Concern about the adequacy of America’s scientific and technical workforce for an innovation-driven economy has led to a redoubling of efforts to graduate more students from postsecondary STEM programs. Less attention has focused on the role of STEM education for business professionals who are essential partners in generating economic value from scientific and technical advances. This work reviews the role of business professionals in science and technology-based enterprises and considers the role of required undergraduate science curriculum in business. A survey of 59 leading business schools shows that the average requirement is two courses in science, but that at around 20% of schools, students can graduate without taking any courses in science or engineering. Only three schools offer courses or course sequences developed specifically to meet the needs of business students. Fewer science courses are required at schools where the general education requirement is tailored for business students. A survey of business school deans reveals that there is often little communication between business and science faculties or industry in the design of the undergraduate science curriculum. There should be concerted focus on developing undergraduate science curricula that prepare business graduates to be effective partners in advancing science and technology in a competitive global economy.
|Keywords:||Undergraduate Science Education, Management of Technology, Business Education|
Professor and Chair, Department of Natural and Applied Sciences, Bentley University, Waltham, Massachusetts, USA