For the Birds

ness as an "intellectual Siberia." Statistics seem to support these alarmist views. One-fourth of the college graduates go on to gradu ate school, and the proportion is growing; 84 per cent of a recent graduating class at Harvard went to grad uate school. Some of these, of course, will find their way into business; but greater opportuni ties in teaching, research, and gov ernment service, both domestic and foreign, also open up to the gradu ate student. From one leading col lege, nearly as many graduates en tered the Peace Corps as went di rectly into business. Furthermore, recruiters for business say the top men in the graduating class are "getting away." As one recruiter put it: "N0 sooner does a man show any ability at all than the profs are on his back to get him into teaching or research." There can be no doubt that opportunities for col lege graduates, outside of business, 37 38 THE FREEMAN November have increased tremendously. In teaching alone, the opportunities have mushroomed. With a growing proportion of a rapidly increasing population going to colleges and graduate schools, teaching and ad ministra tive staff s must grow apace.

To Man the "Great Society" Government becomes ever more involved in the "great society," with worldwide military installa tions, welfare services at home, public housing projects, highways, hospitals, regulatory agencies, to mention just a few. All these tax supported activities draw heavily upon the young talent emerging from our colleges. This should come as no surprise to anyone who is aware that the government takes more than two-fifths of our produc tion. And beyond this powerful magnet of seemingly unlimited funds, the government further ex ercises the power to draft some of its manpower. In view of the widening oppor tunities for college graduates out side of business, businessmen must face up to this growing competi tion. Some are attempting to strengthen their recruiting pro grams. A few offer summer jobs to students with a hope of attract ing them to permanent spots after graduation. And some are discover ing that serious students may be less interested in promises of lavish entertainment and fringe benefits than in genuine and lasting intel lectual satisfactions that can be had by contributions in the world of business.

But how does one overcome the idea, said to be prevalent among a growing number of graduates, that "business is a dirty word"; that "business is for the birds!"? If the image is correct, then of course this is the image that should prevail. But if this is a mis taken image, as many business men and others believe, then it should be corrected. How do young people formulate their ideas about business? Some simply observe what goes on around them. Some of their im pressions doubtless are gained in their homes. But a great many are guided by what they hear from their teachers, both in high school and college. If a professor believes that the world of business is popu lated by a high proportion of dim witted, money-grubbing, material istic individuals, then it would not be surprising if his students come to hold such views. Improvements Underway It is to offset such a possibility tha t business firms, often in coop eration with colleges, have devel oped a variety of programs aimed at improving the business image 1965 FOR THE BIRDS? 39 among teachers and the academic image among businessmen.

A single teacher may influence several thousand young students in his classes and by his writings. This, of course, is as true of Eng lish, science, history, and mathe matics teachers as it is of those who teach economics or political science. All may have a bearing on the stu dent's image of business. One of the newer developments for recruiting young men from col leges, and at the same time im proving the business image on the campus, is to be found in the "Uni versity Relations" departments in business firms. Small firms can hardly afford the luxury of such specialization, but a number of large firms can and do, and with apparent success. Some firms have made it possible for a professor, on sabbatical or on leave, to spend a "year in indus try." This can be especially bene ficial to both parties if the profes sor has matured to the point where he can make a genuine contribution to the operation of the business.

For a young man just out of gradu ate school, the danger is that he may find himself doing some rou tine job which may be important to the operation of the business, but which may not give him the per spective of a firm which he seeks. Some college deans have been wary of such programs, fearing they may permanently deplete their staff of teachers. In a few instances, a "swap pro gram" has been arranged, where a businessman tries his hand at teaching and a professor at busi ness. This can be most profitable to both; but circumstances would seem to limit this arrangement for many individuals. A program which holds great promise, and already has shown beneficial results, is the industry education seminar. Dr. Thomas J. Hailstones, Dean of Business at Xavier University in Cincinnati, describes his experience with such seminars in the May/June, 1965, issue of Steelways. He tells of bringing together 50 or 60 econom ics professors and business execu tives for the express purpose of "rubbing their intellects together."

For the professors, he says: "Text book principles take on new mean ing and excitement for the college professor when they are seen in practice in their original context. The enthusiasm and knowledge of the professor is enhanced when he analyzes and discusses the com plexities of problems with his in dustrial counterpart. I have watched that enthusiasm and knowledge carried back to the classroom." The advantages to business are obvious. An outgrowth of many of the various programs which bring pro40 THE FREEMAN November fessors and businessmen together is often a consultant relationship between the professor and a busi ness firm. The special talents of a professor thus may be called into use from time to time and over a period of years. This, of course, can be directly beneficial to the re la tionship between "town and gown." FEE's Business Fellowship Program Shortly after World War II, the Foundation for Economic Educa tion started a program to bring college professors and business men together during the summer months. The eighteenth year of this program has just been com pleted, and arrangements are now being made for the summer of 1966.

In this Program, a professor, selected by a firm from a number of applicants, spends six weeks at the headquarters of the firm in an effort to gain a comprehensive view of the entire operations of the busi ness. In 1965, 72 professors from 66 different colleges and univer sities spent the summer with 54 business firms located throughout the country. Nearly 1,200 profes sors have had this experience dur ing the past 18 years. Most of them are teachers of economics, busi ness, and related subjects pertain ing to the broad principles of busi ness and the philosophy of management with all its ramifications. A few have come from English de partments - especially business communications - and from politi cal science, sociology, guidance and placement, and history. The Foundation's role is merely one of bringing the two parties to gether. The Foundation encour ages business firms to sponsor such fellowships and accepts ap plications from the professors.

One necessary detail in processing the applications is to attempt a matching of the specifications listed by business firms with spe cial requests of professors. The business firm pays the professor his traveling expenses and a sti pend intended to cover his living expenses for the six weeks. The financial contribution of the firm is substantial, though this may not fully offset the costs to the professor of other employment op portunities he has had to forego, plus the added expense of main taining his family at home during his absence. What Are the Benefits? It is always difficult, if not im possible, to measure the benefits of such a program. Each profes sor is invited to report his experi ences to the business firm at the close of his study. These reports vary from a simple thank-you letter to a detailed, extensive an1965 FOR THE BIRDS? 41 alysis of some special problem of management. A well-done project, of course, may be of direct bene fit to the business and a source of considerable satisfaction to the professor.

But the greatest benefits, both to business firms and to the pro fessors, are somewhat intangible and pertain to the long run. A pro fessor has an opportunity to check his textbook theories against what actually happens, and this helps him to become a more effective teacher. If he is a counselor or placement officer, he can advise his students with more confidence. In their reports on their fellowships, a number of professors have said: "This was the most profitable sum mer I have ever spent." A business firm may receive help from a professor that will show up on the operating state ment. However, this is rare and an "extra dividend," if it occurs. A number of heads of businesses have said it is beneficial to have a professor come in from the outside and question management men about their work. It encourages the men to view their jobs in the perspective of the entire business. The chief benefit is that such business orientation may help the college professor do his job better.

If so, his students may become bet ter recruits for the business com munity.And, above all, these col lege-business fellowships should help to create a more faithful business image on the campus. ~ EDITOR'S NOTE: To David Lawrence and his editorial in U. S. News and World Report of August 23, we are indebted for the reminder of Herbert Spencer's classic presentation of the case for individual liberty. The following excerpts are from the collection of Spencer's essays, written during the latter nineteenth century and repub lished by Caxton Printers in 1940 as The Man Versus The State (213 pp. $3.50 cloth; also available from the Foundation for Economic Education, Inc., Irvington-on-Hudson, New York.) The New Liberalism HERBERT SPENCER IT SEEMS NEEDFUL to remind everybody what L.iberalism was in the past, that they may perceive its unlikeness to the so-called L.ib eralism of the present .... They do not remember that, in one or other way, all these truly Liberal changes diminished compulsory cooperation throughout social life and increased voluntary coopera tion. They have forgotten that in one direction or other, they di minished the range of governmen tal authority, and increased the area within which each citizen may act unchecked. They have lost sight of the truth that in past times Liberalism habitually stood 42 for individual freedom versus State-coercion.