Industry Members Evaluate the Strengths and Weaknesses of Aviation Management Graduates

Abstract

This study sought to identify the strengths and weaknesses that members of the aviation industry have observed in recent aviation management graduates. A review of aviation education and business literature indicated that prior research in this area has been limited to asking members of industry to identify (1) skills and knowledge desired, and (2) what types of courses would be most beneficial. No known previous research has asked industry members how aviation management graduates are actually performing.The University Aviation Association (UAA) organized the first meeting of an Aviation Management Committee during the UAA Fall Education Conference in Toronto, Canada on October 7, 2004. The committee suggested conducting a study that identified what individuals in the aviation industry thought were the strengths and weaknesses of aviation management graduates. That suggestion served as the impetus for this study. One hundred seventy-one respondents provided 170 usable comments representing 33 UAA member institutions. Comments were categorized according to four prevailing themes 1) business knowledge and experience 2) personal behavior 3) computer and technical skills and 4) communication and interpersonal skills. Survey findings are examined, interpreted and discussed. Suggestions are provided that could improve a graduate's ability to meet the expectations of industry. Recommendations for additional research are also provided.

Aviation Management: A Discipline in Crisis?

“…In their research on industry's view of the weaknesses of aviation management graduates, Phillips, Ruiz, and Mehta (2006) reported "The student's aviation knowledge is excellent. This is their greatest strength [however].…”

“…Other articles highlighted competing views in the evolutionary and diverging nature of aviation management curricula. While many studies have a restricted focus on specific skill-based professional career tracks, such as airport management, air traffic control, etc., consensus has emerged on the substantive content, three categories seem to capture this content: (1) specific industry knowledge, (2) writing, speaking, and interpersonal communication, and (3) personal behavior related to work ethic and initiative (Phillips et al, 2006).…”

“…Some aviation faculty members argue a shift to a broader based educational curriculum model could dilute the operational content surrounding aviation as a profession (Phillips, Ruiz, & Mehta, 2006). These faculty members tend to remain committed to a curriculum focused on the professional skills and techniques associated with the traditional professional pilot.…”

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“…Workbased learning partnerships between industry and academic institutions can help provide the training and experience needed by the civil aviation industry. According to Phillips et al (2006), "…externships, internships, cooperatives, play a significant role in bridging the 'real world' experience gap" (p. 126). Aviation-related WBL activities evolved from business and education maintenance apprenticeships.…”

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“…Aviation academic leaders face the aforementioned challenges imposed by both the aviation industry and academic arenas. These individuals must successfully find ways to prepare graduates for the challenging industry while negotiating with the rigors of academia at the same time (Phillips, Ruiz, & Mehta, 2006). In order to meet these challenges an effective leadership strategy must be put in place (Phillips, 2012).…”