Some challenges facing logistics education at the new millennium

The future for the logistics discipline looks very bright as the new millennium approaches. An increasing amount of anecdotal evidence exists indicating that logistics has moved from an operational to a strategic importance in many firms. More firms appear to see logistics as a critically important area to remain competitive in the new global economy. In addition, the business press appears to have an increasing awareness of logistics as more journals such as the Wall Street Journal, Fortune, and Business Week provide more coverage of logistics. Possibly the most concrete evidence is that logistics majors in business schools appear to be, along with information systems majors, in most demand for permanent positions and internships. Unlike most areas in business, however, significant logistics programs are offered in very few business schools and in even fewer engineering schools. Although it has been estimated that roughly 500 universities and colleges offer logistics courses, the logistics major or concentration is available at relatively few schools (Saccomano 1996). With growing demand and limited supply of logistics graduates, existing significant programs in business schools would appear to be positioned for future growth. In addition, the current and projected demand for logistics graduates would suggest that smaller programs are likely to expand and new programs would be developed. The purpose of this paper is to examine some of the major changes and challenges facing logistics programs in higher education and project how these forces will influence the nature and viability of logistics programs as we enter the 21st century. In the next section, three challenges and changes facing business education in general are reviewed with their likely implications on logistics highlighted. Next, three challenges more directly and uniquely facing logistics education are examined. In the next section, several propositions are presented which suggest a view as to the future of logistics education at colleges and universities in the United States. Finally, implications and conclusions are presented. EXOGENOUS CHALLENGES A number of the more important challenges facing logistics education in higher education arose from changes and threats facing business education in general (Moore and Diamond 1995; Porter 1997). In other words, these challenges are generally external to and not unique to logistics programs. Included in these challenges are: (1) changes in the accrediting procedures and criteria of the International Association for Management Education (AACSB), (2) criticism that the "silo" orientation of business schools is no longer appropriate for solving today's business problems, and (3) claims that business research is too theoretical and without relevance. Changes in AACSB Accreditation Policy The AACSB is the premier accrediting agency for bachelor's, master's and doctoral degree programs in business administration and accounting. Standards for business administration were instituted by the AACSB in 1919. More than 300 of the business programs in the United States are accredited. The AACSB accreditation process is designed to promote excellence and continuous improvement in business programs (AACSB 1996-97). In April 1991, AACSB members adopted new "mission-linked" accreditation standards and procedures for business administration and accounting that support institutional diversity in management education. The change in standards followed a study by the AACSB which found existing management curriculum too standardized and inflexible (Frankel and Lewis 1992). Porter (1997) recently observed that more diversity appears to be developing across business schools. Porter attributes, in large part, this move toward increased individuality among business schools and away form the herd mentality to the new accreditation standards of the AACSB. Before the 1991 changes, accreditation was based on standards and procedures that emphasized compliance with a set of numerical input indicators and adherence to a curricular structure composed of a specified common body of knowledge. …