The daily Nebraskan. ([Lincoln, Neb.) 1901-current, July 26, 1960, Page Page 2, Image 2

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TUESDAY, JULY 26,-1960
Summer Nebraskan
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College Vs. Industry: Education or Training?
'It's about time someone
some economist or busi
ness administration instruc
tor n a far-away school
woR op to the fact that the
teaching profession is doir?
a wholly inadequate job of
acquainting students with the
needs of industry and then
did something about ft."
Speaking was an advocate
for better college training,
Lon D. Barton in Chicago.
He accused colleges and
universities of being guilty
for the executive shortage:
Tbey have failed to equip
graduates with an ander-
Smnmcr Nebraskan
fca FllW ( P0kUaM4
nte tar vimnru f tfc Schari r
Bwy Iwiiir onm the toawn S
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CUAUH PAPER BACKS
mra PAUPER BOOKS
lEfCGUf EQCKSTCSE
139 No. 12
Special rr m- W
standing f the needs of in
dustry and thus they mast be
held largely responsible for
the shortage f executives
which threatens tnr econ
omy.' The Much-Accused
"It is true that in recent
years colleges of business ad
ministration have been ac
cused of furnishing a lack of
direction," said Dr. Stuart
Hall, University of Nebraska
professor of Economics.
"But we are dealing with
andergradaates wha may not
know exactly Into which bus
iness r industry they wiD
go," HaA said.
"And the main reason it's
difficult to give specific ad
vice is that there are all kinds
of businesses with all kinds
of different demands.
According to the professor,
other complaiaers, and there
are many, say that in col
leges and universities too
much emphasis is placed on
the vocational aspect and al
so that the graduate is trained
bat not educated.
"We want to give thea a
liberal edscatiaa," HaTl
pointed ut -Parents send
their kids to school with the
idea that they are going to
have an edscaijoa when they
are finished. At public ex
pense, why should we train
a man for a specific job
we want to educate him."
On the other., side of the
coin. Barton continued, "No
one has taken the time to dis
cuss with young men the
qualifications employers will
accept for executive develop
ment or analyre the routes
for them to follow in achiev
ing administrative and exec
utive success. I have found
universities and colleges are
reluctant to examine this
problem.
"Recruiters for business
who come to the University
campus twice a year place
emphasis on the ability to
communicate and then to
have something to communi
cate, to think coherently" and
independently," Hall said.
Daniel Remigio, plant man
ager of Goodyear Tire and
Rubber Co., elaborated on the
expected qualities f a young
man going into industry.
Oaulin? the late P. W.
Litchfield, ex-chairman of the
board for Goodyear, Remigio
listed:
good heahh
character (the individual
must be honest and trustworthy)
ability (the ability to
meet changing problems of
materials and markets, of en
gineering and finance and in
dustrial relations; willing to
give and take counsel)
teamwork
thrift (continued success
depends npoa the gradual ac
cumulation of savings to in
sore against the rainy day;
this is just as tree of busi
ness as it is of an individual.)
- Need Vision, Courage
Remigio continued, "To re
main successful, those who
have reached high executive
positions must have vision
and courage in addition tt
these five fundamentals.
"Study hard through col
lege," Remigio advised. "The
student should get an AS
degree or higher in business
administration if his inter
ests lie in sales and adminis
tration; an engineering de
gree plus a scientific masters
or doctorate if his interests
lie in research and produc
tion. .
Oa-Job Training
"Most corporations do have
teaming programs for push
ing ahead potential executives i
at a suitable rate, according
to Remigio. .
-Jfr
Li?!.""'
! Si
TTI II -j II II
TT1 II - II .. II
m 1 1 e i . 1 1
wy'tTi1 i "j
H snrnid that tUrwr
students shenld match the
school's opportunities by be
ing willing, anxious and cap
able of taking advantage of
them, the net result being a
oaality education.
His concluding advice
"Seek a college education
rather than a college diploma."
What about Remigio's own
experience with college grad
uates? "We are happy with the
college graduates we . have
forking for us," he said. "We
jave qualified recruiters and
zan be selective."
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Exams: Guide Professors
In Understanding Students
JULY CO.V-f.lSNCEKEMT
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CentiBBed Croat Page L
the question and answer oral
sessions give the students the
best chance to teara while
taking the exatninatiom.
Koebl dinks era! testing is
good 9 it is not doae ia a
formal setting, but is the
going" kisd done ia classrooms.
Halisdlaw indicated that can
Hie graduate levels this is
good if the students know
the ansnrs, but canl quite
explain L A few tarts iroin
the instralor may be just
what a student meeds to
farnmlale his answer.
Because a student mast
verbalize ideas to make (ben
become Bis own, essay t&slt
facilitate learning nitre haa
simple knowledge tests. Miss
OTOonnel supplemente d.
One prdblana rf essay tests,
Bainngariei brongM out as
that jnanr students bs the J age over the one who is not
exact words of ttbe instreclar.
Be said be would niacb
rather baw stodents apply
kaowledge in tbeir owa
wards..
Limitauoss
Sbeley presented anotier
drairhack the samplasg f
kikowledge is more limited in
aa essay exammatksB (W
queslioiis ia an tionr c a ib
parf i la the wider range off
Hiaierial covered m an ob
jective test ii59-C9 questions).
AoitUier point fawiag a
jectiTe tests is that the
tearfxr is less likely to ke
sxVjKX to fois a jndgiseaA
be i grading beeane be
deKB Ime tint yrtAteia
reading a weB writtea faper
alter a pmr ne, r k'
irsa, be added.
According la Eelsbeim, cm
aiTessay test tie good writer
msuaUy has a sSgM. adranl-
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Prices include Federal inn Charge budget
lUwitJHtiont tllihVy enlarges
as gooil ra expressing mis
ideas.
Facts Sat Msre Ts
Kaoa-tedge of facts is im
portant, accfflrdiag ta Cot
man, Boltsdaw, Banm&artea,
and KoehL, hsA it is the way
the slmdents . apply them to
f.ramriTila'ting CODteptJ and US-
nng then creataveJy that is
IDifiSt ijTnpnTl.anit
AKhcragh hjedive tests are
tooiie djiifk-Tilt to umake inata
karaing processes thai es
say w oral exaraimataans,
they hare their adi"aiitage$,
K&tlA added.
Evea HhBDgJj they ido not
test the iiidiTidflars ahiliiy to
think nginaBy or reqaire
hira to express kimsdf, they
shoiild he used as sapple
JDemts to theii the student's
knowjedge ctf ads, be tm
touted. Some iuf Si fflUher advait
tages ef otojectiwe tests are:
ereryeme anss'ers fbe same
way, there is no emphasis en ;
handwriting, m emphasis ua
special Uiils, m emphasis m 1
snhjectiwe grading,, aad a
larger sample ef 42ie sto
dent"$ knowledge as resaled.
Shelley and Law son ex
plained. Other Tests
What do teatiberi think ef
ether tests thaa dLassroom
examinatkms?
According to Lawsan, apti
ttude and intelligenoe texts
are good mdicators eff per-'
sunal trends, Ibul should
nerer be used as ahsolules.
Sisres FkoSde
The scores and rules must
be flexible enough to permit
ticeatisat, Batrmgartea
stressed.
Videbeck added thai imaiiy
hrigM students an oat murta
valefl and iCHnsfiquenfly da aat
&b weS; fihers are mo-,
twaled axiue aoiwe and be
yond what a ttest might inflj
cate. 't anitfit .take into cws
sidtratHiB fAncskal con&itioBs
w urriefi, iQlness, etmnkls.
fatigue wluxili may play
a part ia ke test resiits,
KtM added.
As VifleBbeci said. iMt
there are grades, bere wjU
he. a need iur some Ivtrm iaf
lestmg.
"Teets are not perfect, it)l
I. dun"l know a beOer nio
stfeute Ihat 'wntflfl aduere the
same ends, aenfl wrJ one is
discpwered, torts win have to
do the j:ft,'' BuUsdlaw concluded.
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