Analysis of trends and influences affecting programs preparing industrial managers as offered at U.S. colleges and industries with implications for baccalaureate industrial technology programs

There is growing evidence that the competencies required of entering industrial managers in the U.S. have changed so rapidly that educational programs often are not adequately preparing graduates to perform effectively. As a result, the education of industrial management personnel is being seriously re-evaluated in the more traditional academic preparatory disciplines such as industrial engineering, business administration, and industrial technology. Some companies have implemented their own educational programs to shape entering personnel and upgrade established personnel. This study addresses the problem that exists in the educational preparation of industrial managers by focusing on four points: (1) Identifying critical competencies required for effective performance by industrial managers (2) Examining present delivery system approaches for developing industrial management competencies through the qualitative examination of nine representative programs, (3) Juxtaposing these competencies and delivery systems to determine trends, and (4) Examining the implications of these trends for the future of baccalaureate industrial technology curricula.;A literature review gave strong indications that the prospects for improving the preparation of industrial managers to the needs and acceptance of industry are particularly promising. The data for this study were collected from document analysis, intensive interviews during site visits, and a review of the literature. An analysis of trends compared the identified competencies for industrial managers with the educational delivery systems studied to draw inductive conclusions about the future configuration of baccalaureate industrial technology programs.;Based on the totality of the study findings, a set of five policy recommendations were made. These recommendations are that: (a) Industrial technology faculty should take the lead in stimulating interdepartmental collaboration; (b) Internal or external funding should be sought to sponsor a major curriculum design effort; (c) Curriculum design/revision efforts should begin as soon as possible, rather than awaiting definitive guidelines from other sources; (d) Highly effective advisory boards should be cultivated at each school; and (e) Faculty reward structures should be modified to recognize the value of program development and collaborative activities in promotion and tenure decisions.