Higher education must be a three-dimensional deal, one that includes acquiring knowledge, developing skills for the workplace, and having meaningful experiences that shape the learner for a lifetime.
Last summer, I had a unique opportunity to visit one of the most successful business families in Dhaka, Bangladesh during an academic trip there, along with another New York professor. The family, one of whose members I had taught here in the States a few years earlier, has an impressive business empire in the country. At one point, when the conversation turned to education, one of our hosts lamented that their company too often had to look beyond Bangladeshi universities for top talent. I asked why?
Graduates of local universities, he said, had solid academic knowledge of the subjects. “But if I give them a business problem and ask how they’d solve it, they give me a textbook answer.” That remark made me think about the challenges of higher education across South Asia for quite some time.
Knowledge isn’t Enough
Analyzing a business situation, one could say, requires skills that can only be learned after joining the workforce. Colleges are designed to impart knowledge, one could argue, to lay the foundation of the disciplines. Indeed, this view of college should not be considered outdated. Colleges should not be asked to just prepare students for jobs; they’re centers of learning that must shape habits of mind and inculcate productive perspectives on society and profession for a lifetime. Job preparation can be done by a career center on campus. Continue reading