27 35 sfvbj executive education roundtable.qxp 11/12/2014 ... · 11/17/2014 · COURS: Advanced certificates are gaining popularity among students and employers. They can offer a

November 17, 2014 • An Advertising Supplement to the San Fernando Valley Business Journal

EDUCATIONROUNDTABLE

DEBORAH COURS, PH.D.

Director of Graduate

Programs in Business

David Nazarian College of

Business and Economics,

California State University,

Northridge

DAVID BURKITT, PH.D.

MBA Director

Mount Saint Mary’s College

MICHAEL R. CUNNINGHAM,

PH.D.

President

National University

(28 campuses, including

San Fernando Valley)

Education and enhancing our knowledge base are our surest ways to increasethe odds of success – for ourselves, our employees and our families.

At the San Fernando Valley Business Journal, we have always been keenobservers of the executive education and schooling landscape of our region,

and there are a number of questions that we’ve been hearing repeatedly from readersnavigating the terrain of continuing education. But how best to answer those questions?

We decided now would be the ideal time to assemble a think-tank of local educationexperts and invite them to participate in an open forum, Q&A-style roundtable. Severalquestions were posed to this brain trust and what follows is a transcript of their responses.

➼

YOLANDA J. GORMAN, MBA,

PH.D.

President

Phillips Graduate Institute

27 35_sfvbj_executive_education_roundtable.qxp 11/12/2014 8:40 PM Page 27

28 AN ADVERTISING SUPPLEMENT TO THE SAN FERNANDO VALLEY BUSINESS JOURNAL NOVEMBER 17, 2014

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◆ What are the most notable changes you’veseen occur in the education landscape overthe last couple years?

COURS: Technology has facilitated the largestchanges in education. Increases in access allow stu-dents and faculty to stay engaged through multipledevices almost anywhere. Greater bandwidth allowshigh quality video, interactivity online, and high-powered data analysis at our fingertips. These devel-opments inform not only delivery methods such asonline and hybrid, and pedagogy such as using a“flipped classroom,” but also demand currency ofcourse content to include big data analytics, socialmedia, and information management.

CUNNINGHAM: The education landscape is in a criticalperiod of transition as certain institutions have beenimpacted by reductions in state funding and othersface increased pressure from federal regulators.Meanwhile, there is a growing need for affordable,relevant educational opportunities. National Univer-sity, founded in 1971, has been a pioneer in provid-ing an affordable and quality education for workingprofessionals both on campus and online. We offeredour first online programs in the 1990s and we noware the second largest private, nonprofit university inCalifornia, with 28 campuses and more than 100programs. More than 70 of those are offered througha state-of-the-art online learning management sys-tem. In order to remain relevant, higher educationinstitutions must adapt to current trends as well asremain committed to preparing students for the 21stCentury workforce with a solid, quality education.

BURKITT: Technology has immensely changed thelandscape of education over the past several years. Inour enrollments at Mount Saint Mary’s we have seenstudents attending with more technology tools thatinterface and are compatible with the learning sys-tems that we currently have available. This makesresponse time with faculty for Q & A much faster. Inaddition; availability of course resources, assign-ments, reading materials, drop box locations, evalua-tion processes, and chat rooms – forums, all are avail-able on technology tools wherever the student needsto access them. A good example of this availability isthe student that may be commuting via rail fromOrange County to downtown Los Angeles for work.This commute for a student becomes study time withavailable technology. Our classroom technology givesthe student access to their course resources, and pro-vides the time to post online discussions and doresearch as well as an array of other required studentfunctions at any time and wherever they are locatedwith technology.

◆ Today’s most successful organizations dobusiness in many countries worldwide, andlook for employees with a broad perspectiveof international strategic challenges. Howcan applicants be certain that the MBA theychoose offers the “global perspective” required to participate in these international

business opportunities?

BURKITT:Mount Saint Mary’s MBA Program requires atravel study abroad opportunity as part of its curricu-lum. This travel study abroad program is innovative inthat the students travel to China to meet business ex-ecutives responsible for product manufacturing plants,technology development centers, and service relatedbusiness entities to gain hands on experience. In addi-tion, and very important to this travel study experi-ence, the students also experience the culture ofChina. The faculty that lead the student excursions(Professor Katherine Whitman and Dr. Peter An-toniou) have more than twenty years practical experi-ence doing business in China and have publishedmany books and journal articles about InternationalBusiness. To further support the broad “global perspec-tive” needed for business students in today’s interna-tional economies the MBA students work on currentand relevant international case studies as part of theirgrounded course work. This, along with their interdis-ciplinary coursework provides the required develop-ment the MBA student will need for the challengesthey face in the global business environment.

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

GORMAN: The JD and MD are professional degreesdesigned for practical application in their respectivefields. For obvious reasons these degrees will contin-ue to be of value. Advanced degrees offer studentsopportunities to explore academic theories moredeeply. Because of the rapidity at which the businessenvironment is changing, advanced degrees preparestudents to become thought leaders, consumers ofresearch, and enable them to translate the theoriesinto practice. The PsyD is growing in popularitybecause it is geared towards professional practice. TheOrganizational Management and ConsultingProgram at Phillips Graduate Institute specifically fo-cus on competencies that prepare students to assumeleadership 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 providesstudents with the opportunity to develop such skills.

COURS: Graduate degrees allow a professional todevelop high level critical thinking and analysis abili-ties, as well as gain access to advanced body ofknowledge and skills. In many fields, knowledge hasgrown so much that a specialized master’s degreeallows the student to gain greater technical knowl-edge and focus than can be achieved in the under-graduate degree. The doctorate is normally the mosthighly focused path of study, with the candidate be-coming a field specialist in a specific area of research.The MBA is rather unique in that students comefrom the most diverse of backgrounds and industries,

to gain technical knowledge but also to build theirleadership skills, and then engage in a broad range ofcareers in all industries. This unique diversity in anMBA program gives the graduate access to a powerfulnetwork of colleagues across fields and industries.

BURKITT: Advance degrees initially provide value tostudents as a path to advancement for their careers.Let’s face it; we spend a great deal of time focusingon our careers. There comes a time when we reach aplateau and we have to rethink the next steps tocareer advancement. Sometimes, actually most ofthe time, this involves higher education. Most of thestudents that I interview for the MBA program atMount Saint Mary’s say “I am pursuing my graduatedegree because I believe I have reached a ‘plateau’ inmy career.” They see the MBA as a path that willprovide the competitive edge they need for advance-ment, both internal to the organization and externalto their community. The value of the advancedegree and the return on investment is an impor-tant consideration. I was once told by a wise execu-tive of PWC that “You manage your career, and noone else does this for you.” This is a very importantobservation in terms of the return on investment.You will, “get out of your advance degree exactlywhat you put into it.” A strong work ethic and agood solid education will provide the grounding fora solid career.

◆ What are the advantages of focused certifi-cate programs vs. degree programs?

COURS: Advanced certificates are gaining popularityamong students and employers. They can offer atoolkit of specialized knowledge or skills – packagedconveniently and delivered more quickly than a fulldegree program. Academic certificate programs canbe bundled into a degree program to allow studentsan area of expertise or depth. Continuing educationcourses are often used to attain or maintain certifica-tions and currency. Certificate programs can beattractive as executive education after the graduatedegree helping a manager maintain currency anddevelop a specific skill set such as leadership, analyt-ics or specialization in a specific field like real estate.However, employers still recognize that the advanceddegree represents a complete package of knowledge,skills and demonstrated abilities.

CUNNINGHAM: For many students who are seekingspecialization in certain skills, a certificate programprovides a quick and focused approach to enhancingtheir academic and professional foundation. Certifi-cates have become increasingly popular in recentyears as employers demand more specialization andworkers seek ways to increasing their employability,and remain current in their professions. For example,National University is currently developing certifi-cates to help those in the nonprofit sector developstronger fund-raising skills. Master’s programs typi-cally provide a more comprehensive approach to asubject area and a higher marketplace value upongraduation, and many are now being offered as one-

EDUCATION ROUNDTABLE

‘Advanced certificates are gaining popu-

larity among students and employers.

They can offer a toolkit of specialized

knowledge or skills – packaged conve-

niently and delivered more quickly than a

full degree program.’

DEBORAH COURS


NOVEMBER 17, 2014 AN ADVERTISING SUPPLEMENT TO THE SAN FERNANDO VALLEY BUSINESS JOURNAL 29

Serving the Public Good™

WASC Accredited

discover.nu.edu

” ~ Joseph, Master of Business Administration

Where getting a

“I work full time.”



year programs so students should evaluate each op-tion according to their specific needs. National Uni-versity offers 56 master’s degrees and 34 certificates.

BURKITT: There are advantages to focused certificateprograms in that they provide focused study on aparticular subject in addition to the shorter period oftime needed for completion. For example, as part ofmy doctorate degree program I received a certificateof leadership. This was a specific focus of study onleadership that was intended to qualify students for acertificate in leadership while working in a doctorateprogram. Organizations will often elect to send theirsenior management or leadership team for this typeof focused study as a part of their leadership develop-ment. Focused certificate programs serve organiza-tions as an employee development tool. Certificateprograms are effective in terms of time to certificatecompletion, cost saving, internship availability andthe gaining of practical skills. In my professionalpractice I would send non-degreed accounting staff

to certificate programs to gain general accountingeducation. This training was beneficial to theaccounting department and to the organization. Theclasses helped the student formally understandaccounting theory and perform in their respectivepositions effectively. In the MBA program at MountSaint Mary’s our students graduate with a concentra-tion that may lead to the equivalent of professionalcertification. For example, after completion of theProject Management concentration, the student par-ticipants are ready to sit for the Project Managementcertification exam. This program has had a high suc-cess rate giving the students the ability to not onlyhave the MBA but also the professional recognitionof their achievements. In addition, after graduationour MBA alums often return to gain additionalknowledge by taking additional classes such as suchas Entrepreneurship and Leadership. This serves as anadvantage and immolates the benefit of what a cer-tificate program may provide.

◆ Given the growing number of one-year

Master’s degree programs, what are the bene-fits of these programs?

BURKITT: There are benefits of one-year Master’sdegree programs. For the adult population, attain-ing the MBA degree, the benefits are clearly theneed for integrated training and speed of reentryinto the marketplace as an MBA. This type of pro-gram will also save the student money. Return oninvestment and value are key components. A oneyear, highly accredited Master’s program may pro-vide options for the working adult professional orthe adult professional seeking to strengthen theiroverall corporate skills and value. When reviewingthe College or University for the Master’s programthe accreditation of the institution is of greatimportance. Information on accreditation is readilyavailable and should be researched and understoodbefore making any final decision on an academicinstitution or program.

◆ What should higher education institutions


➼32

Continued from page 28

‘Focused certificate programs serve organizations as an employ-

ee development tool. Certificate programs are effective in terms

of time to certificate completion, cost saving, internship avail-

ability and the gaining of practical skills.’DAVID BURKITT



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do to ensure their programs, certificates andofferings are aligned with the specific needsof employers in the region?

GORMAN: In an economy where there are moreemployees than there are jobs, there is less incentivefor employers to partner with higher education insti-tutions. However, rapid changes in technology andthe globalization of business require employees tobring different skills and competencies to the work-place. In order to remain competitive, particularly inSouthern California, higher education institutionsshould develop partnerships with employers.Providing opportunities for employers to serve onadvisory boards, partnering with employers to offerinternship and learning opportunities in organiza-tions allow employers make important contributionsthat ensure higher education institutions are creatingprograms that are aligned with business needs.

◆ How are specific businesses developing theirexisting employees through continued pro-fessional development/continuing education?

CUNNINGHAM: Professional development and continu-ing education is important not only for the businesssector, but also for the public sector. We see a strongdemand for certificates and other educational pro-grams from employers in the private and public sectorwho are interested in developing and retaining theiremployees with skills that ensure improved delivery ofservices to the community. National University has astrong tradition of providing ongoing professionaldevelopment and currently we have more than 100academic partnerships with the public and private sec-tor. Depending on the partnership, employees maytake certain programs approved by their employersonline or at our many campus locations, or at a work-place locations for specific degree cohorts. We havedone this with city agencies, law enforcement groups,schools and businesses around the state to meet theirneeds of ongoing employee training.

◆ What are ways that universities can bettermeet the needs of military population whoare transitioning to civilian life?

CUNNINGHAM:With large numbers of military mem-bers transitioning to civilian life, universities have aresponsibility to contribute to their ongoing successby providing them with quality programs and aca-demic support so that they can be successful intheir new professions. National University is com-mitted to this through our Center of Excellence forVeteran Student Success. At National University,where 24 percent of our students are current orprior service military, online and campus programsprovide an important element of flexibility for ourmilitary students. A student might start takingcourses at a military base, and then be deployed toanother location or retire from the service. The stu-dent can continue their education online, or at oneof the University’s other campuses, depending on

where they end up. Programs that are popularamong our military students include Nursing,Cyber Security and Information Assurance, andHomeland Security and Emergency Management,Criminal Justice and the MBA.

◆ How can all universities, colleges andhigher education institutions in the regioncollaborate toward full employment?

BURKITT: Educational Institutions play an importantrole in collaboration towards employment. AtMount Saint Mary’s our students work in the com-munity to help youth get a good start in life byhelping educate and keep youth off the streets.Educational Institutions of all types have a responsi-bility and role to lead and collaborate in improvingthe conditions of the community. One way to helpcollaborate toward full employment is to participatein the STEP program. This program starts initially byworking with children. The STEP program is intend-ed to get children off to the right start by preparinga framework that is collaborative and involves teach-ing children technical, cognitive and behavioralskills conducive of productivity in step one.Community is responsible for setting clear stan-dards, developing strong teachers, providing ade-quate resources and a proper regulatory environ-ment. Higher Education can provide educators. Jobskills are needed and developed within the educa-tional system thus preparing individuals for theworkforce. Realizing that this is an important com-ponent at Mount Saint Mary’s, our MBA studentshave a Career Coach starting from the first semesterof their studies. The Career coach works with eachstudent though the program to set individual goalsand create a three, six and twelve month roadmap.This roadmap is designed to guide the student asthey prepare to graduate and to prepare them forthe steps that follow graduation. This has led to hav-ing more than 2/3 of the participants attain jobadvancement during the program and within eight-een months of the program completion. Once indi-viduals have gained experience and confidence,innovation and entrepreneurship is encouraged. Asa result new business becomes forefront providingemployment opportunities.

COURS: Taxpayers whose dollars support public insti-tutions have a right to expect efficiency and collabo-ration. Increasingly we see campuses within andacross the systems (UC, CSU, community college)work together to better serve our regions and com-munity needs. Within the CSU, the “LA 5” campusesare working together to best serve the LA region. Wemust be careful, however, not to assume redundancysimply because two campuses offer similarly nameddegrees. Campuses reflect the diversity of needs oftheir regions and offer choices and access to students.Online education isn’t a panacea; it offers conven-ience and access to some who otherwise lack it, butthe personal experience at college does much morethan offer academic knowledge. Social mobility isachieved through expanded social networks, culturalexchange, and personal connections – not justthrough access to coursework. As competitive a land-

scape as business education is, I’m impressed by thedegree of collaboration. Administrators and facultyfrom many different b-schools get together at confer-ences such as those sponsored by the MBA Round-table, Graduate Management Admission Council(GMAC) and AACSB, to exchange insights into cur-riculum, best practices and needs of employers.

GORMAN: The relationship between business andindustry and colleges and universities must be two-way in order to be effective. Historically collegesand universities were the leaders in innovation,however today much as changed. The opportunityto learn from business and industry provides col-leges and universities with the knowledge necessaryto modify and enhance curricula, and to ensurethat students have access to best practices. Thispartnership creates the type of workforce that willbring value to business and industry and will pro-vide the continued innovation necessary to meetthe demands of a changing marketplace. Finally,higher education can look to models in the non-profit world to teach creative solutions to businessand human challenges.

◆ What types of partnerships should highereducation, business and community beengaged in?

COURS: Business schools can’t succeed without com-munity engagement. This means understanding theneeds of employers, and preparing students appropri-ately. Business and not-for-profit organizationsshould be engaged with business schools – providingfeedback, but also offering students internships andpracticum opportunities. Through service learning,business students can apply their new knowledgeand skills in consulting projects for local small busi-ness owners, entrepreneurs and non-profit organiza-tions. These partnerships are win-win: students prac-tice real world application while providing economicbenefit to the community partners. Faculty researchpushes the boundaries of knowledge, in the continu-al development and exchange of innovation.Boundary-crossing collaborations among engineer-ing, design, science and business develop graduateswho can lead and manage innovation.

CUNNINGHAM: Universities have a responsibility tonot only prepare students academically, but to ensuretheir knowledge and skills are applicable to currentbusiness and community needs. One way to engagein these kinds of partnerships is to develop advisoryboards that incorporate community members andworking alumni. Another way is to develop partner-ships with businesses and industry groups throughcollaborations that encourage career development,mentoring and capstone project experiences. Oneexample of that here at National University is a col-laboration we have with D&K Engineering throughour School of Engineering and Computing. In addi-tion, universities can develop academic partnershipswith community and business groups to meet theireducational needs, as National University has donewith the Henry Mayo Newhall Memorial Hospitaland College of the Canyons, to name a few.



‘Universities have a responsibility to not only prepare

students academically, but to ensure their knowl-

edge and skills are applicable to current business

and community needs.’DR. MICHAEL CUNNINGHAM



GORMAN:When higher education and the businessworld are able to share competency data, and pro-vide learning 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 manage-ment 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. AtPhillips Graduate Institute, we partner with theCounty of Los Angeles Department of Mental Healthto offer clinical internships and work opportunitiesto enhance education and skills development. Wealso partner with local businesses and nonprofitorganizations to provide field based experiences toenhance student skills, and to serve business needs.

BURKITT: The relationship between business andcommunity is critical. At Mount Saint Mary’s wepride ourselves on the relationship and the reputa-tion of our educational institution, our graduates,and the excellence of education given to our stu-dents as they matriculate and enter into the com-munity. When I say community I am referring toLos Angeles and the greater global community. Thisrepresents our presence in this partnership withbusiness. As a faculty and administration memberof Mount Saint Mary’s, I believe that the businesscommunity has high expectations of its employeesand that the educators and educational institutionsof this community are, in part, responsible formeeting the employee educational needs of the

employers. This type of partnership has been suc-cessful. We see the success in our graduates’ per-formance in healthcare, business, non-profit andgovernment careers. As part of this collaborativeeffort, the MBA program at Mount St. Mary’s has abusiness application component where studentswork to resolve issues in an organization in thecommunity. This way the organization gains fromsupervised student input and the students gainfrom applying skills learned. The business commu-nity as a partner has rewarded our academic institu-tion with funding, when possible, to continue withthe good work that we do so that we are able tocontinue to provide a quality high caliber educationfor our students. This is the type of collaborativepartnership between the business community andhigher education that is a win-win for everyone.

◆ What role should or could universities havein collaborating with PreK-12th grade levels?

CUNNINGHAM: As reported by the Program forInternational Student Assessment (PISA), U.S. stu-dents between the ages of 15-16 continue to be out-performed by many their global peers. It is our obli-gation as an institution dedicated to the publicgood to provide resources to our PreK-12 colleaguesto support fundamental learning so that more stu-dents are prepared to be successful in college. Tothis end, we are also involved in offering programsto PreK-12 school partners through the recently-cre-ated Sanford Education Center and the Inspire andHarmony programs that support academic achieve-ment through innovative, research-based programs.With the creation of Common Core StateStandards, universities have an opportunity to sig-

nificantly impact outcomes by aligning theirteacher education curriculum accordingly, as wehave done through our School of Education. That issignificant since National University recommendsmore candidates for teaching credentials inCalifornia than any other university in the state.

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

COURS: Today’s students have grown up in a digitalworld. They expect constant access to informationand to people. Social media provide new ways toreach students and provide them with information,but they aren’t a substitute for connections with realpeople. A group of researchers from DePaul, UTDallas and Georgia State lead a study each year ofMBA students’ expectations. The incoming studentswant to quickly access information online, but don’twant their personal space violated through too muchsocial media. Students want to maximize the value oftime in the classroom; using a “flipped classroom”allows students to watch lectures and read materialonline in a convenient setting, but access the expert-ise of professors in the classroom through engaged,experiential activities. Finally, our curricula have tokeep up; business students need to have an under-standing of digital advances like data analytics andsupply chain innovations.

CUNNINGHAM:Most all colleges and universities arenow aware of the opportunities of enhancing in-classprograms with online options, and have beenexpanding their online course offerings. At National


➼34


University, we were one of the early pioneers of onlineeducation and have the organizational and technologicalstructure to implement a Best in Class online experience,whether at campus locations, online or through a hybridcombination. In addition, professors are committed toengaging students throughout the class to provide anenvironment conducive to dialog between faculty andstudents and between students. It is through this socialinteraction that learning is enhanced and sustained. It’simportant to keep on top of technological innovationsas they occur and we are currently doing that with thelaunch of a Best in Class online learning managementsystem that creates seamless educational experiencesbetween the traditional and online classroom, andthrough an array of interfaces including mobile devices.

◆ There is a debate that technical skills are moreimportant in a knowledge economy than “soft”people skills, if so, should educational institutionsfocus primarily on developing technical skills?

BURKITT: Technical skills vs. soft skills – and should edu-cation institutions focus on technical skills – this is aninteresting question that really falls within the scope ofthe individual career field. Individuals that work in thetechnical fields are trained to work in a task-orientedenvironment. The focus on the technical aspect of theircareer is far greater than on the soft people skills neededor not needed to perform the job function. Individualsneeding soft people skills in their career field deal withthe human aspect daily and are evaluated on how wellthey do in this particular area. They may be supervisors,managers and or leadership in organizations. I believethat technical skills and soft skills are needed in an inter-disciplinary focus for both career fields and areas ofstudy. Students that would study and focus on soft skillareas or theory should also study technical theory andgain technical skills in the knowledge economy.Likewise, career individuals with technical skills shouldstudy soft skills, as they will need to manage and workwith other people likely in a team based environment.

COURS: There’s a difficult tension about the role ofhigher education and employment. Sometimes it seemslike technical skills are most directly related to getting ajob. And in some fields, these highly technical skills arecritical. But the US economy has been successful be-cause of our entrepreneurism and innovation. Andthose aren’t technical skills but based on critical think-ing, creativity, and imagination. In fact, studies of em-ployers and executives show a greater demand for lead-ership skills and professional development. It’s hard toimagine a job today that doesn’t require working with ateam of other people. We must have global understand-ing and an appreciation for cultural diversity. MBA pro-grams offer increasing curricular and co-curricular expe-riences to allow students to access, develop and practicetheir leadership, communication and negotiation skills.

GORMAN: To educate future business leaders, academicprograms must go beyond teaching the technical skills.At Phillips Graduate Institute, our program is groundedin theories of human behavior that allow students tounderstand the intersection between employee perform-

ance and business outcomes. In order to be effectiveorganizational leaders, individuals must possess emo-tional intelligence, critical thinking and problem solvingskills, strategic thinking, planning and execution andhigh level communication skills. Also, business leadersneed a combination of technical knowledge and appli-cation in the discipline, and people management skills.Finally, ethnical behavior and accountability are alsocritically important. With greater expectations aroundethical behavior and accountability, leaders must notonly understand that it is important, but be able toapply the skills personally, and to lead others to act inthe same manner. Building teams, managing groupprocess are also essential skills for business leaders toeffectively lead organizations into the future.

◆ What “soft” skills are weak in recent gradu-ates that colleges should focus on in order tobetter develop their students?

COURS: In my recent discussions with employers, themost commonly requested skill is data-driven decisionmaking. With the abundance of data and analysis avail-able at our fingertips, managers must be able to synthe-size and think critically about these data to interpretfindings and apply them strategically. While related tothe technical skill of analysis, in fact, the “softer” skillsof decision making and communicating findings andstrategy are what employers request. In educating lead-ers, we must give them opportunities to practice manag-ing large amounts of data, finding relevant answers, anddeveloping and communicating strategy.

◆ What leadership skills are important for lead-ing multigenerational teams?

GORMAN: It is not uncommon to have organizationsthat have employees that fall into several generationalcategories. Baby Boomers working alongside employeesfrom Generation Y or Generation Z, all of whom havedifferent worldviews, experiences and expectations.Organizational leaders are called upon to create workingenvironments that facilitate collaboration amongdiverse generations with different needs. In order toeffectively lead multigenerational teams, organizationalleaders must first possess emotional intelligence thatfacilitates self-understanding and the understanding ofothers. An organizational leader that possesses personalskills such as self-awareness and self-management, aswell as team skills such as social awareness (empathy)and relationship management is able to effectivelyrespond to and manage the diverse needs of their teams.

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

GORMAN: An applied advanced degree such as aDoctorate of Psychology in Organizational Managementand Consulting offers psychological frameworks andbusiness acumen that prepare students to respond forthe necessity for rapid organizational change. Thedegree also prepares students to understand and address

the implications that change has on individuals andteams in the workforce. The program focuses on devel-oping strategic thinking, planning and execution skills,critical thinking and problem solving skills, and emo-tional intelligence and high level communication skills.More importantly, students are learning psychologicaltheories and people management skills that assist indeveloping relationships necessary to lead peoplethrough the turmoil of organizational change.

◆ What is the role of internships in job place-ment/preparation?

COURS: Internships give students an opportunity topractice their knowledge and skills in a real world envi-ronment, as well as an understanding of what it’s likeinside an organization. They give students and firms away to try each other out: many job offers come afteran internship. I think internships often give studentsgreater clarity about their career preferences. I’ve super-vised student interns who come back realizing theydon’t want to pursue a career in a certain industry orfield. But this information is just as valuable as finding amatch! Even for a student with more experience, intern-ships can facilitate career switching by granting accessto a new field, especially in industries like entertain-ment. MBA internships often involve rotations throughdifferent divisions in the firm, exposing the student todifferent projects and experiences.

◆ Giving back to communities by contributingto them is how many organizations do busi-ness. What types of experiences can educationprograms provide to students to help themembrace partnering and volunteerism as theymove forward?

CUNNINGHAM: Aligning volunteerism opportunities witheducation programs is something that we encourage. Itfits our mission as a nonprofit university committed tothe public good, and it offers our students even moreopportunities to connect with the communities theyserve. One great example of that is an outreach projectby our School of Health and Human Services that con-nects our nursing students with the communities theyserve during training. Led by the University’s StudentNurses Association, the “Holiday Cheer for Families inNeed” is an opportunity to give back to families facingfinancial hardship during the holidays. The statewideevent is held at our campuses in the Los Angeles area,Fresno and San Diego. Families are identified throughour agency partnerships as well as through student workduring practical experience at local clinics and locations.The families are treated to gift baskets and are honoredas special guests at a luncheon, accompanied by ourSchool of Health and Human Services students.

GORMAN: Education programs that emphasize skillsdevelopment and hands-on experience prior to gradua-tion provide models for partnership and volunteerismfor students. For example, as part of the education pro-gram at Phillips Graduate Institute, our doctoral stu-dents in Organizational Management and Consultingare given several opportunities to provide services tolocal businesses and nonprofit organizations. These




‘In order to be effective organizational leaders, individuals

must possess emotional intelligence, critical thinking and

problem solving skills, strategic thinking, planning and

execution and high level communication skills.’YOLANDA J. GORMAN


partnerships that are created provide students withopportunities for hand-on practical learning experiences,while bringing important and needed services to individ-uals and organizations. Grounded in the values of theeducation program is service to the community, and it isimportant for education institutions in every communityto not just provide degrees to their students, but to serveas resources for the businesses and residents of the com-munities in which they exist.

◆ How reflective of the “real world” versus justtheory alone, should the graduate school experi-ence be?

GORMAN: Today a strictly “theoretical” education is beingchallenged as not sufficient enough to provide practice-ready skills. With greater emphasis on gainful employ-ment, students have to demonstrate that they are able tobecome employed with wages that enable them to payback the debt incurred while receiving their education.Graduate programs must offer skills and competenciesthat enable students to put them to use immediatelyupon graduation. “Real world” education is vital toensure that students have the practical skills to performin a competitive work environment. Real world educa-tion requires that practicing professionals bring theirexperience into the classroom to demonstrate to studentshow theory is applied in practice.

COURS: To the degree a graduate degree is preparing astudent to work in the “real world,” we should be giv-ing students the opportunity to practice applying the-ory and knowledge. In a fully employed program, inparticular, students naturally bring their experience tothe classroom each week, and hopefully can takesomething back from the classroom to the workplace.We hope that a student will perceive value in the pro-gram immediately, not just upon graduation.

◆ What are some things MBA applicants shouldlook for to be certain the program they chooseprovides life-long learning opportunities?

CUNNINGHAM:MBA applicants should look for a schoolthat is constantly evaluating its curriculum to remaincurrent and relevant to our society’s ever-changingneeds. In addition, lifelong learners should seek an edu-cational environment that allows them to immediatelyintegrate their academic experiences into their profes-sional lives. Our MBA program, for example, encouragesstudents to be lifelong learners through an integrated,practical approach to learning that prepares students toadapt and lead during times of change in technology,globalization and legal changes. Many of our studentsare working professionals, so we offer classes in theevenings and Saturdays as well as options to learn onlineor on campus. National University is also committed tocreating ongoing learning opportunities for all of its stu-dents through the development of new programs andcertificates so that our students can continue to be life-long learners.

COURS: Prospective MBA applicants should understandtheir own goals, and find a program to match. One ofthe greatest assets an MBA program can provide is accessto a network of professionals across industries and fields.This network will be the graduate’s connection for jobs,for filling vacancies in her own firm, and for seekingadvice and guidance throughout one’s career. Programsthat develop critical thinking and analytical skills willprepare the graduate for lifelong learning and continuedgrowth. Programs can also provide alumni with access toworkshops, courses and programs in current research andbusiness developments.

◆ Looking to the future, what is the singlebiggest change coming to the world of higher

education in the next 10 years?

CUNNINGHAM: Let’s start with considering what has notchanged – the value of a bachelor’s degree, and increas-ingly, a master’s degree. Census Bureau data indicate a 70percent increase in earnings per year for those who havea bachelor’s degree compared to a high school degree.On a more global level, access to a quality higher educa-tion is critical to ensuring the United States remains ahighly educated society and a competitive global force.We have 4 million Californians who have some collegecredit, but who have not graduated with a four-yeardegree. So what must change is the ability to more clear-ly meet the needs of this population, and to provideaffordable quality alternatives that ecrease the debt bur-den on students so that cost is not a deterrent to a four-year higher education. Increasingly, we are seeing stu-dents evaluate a university based on its ability to providerelevant, timely programs that prepare students for ourfast-paced global economy; a quality experience for a rea-sonable price; and the opportunity to take coursesthrough both a campus and online format, or a hybridcombination.

GORMAN:While the advances in technology appear onthe surface to continue to be the single biggest change,the impact of organizational stress and pressure on indi-viduals is not far behind. Changes in the economy, tech-nology, competition, regulations place a significantamount of stress on organizations, and on individualswithin those organizations to respond rapidly. Highereducation must be prepared to teach students how torespond to these pressures, as well as educate those whowill take leadership roles in organizations how to man-age these challenges. In addition, there is a greateremphasis on metrics. Colleges and universities must beprepared to document and report students learning out-comes, educational return on investment, retention,graduation and job placement rates.



SAN FERNANDO VALLEY BUSINESS JOURNAL I N P R I N T I N P E R S O N O N L I N E

2015 Spotlight on Education

For more information contactyour account representative at323.549.5225

The San Fernando Valley BusinessJournal provides extensive coverageof the education industry throughcustom supplements, industry Listsand annual guides. These editionsof the LA Business Journal will beused as informative and highlycoveted resource guides for mid-career executives seeking continuededucation opportunities. Use thesetargeted issues to inform the businesscommunity about your institution, programs offered,upcoming information sessions, and enrollment deadlines!

December 29, 2014 – 2015 Annual Book of Lists, Education ChapterFebruary 9, 2015 – Executive Education SupplementMarch 9, 2015 – Private High Schools ListApril 6, 2015 – Colleges & Universities ListMay 18, 2015 – Annual MBA GuideAugust 24, 2015 – Executive Education SupplementNovember 2, 2015 – MBA Programs ListNovember 16, 2015 – Education Roundtable

23620 Mulholland Highway, Calabasas, California 91302T: 818-591-6500 • F: 818-591-0834 • Visit our Web site: www.viewpoint.org

Independent Coeducational SchoolKindergarten through Twelfth Grade

� $57 million in state-of-the-art academic and athletic facilities on our beautiful 40-acre campus

� 28 Advanced Placement and 16 Honors Courses

� Four full-time College Counselors and admission to selective colleges and universities

� French, Latin, Spanish, and Chinese

� Travel abroad in Europe, Asia, and Central America

� 130 Athletic Teams annually in 18 sports, including 19 CIF Championship teams since 2004

� Winner of the L.A. County Music Center’s 2005 BRAVO Award for Excellence in the Fine and Performing Arts

� Filmmaking, Computer Animation, Oceanography, and Robotics

� Enriched elementary program with Science, Art, Spanish, French, and Music in a nurturing setting

� Daily round-trip bus transportation provided throughout the San Fernando and Conejo Valleys, West Los Angeles, Malibu, and Pacific Palisades


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27 35 sfvbj executive education roundtable.qxp 11/12/2014 ... · 11/17/2014 · COURS: Advanced certificates are gaining popularity among students and employers. They can offer a