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and managers alike how to think more strategically. In other instances, the business community has intro- duced ideas that are widely adopted and taught to business students via cases or internships. Through research and consulting, we evaluate rapidly changing tech- nologies and their prospective appli- cations so we can bring cutting-edge ideas to the classroom. For instance, one George Washington professor recently returned from a sabbatical during which he researched RFID tags (radio-frequency identification tags), a new technology introduced by Wal-Mart and others that is expected to revolutionize inventory management, which, in turn, improves supply-chain efficiency. He will teach students about this innova- tion in "Emerging Technologies," a course that has been in our curricu- lum for years, but with frequently revised content. From anecdote to theory, the fact nature of business. The business classroom is a forum for discussion about what is and what is not work- ing in the application of new market- ing, risk management, or information systems applications. It is an incuba- tor for the evolution of "best prac- tices" that are worked into textbooks and other course materials—and that ultimately find their way to the busi- ness world. The content, topics, and WE NEED TO COMMUNICATE WHAT BUSINESS SCHOOLS HAVE CONTRIBUTED—AND that business schools contribute to productivity is unmistakable. We serve as conduits for knowledge. We create and disseminate management ideas and best practices to future and current managers. We teach students to think strategically and help them understand how to make decisions that will minimize or eliminate mis- takes and improve efficiency. We teach students to determine the potential benefits and challenges of a new venture. At the same time, we encourage students to think creative- ly and to take calculated risks. Keeping a business school curricu- lum current and relevant, much less "ahead of the curve," is a great chal- lenge. Unlike other academic areas, a business school's curriculum must constantly evolve to reflect the dynamic competitive and innovative WHAT THEY CONTINUE TO CONTRIBUTE—TO THE PRODUCTIVITY OF THE ECONOMY. cases in such basic fields as account- ing, finance, and marketing must regularly change to reflect new find- ings, practices, technology, informa- tion availability, and even environ- mental or demographic changes. Business students also get hands- always done it this way" mindset. We often hear from managers who have implemented and benefited from these fresh perspectives. Employers and employees alike are aware of the necessity for lifelong learning due to the accelerating pace of technological innovation and application development. Businesses need to develop their human capital so that they can help their managers attain new knowledge and skills that complement fixed capital invest- ments in new technologies or processes. Meanwhile, in order to advance in their careers, employees need to refresh their skills and per- haps even reposition themselves. Both factors have fueled demand for business school programs and the introduction of new delivery modes. And yet, many people outside our own ranks don't know of these activities. Articulating and communi- cating to society the value of man- agement education and research may be one of our biggest challenges as business educators. Although per- haps not in the same league as find- ing the cure for cancer, management tools such as improved inventory control or portfolio hedging may ultimately lead to better productivity and, in turn, better jobs, income lev- els, and even quality of life. Joseph Wharton knew how on opportunities to develop their skills through experiential learning by serving as consultants to managers of actual companies working with press- ing business challenges. It's interest- ing to observe visiting managers' reactions to students' presentations. These managers fervently take notes, trying to capture the creative ideas of objective student outsiders who aren't burdened by the "but we've important management education was to a productive and prosperous society. It's time we, too, get that word out. We need to communicate what business schools have con- tributed—and what they continue to contribute—to the productivity of the economy. ■ z Susan M. Phillips is dean of The George Washington University School of Business and Public Management in Washington, D.C. BizEd NOVEMBER/DECEMBER 2003 55