The increasing presence of technology in the business world should influence education in the Carson College. With technology becoming more prevalent in everyday life, students should learn technical skills to add value to themselves in the eyes of employers.
The two biggest skills will be adaptability and intrinsic motivation. Business will continue to change rapidly, and self-motivated students who are able to seek out their own solutions will be far more valuable.
Stay updated with the newest tools that firms are adopting and teach them to your students. To stay updated, it’s important that the Carson College keeps a strong relationship with different professionals within a company and not just their recruiters.
My vision for a new Carson College building would be a place with more collaborative study areas for business students to work together, help each other, and share knowledge to solve business problems.
Requiring a language component to education would go a long way, or teaching students how business is done in different countries. Perhaps require a comparative business environment class for all degrees.
By continuing to encourage students to study abroad and give entrepreneurially-minded students a platform to compete in business competitions on a more global scale.
By creating solutions for global entrepreneurs in the future by promoting more faculty-led study abroad programs, with a focus on entrepreneurship. There could be a class taught on this either while on the study abroad trip or create an elective class for it at WSU. This will make students more aware of it and possibly show more interest.
Mark Beattie, hospitality; Debbie Compeau, management, information systems, and entrepreneurship; Chuck Munson, operations management; Andy Perkins, marketing and international business; Leah Sheppard, management, information systems, and entrepreneurship; Nancy Swanger, hospitality
Capability to identify business opportunities and pursue them while understanding and managing risk. A broad knowledge of technology and understanding of the dynamic global context of business, as opportunities differ across contexts. The ability to use data to analyze opportunities.
Artificial intelligence, virtual reality, interacting with students remotely. The diploma will transform into education on demand, brick and mortar schools will become obsolete, education as experiences, student driven education.
The disruptive power of technology will influence the delivery of education (the relative roles of face-to-face and technologymediated delivery), the pacing of education (does everything need to be done in 15-week semesters running from August 15 to May 15?), and the roles of faculty in facilitating learning.
Executive education programs and workshops provided for executives in the region.
More opportunities to collect data within organizations that we can then use to publish. Offer consultation back to the organization in exchange.
The whole building needs to be rebuilt with active learning in mind.
Better technology to enhance the student experience across campus and the world.
Mining and understanding of big data is going to be critical; students should understand and correlate fundamental information relative to business (hospitality, financial, accounting, etc.).
The health care industry, like other industries, is requiring more agility to adopt and push boundaries in new methods of patient care, influence and respond to legislation, and use data analytics for creative and patient-centric insights. Expand experiential learning, such as case studies and industry interactions using real-life examples that show the complexity and implications of decision-making.
Interpersonal skills will become “the last mile” in service delivery. There is yet a need to understand simple interpersonal nuances of communication, body language, and basic social skills. Going forward as we become more disconnected, businesses and business leaders will fundamentally require interpersonal skills to be successful.
The skills and experiences needed today will be needed in the future: communication, critical thinking, teaming, and the ability to work across silos. Evolving skills will be global thinking, partnering outside of the organization, and maximizing the intellectual engagement of an increasingly diverse workforce.
Digital disruption is all around us now. Students need the ability to translate digital data into real-time, useful information. For example, what do the analytics suggest about more efficient ways of conducting business? How does all the digital data we collect help streamline our customers’ lives?
Systems thinking skills enabled by critical thinking skills. How is your system of interest defined? Develop the ability to understand what is happening, what needs to be changed, continue to execute during change, and trust people to get to the goal.
Have students network with other students across the world. Cultural fluency and a global mindset are critical competencies. Incorporate more cross-border projects and have teams of students work to solve real-world problems.
Leverage more business plan competitions in targeted areas. Businesses could pose problems that they want students to solve. Encourage innovation through an annual entrepreneurship bracket. Offer an accredited entrepreneurship class where the winning student and a team can research, over the course of a semester, what it would take to make the business a reality.
Digital streaming/conference call abilities in every (or multiple) classrooms, continued focus on career resources, mobile engagement—develop a Carson College app. Leverage the start-up campus model, add collaborative breakout/study rooms that can be reserved by study groups in real time using the Carson College app, white boards on walls, classrooms with workspace for team projects.
Having classrooms that enable meaningful and engaging interaction and seamlessly connect students to one another, to professors, and to the rest of the world is critical for educational excellence and growth. A new CCB building is just one component but an absolutely necessary one if the Carson College expects to lead and educate industry.
Something smaller yet symbolical—spend money on something like a landmark that is functional and adaptable. I always think of the dome at MIT as a symbol. The Carson College building should be smaller in scale but just as iconic on the campus.
Given our rapidly changing world, I put creative problem solving at the top of the list. It’s essential in a globally dependent economy that often involves teams across the world collaborating to solve problems. Being a creative problem solver involves three things: critical thinking skills, the ability to analyze data and make good decisions, and the ability—and courage—to challenge the status quo.
We will continue to add academic programs at our campuses statewide in response to community needs. And our Global Campus—which already enrolls more than 3,000 students online—is adding 12 more programs. On the cost front, raising more money for scholarships always is a top priority. We are also working hard to persuade the state legislature to continue investing in higher education—it yields far-reaching dividends.
The Carson College is one of the University’s most valuable assets for all students, and I see its value growing in a world increasingly driven by a bottom-line business perspective. And Carson’s focus on instilling a global perspective delivers life-long benefits, regardless of major. I would encourage all students to take at least a few business courses to gain the tremendously helpful insights they offer.
From a 30,000-foot view, classrooms will evolve to support changing pedagogical methods and how faculty and students interact. For example, our facilities need to support problem-based learning and collaboration among students over the traditional lecture format. Our SPARK building on the Pullman campus is a prime example of that approach: spaces can be easily reconfigured for various disciplines, and technology is highly incorporated to enhance learning.
Our commitment to the core pillars of the land-grant mission—teaching, research, and service—has remained steadfast for more than 128 years, and I don’t envision that changing. But current and evolving financial models are challenging us—we must seek out and embrace innovative and entrepreneurial approaches going forward, particularly as we advance our initiative to become one of the nation’s top 25 public research universities by 2030.