ers creating new knowledge, solving problems in newways, innovating. Many businesses partner with uni-versities to enhance their own R &D efforts.Businesses contract with universities to do specializedresearch that will advance their competitive advan-tage or solve a recurrent problem. CSUN and otherLos Angeles regional CSUs have a large number ofworking relationships with regional businesses acrossa wide range of fields and disciplines. The variousuniversities are organized differently, but a businessleader who wants to explore working with one ofthem can start by contacting the dean of the col-lege/school within the university in question thatseems most directly related to the research areas ofinterest. That dean will likely be able to guide thebusiness leader accordingly. The possibilities are real-ly rather remarkable, and it is likely that suchresearch collaborations between higher educationand regional business and industry will be an essen-tial component of moving the economy forward andmaking the region competitive globally in fields suchas advanced manufacturing, biotech and biomed,information technology, digital media, animationand simulation, healthcare, and more.

◆ How can business and industry best workwith colleges and universities to enhanceeducation and training levels as theiremployees to meet the demands of a chang-ing market place?

GORMAN: The relationship between business and in-dustry and colleges and universities must be two-wayin order to be effective. Historically, colleges and uni-versities were the leaders in innovation, howevertoday much as changed. The opportunity to learnfrom business and industry provides colleges and uni-versities with the knowledge necessary to modify andenhance curricula, and to ensure that students haveaccess to best practices. This partnership creates thetype of workforce that will bring value to businessand industry and will provide the continued innova-tion necessary to meet the demands of a changingmarketplace. Finally, higher education can look tomodels in the nonprofit world to teach creative


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‘Knowledge is constantly being updated, while education provides the wisdomto endure over long periods of time. Because of the constantly-shifting andever-changing environment, those who have competence and education aremuch more likely to adapt faster and more effectively to the forces of change.’NELLY KAZMAN



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solutions to business and human challenges. DRAPER: Colleges and universities are often helpfulin addressing the continuing education and develop-ment of corporate employees. University support forcorporations generally derives from faculty expertisethat exists in specific areas, often new technologies,new methodologies, or new markets. The supportranges from a faculty member offering consultationor speaking in his/her area of expertise to more for-malized executive education, delivered either for ageneral corporate marketplace or tailored to the spe-cific needs of a company and delivered in that com-pany’s offices. These relationships generally havebilateral benefits as the company employees have theopportunity to learn from an expert in the field andthe faculty member has the opportunity to betterunderstand the kinds of issues and applications thatthe company may be facing.TORNEDEN:More aggressively develop exchangesbetween business leaders and students (i.e. joint sem-inars, open-houses, business leader participation asadjunct instructors and speakers, internships bothpaid and unpaid, bringing education provider pro-grams to the business location). Ideally, businesseswould interview with the intention of hiring stu-dents identified as strong potential fits with specificcompanies. More companies could consider estab-lishing relationships with one or more businessschools for the objective of developing continuouslyupdated and highly relevant education/training pro-grams. This methodology is working well for ourParalegal Training Program as a number of law firmshave developed these kinds of relationships. OurParalegal Training Program, as a result, is continuous-ly updated with law firm inputs and law firmsrespect our student preparation in the hiring process.FEUCHT-HAVIAR: Nearly all regional public colleges anduniversities have the ability to both provide training

programs in a variety of fields and design new trainingprograms to meet the needs of a particular industry oremployer. Community colleges in the region haverobust and wide-ranging training programs for entryand midlevel employees in many fields and industries.Often, they can work with an employer to make thoseprograms accessible to that employer’s staff. Universitieslike CSUN and other CSUs serving the greater LosAngeles region also have the ability to develop anddeliver training programs. They offer an array of certifi-cate programs and can add new programs to thoseofferings if regional needs warrant. An employer cancontract with most colleges and universities for thedevelopment and delivery of training programs relatedto any of the fields and disciplines in which the institu-tion in question offers programs. CSUN can also offerbaccalaureate degree-completion programs, master’sdegree programs, and graduate-credit certificate pro-grams that enable an employer to significantly advancethe core knowledge, skills, abilities and levels of profes-sional practice for groups of their mid- and senior-levelstaff as their business evolves and competitive environ-ment shifts. This is true of most CSUs.

◆ How can businesses and industries workwith colleges and universities to better pre-pare for success in international markets?

DRAPER: Colleges and universities are often in aunique position (due to relationships with interna-tionally-based universities or internationally-basedcompanies) to support companies that want tolaunch operations in international markets or wouldlike to expand or diversify in a manner with whichthey may not be familiar. In addition to engagingfaculty expertise in particular functional areas, thenecessary preparation often requires more in-depth

knowledge about the history, the business practices,the culture, and the politics which may collectivelyimpact a company’s ability to be successful. Thesecollaborations can take the form of a faculty memberworking directly with the company, possibly in aconsultation role, to a formalized program tailored tothe specific needs of the company, or to an “intro-ductory trip” hosted by the college of university tothe region of interest.FEUCHT-HAVIAR:Most universities have a wide rangeof international resources of value to business andindustry. First, there are educational opportunities. Asone would expect, regional colleges and universitiesoffer courses and programs in fields such as interna-tional business, courses that introduce students to thecultures of different nations and world regions, andlanguage courses. But, there are also more unexpectedprograms in fields such as international trade proto-cols, global logistics, and the like. While there aredegree and certificate programs, most colleges and uni-versities offer opportunities for those not enrolled insuch programs to enroll in individual courses on aspace- available basis. This allows businesses to sendstaff members to take a few courses on a world regionor trade topic of interest. At CSUN, the program thatoffers access to individual courses is called OpenUniversity. In addition, most universities have a widerange of international partnerships with other collegesand universities worldwide. Many of these are researchrelationships that can offer regional businesses a differ-ent pathway to developing international connectionsin specific fields. This ability is of particular value inemerging global fields — such as renewable energyand green technologies, where research and innova-tion are key to competitive advantage. Businessescould also sponsor particular international partner-ships and/or collaborative research by working with aregional CSU or UC and its international partners.


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San Fernando Valley Regional Campus4001 W. Alameda Ave, Suite 300Burbank, CA 91505

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Undergraduate� Business Administration� Organizational Management� Child Development

Graduate� MBA for Experienced Professionals� Leadership and Management� Educational Counseling� Educational Leadership

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The University of La Verne’s San Fernando Valley Regional Campus has been providing accelerated degree programs designed for working adults for more than 30 years. Our faculty members bring a strong academic background and practical experience to the classroom. We’re here to help you attain your educational goals.



This is our classroom.Not all college graduates are the same. Cal Poly Pomona graduates are ready to work on Day One and know how to translate theory into the real world.

Employers appreciate our hands-onapproach to learning, which positionsstudents for success immediately aftergraduation and throughout their career.After all, isn’t it better to hire graduateswho already know the ropes? Cal PolyPomona is preparing skilled professionalswho are ready to work and ready to leadin a fast-changing, global economy.

Learn how we are building the future atwww.csupomona.edu.

Indeed, CSUN is currently #2 nationally among peerinstitutions in the number of international studentsenrolled in its degree programs. Each semester, thereare international visiting scholars on the CSUN cam-pus. CSUN also has a China Institute that is over 30years old and is the hub of a remarkable array of pro-grams and collaborative projects with institutions andcommunities in China. Each regional CSU and UCoffers a different but robust range of internationalresources for its region. Most universities have achief/senior international officer who can serve as apoint of contact for businesses who wish to exploreinternational partnership options.

◆ Career Switching: If someone has a bac-calaureate degree in another field and wishesto switch careers to fields like computer sci-ence, engineering, or business what are theoptions open to them for making that changeand earning the degree needed to be employ-able in the new field?

FEUCHT-HAVIAR: Careers are becoming longer, and theeconomy is evolving. Whether the working worldchanges around you or you change your thinkingabout what you really want to be doing in the nextdecades of your working life (which happens withincreasing frequency), many consider changing careersduring their working lives. In fact, today most indi-viduals change career direction five to seven times.Some just add a degree to one they already have to

expand their career range. For example, someone witha master’s degree in theatre may choose to get an MBAin order to move into arts or nonprofit management.Others really want to take on something completelynew, and that is often more possible than one mightthink. For example, if someone with a baccalaureatedegree in a field other than business wants to earn anMBA, he or she would have to take about five under-graduate courses to meet the prerequisite requirementsfor most MBAs. However, CSUN offers all of thesecourses in a single certificate program designed forworking adults.

Some people believe that if, for example, theyhave a degree in psychology, sociology or English —and they really want to move into computer science— that they would have to earn a second baccalaure-ate degree in computer science. But often, it is both afaster path and one with greater career potential totake the required courses at the baccalaureate levelthat one is missing (for most, this would be about 10courses) and then go on to earn the master’s degreein computer science. Indeed, for those who hold abaccalaureate in another field and wish to becomespeech- language pathologists, CSUN offers the 10prerequisite baccalaureate-level courses fully onlineas well as the master’s degree in the field, which isalso fully online. Many other universities offer path-ways for those who wish to redirect their careers a lit-tle or a lot. Finding what you love to do can make aremarkable difference in working life.TORNEDEN: The most important considerations for acareer changer include the following: (a) what is the

highest quality program I can afford? (b) What is theshortest route to obtaining needed education? (c) Am Iable to continue to work and bring in an incomewhile preparing for a career change? The best answerto these key questions may be to earn a professionalcertificate rather than another degree. A professionalcertificate from a highly respected school offersevening and on-line classes, instructors who are topeducators and, importantly, leading practitioners (vs.full-time professors who may be focused on researchand/or writing rather than teaching), and a short time-line as more general degree courses are not required.The already earned baccalaureate degree shows thestudent has program completion capabilities and com-mitment; a professional certificate program presentedto an experienced career changer might be far moreefficient in getting the new career essentials.

◆ In what ways are colleges and universitieskeeping pace with the significant changesbrought about by advances in digital technol-ogy and social media?

DRAPER: Advances in digital technology have impact-ed colleges and universities in a myriad of ways. First,the content of courses and programs (like LMU’s M-School) has been dramatically impacted as new meth-ods of creation and distribution have made old meth-ods (that may have been taught only a decade ago)obsolete. Second, the use of digital technology in cre-ating teaching support and distribution to and for stu-


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‘Advances in digital technology have impacted colleges anduniversities in a myriad of ways. ... The content of courses andprograms has been dramatically impacted as new methods ofcreation and distribution have made old methods obsolete.’DENNIS DRAPER




dents has required all faculty members to assess themanner in which they “communicate” with their stu-dents. And third, applications such as social mediahave spawned a plethora of new research areas for fac-ulty. While these three broad categorizations are onlya few of the items that could be mentioned, theadvances have irreversibly changed the manner inwhich we share ideas, explore and grow. FEUCHT-HAVIAR: In many cases, the innovations indigital technology and media are coming from univer-sities and especially from their research and creativework in fields like computer engineering, applicationdevelopment, animation and simulation, and digitalmedia as well as through their own use of new tech-nologies in teaching and scholarship across the widerange of fields. For example, CSUN was just featuredin a set of national articles for its forefront develop-ments of mobile applications for both classroom andadministrative use. Not long before that, the universi-ty’s use of tablets across various components of thecurriculum and its work with the faculty to foster thedevelopment of e-texts also were receiving attention.Online and hybrid courses are growing within moretraditional programs, and fully online programs arealso increasing in both the number of fields offeredand enrollments. For business, industry and highereducation as well, the pace of change in technologycan make it hard to keep up. Often, this is primarily afinancial issue. E.g., if a business or a university hasjust shifted to one kind of new technology and invest-ed in the equipment and training needed to do that, itis hard to find the resources to make a similarly sys-temic change when the technology leaps ahead againin just a few years. In higher education, special corpo-rate funding and/or grants often become an importantpart of keeping pace and preparing students for thecontemporary technical world. To see what is hap-pening with technology in higher education, nationalorganizations such as Educause (http://www.edu-cause.edu), The Sloan Consortium (http://sloanconsor-tium.org), and WCET (http://wcet.wiche.edu) providesome very useful insights.

◆ We’re hearing more and more about LA’sSilicon Beach community of creative and techstartups. What are universities and collegesdoing to better prepare their students forcareers in this emerging business community?

DRAPER: Ideas for new technologies, business mod-els, products, and services come from the confluenceof societal needs, creative thought and activity, plan-ning and funding. Universities are perfectly posi-tioned to foster these activities by providing theopportunities, resources, faculty, and professionalsupport to enable students to explore their ideas.After 35 years of experience with a highly-regardedentrepreneurship program, LMU launched theBusiness Incubator in 2012. The Incubator providesstudents with the workspace and guidance to preparetheir businesses for the real world. Already, a numberof promising student and alumni businesses havebeen built and launched in the Incubator, includingBosse Tools and Revita Ink. Our students participatein new business competitions and connect withentrepreneurs, investors and professionals from LA’sbooming startup community. Through theIncubator, and activities like it, students are learningwhat it takes to market their new ventures, raise capi-tal and successfully launch a business.

◆ Small business is the backbone of thegreater-LA economy. How can businessschools better support and train their students

to begin their own startup ventures that willultimately help fuel local economic growth?

KAZMAN: American culture is built on individualism.This important value fosters creativity and innova-tion, a key feature of successful entrepreneurship.The dynamism of the American economy and thesource of most American jobs are small enterprises,although the giant ones get most of the press. Today,business conditions are changing so swiftly that it iscritical to understand that it is businesses, not educa-tional institutions that have the most up-to-dateknowledge of best practices in business.Consequently, business schools must partner willsmall businesses to keep abreast of these constantlychanging business practices. The fruits of such part-nerships are (a) students will learn the knowledge,skills, and competencies essential for success intoday’s start-ups and small business enterprises and(b) students will develop the entrepreneurship spiritrequired to fuel local economic growth. TORNEDEN: One great example is the UCLA businessincubators in which UCLA provides resources forindividuals planning to start their own new business-es. Workshops, instructors, attorneys, consultants,connections and venture capital introductions areprovided in addition to office space and encourage-ment. Another example is the alignment of UCLAExtension’s Emergency Management certificate pro-gram with the Port of Los Angeles and the City ofLos Angeles Emergency Preparedness Department.These collaborations include community seminars,provision of program instructors, and real-worklearning environments in related workplaces includ-ing internships. Another example is UCLAExtension’s Small Business Advisory Board, whichincludes the Area Director of the SBA, Director ofCredit of a Large Bank, and several small businessfounders/CEO’s. All of the above is aimed at blurringany lines between education and best practices there-by placing learning squarely in the “real world.”

◆ Other than MBA programs, what academicprograms are preparing undergraduate busi-ness students to become future leaders in thegreater-LA business community?

FEUCHT-HAVIAR: Looking across the full landscape ofbusinesses in Los Angeles, one will find that therange of industries that drive the regional economyis such that both current and future leaders will holda wide range of degrees. For example, those leadingmany of the region’s biotech/biomed firms haveadvanced degrees in the sciences. Similarly, thosewith advanced degrees in engineering or computerscience lead a good number of high-tech firms. Someof them may also have degrees or certificates in engi-neering management or the like, but not all. Leadersin the entertainment industry often have degrees inrelated fields (cinema and television, design and ani-mation, etc.). Indeed, many who head large compa-nies have strong liberal arts educations (sometimes inaddition to a degree in business or a similarly profes-sionally focused degree) because a liberal educationat its best develops a student’s advanced conceptualskills and leadership abilities. The result is often aconceptually agile and insightful professional whohas the ability to see possibilities, solve problems andlead effectively. Indeed, for most of our history in theU.S., a liberal arts degree was the educational path foranyone planning to lead in business or government.Looking ahead, the high-value leaders are likely tohave a combination of a strong liberal education anda sophisticated advanced professional preparation atthe graduate level.

GORMAN: An applied advanced degree such as aDoctorate of Psychology in OrganizationalManagement and Consulting offers psychologicalframeworks and business acumen that prepare stu-dents to respond for the necessity for rapid organiza-tional change. The degree also prepares students tounderstand and address the implications that changehas on individuals and teams in the workforce. Theprogram focuses on developing strategic thinking,planning and execution skills, critical thinking andproblem solving skills, and emotional intelligenceand high level communication skills. More impor-tantly, students are learning psychological theoriesand people management skills that assist in develop-ing relationships necessary to lead people throughthe turmoil of organizational change.TORNEDEN: UCLA Extension attracts 50,000 individ-ual students each year to both on-line and on-ground courses. Approximately 85% of all UCLAExtension students already have their undergradu-ate degree and virtually all of Extension’s coursesare graduate level (post-undergraduate). OurParalegal Training Program has trained studentswho later became judges, lawyers, and law firmpartners. The Personal Financial Planning programhas trained Certified Financial Planners who found-ed their own consulting businesses or becamefinancial industry executives. Human Resource cer-tificate program graduates have become managersand directors of HR Departments. Public Relationscertificate program graduates have become heads oftheir own PR firms. Many engineers at LA-basedaerospace and hi-tech firms have earned advancedcredentials from Extension’s Engineering &Technology programs. The list, indeed, goes on, asUCLA Extension has offered professional develop-ment programs since 1917.

◆ Given recent headlines questioning theethics of business leader’s at large banks andcorporations, what are MBA programs doingin the area of business ethics and law?KAZMAN: Obviously, many business schools havefailed to effectively teach the essential relationship inthe United States between ethics and law. Too often,ethics has been taught only as moral philosophydivorced from practical legal reality in the UnitedStates. Too often, it has been an elective course ratherthan a required core class, although recently that haschanged. At the University of La Verne, teachingmoral reasoning and ethics is not just a curriculumrelated topic, it is a core value of the university.American business schools must do a better job offully integrating ethics and law in the business cur-riculum, not just as classes, but as essential elementsof survival and success in the 21st century.DRAPER: The “recent headlines” are the product ofwell-educated people making bad decisions – in mostcases, knowingly bad decisions. It’s not enough to beintelligent and well-educated, it requires the current“leadership in training” - our students - to under-stand who they are, what they want to do, and howbest to achieve those goals. Ethical decision makingat LMU is interwoven throughout the curriculum —not contained in a single course. Students areimmersed in issues and decisions related to thenecessity, difficulty, costs and rewards of conductingbusiness ethically. Our Center for Accounting Ethicsregularly hosts high-profile executives to discussissues related to business ethics and our Center forEthics and Business sponsors the InternationalBusiness Ethics Case Competition. Ethical behaviorand decision making have long been an integral partof the LMU environment; and it will remain an inte-gral part long after the spotlight fades.


‘Looking across the full landscape of businesses in Los Angeles,one will find that the range of industries that drive the regionaleconomy is such that both current and future leaders will hold a wide range of degrees.’JOYCE FEUCHT-HAVIAR


november 25, 2013 • an advertising supplement to the san ......november 25, 2013 • an...

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