October 1998
Industry-driven master's degree program at Oklahoma State University serves as a prime example of new generation of interdisciplinary graduate study
By Ramesh Sharda, Cathy Shuffield and Rick Wilson
Oklahoma State University's Master of Science Degree in Telecommunications Management (MSTM), a new generation degree program that is drawing interest from the MS/OR profession, is an example of one university department's response to a number of paradigm shifts in education needs and processes. These shifts include the dramatic growth of the telecommunications industry, the demand for interdisciplinary education and the expansion of distance learning. For those looking to find a fulfilling and exciting niche in which to apply their analytic acumen, the skill sets required for success in telecommunications management and MS/OR are strikingly similar.
There is little doubt that telecommunications has altered and will continue to alter almost every aspect of our personal and professional lives. There are extreme shortages of telecommunications professionals within the telecommunications industry. Additionally, as the pressure of strategic use of new telecommunications technologies and global competition increase on all companies, the supply/demand imbalance only becomes more acute.
However, these needs are not met by simply educating more traditional electrical engineering, computer scientist or information systems students. The hectic demands of today's society and the rapid change in all industries require telecommunications professionals who understand "the big picture" first, irrespective of their "specialty." Industry needs are shifting away from traditional functional specialization to a more generalist problem-solver model. This change in emphasis is especially prevalent at the master's degree level. Thus, in addition to producing specialists in specific technical disciplines, universities are experiencing growing demands for graduates who are generalists. These graduates are expected to have not only general business knowledge, but also to be technically skilled to contribute to the specific industry domain immediately upon graduation. It is imperative that they be able to communicate with both the business and technical personnel within their organization. Long term, such graduates may opt for a more tradition technical career path or a more business-oriented path.
For the MS/OR community, it is interesting to note that understanding the "big picture" in the operational, tactical and strategic use of telecommunications technology requires savvy use of quantitative analytic tools. At a lower level, the use of queueing theory, simulation, traffic and other economic modeling provides the "numbers" for which operational decisions can be based. Simulation and optimization tools are necessary for tactical decisions as firms try to "optimize" their network performance. Strategically, cost/benefit analysis and a combination of other qualitative and quantitative modeling skills are necessary for the telecommunications manager to properly implement the right technology at the right time for the right "killer" application.
The skill set outlined above is obviously quite similar to that of the operations research professional. While quantitative skills are not the sole requirement of a telecommunications professional, the similarities illustrate the significant role MS/OR plays in the telecommunications area. Additionally, MS/OR professionals are inherently interdisciplinary. We have long relied on our understanding of information technology and the underlying field of the specific application area when constructing our models or undertaking our analyses. The generalist problem-solving model might be an innate skill of the MS/OR professional. As such, there would seem to be ample opportunity for MS/OR analysts in the telecommunication management field.
Finally, major changes in society have required us to alter the instructional delivery process. Changing demographics and economic realities mean that many people are entering graduate schools on a part-time basis rather than the traditional full-time basis. Further, companies are forming partnerships with universities to develop degree programs that allow their employees to continue graduate education. Advances in distance learning technologies make it possible for interactive course delivery through video and/or the Internet. These technologies allow universities located in smaller communities to serve constituencies near and far. Of course, the challenges of developing and managing an interdisciplinary program are compounded when such programs are also delivered through distance learning.
Oklahoma State University's MSTM program is both interdisciplinary and delivered through distance learning.
The MSTM Program at Oklahoma State
The Telecommunications Management program is the result of interdisciplinary input and cooperation, drawing on the combined expertise of three OSU colleges: the College of Business Administration; the College of Engineering, Architecture & Technology; and the College of Arts & Sciences.
The master's degree is offered not only through traditional means to on-campus students, but also via various distance learning technologies to students at remote sites. OSU committed four years to research and develop the graduate degree in telecommunications management, and began offering the program in the fall of 1995. The response to MSTM has exceeded even the most optimistic projections: We are serving more than 225 students in fall 1998.
The MSTM program is unique in three important ways: 1. strong industry support, 2. a true interdisciplinary mix of technology and management in the curriculum, not just an MBA or engineering degree with a telecom emphasis, and 3. commitment to serving professionally employed students through distance education.
Industry Input and Support
The MSTM program was created at industry's request and initiative. From conception to development, through implementation to the ongoing continuous improvement of the program, key individuals from the telecommunications industry have provided input and critical support. A 22-member Industry Advisory Board provides guidance and advice for all of the program's curriculum, research and outreach efforts. Some of the organizations supporting the MSTM program through service on the Board include: Advancia Corporation, Cox Cable/Cox Fibernet, Fujitsu, GTE, the Institute for Telecommunications, Integris Health, Lucent Technologies, Nortel, Oklahoma Telephone Association, Southwestern Bell, Sprint, Teletraining Institute, The Rock Island Group, Tinker Air Force Base, TRW Space and Electronics Group, US Postal Service Technical Training Center, Williams/Advanced Network Applications and WorldCom.
In a huge show of support, Southwestern Bell loaned one of its senior executives to serve as an executive-in-residence for the MSTM program for one year. The executive was invaluable in teaching the telecom industry overview course and creating industry linkages for the program. Major companies such as Southwestern Bell, Nortel, Williams, 3Com and V-Tel donated equipment to the MSTM laboratory, while other companies and individuals from the telecom industry (and beyond) have provided MSTM students with academic scholarships, internships and permanent jobs after graduation.
While industry support of this program has been overwhelming, MSTM is now providing many firms with a return on their investment with well-educated MSTM graduates. Some of the companies employing MSTM graduates include: SABRE Computer Services, Korea Telecom, U.S. Robotics, Dollar Rent a Car, Ericsson, Southwestern Bell, Sprint, Samsung Electronics, Williams Communication Group, WorldCom, Cisco Systems, IBM, and SAP Labs. Job placement for MSTM graduates is close to 100 percent, with average starting salaries ranging from $45,000 in Oklahoma to $55,000 out-of-state. Several students have obtained positions in traffic analysis modeling and SONET survivability design that require significant use of quantitative analytic tools .
The MSTM Curriculum
Because of the unique participation of the aforementioned three academic colleges, MSTM students develop a broad knowledge in business, technical and communication disciplines as well as a depth of knowledge in specific elective areas chosen to best fit their career aspirations.
The T-model (see figure) depicts the general philosophy of the MSTM curriculum. The horizontal bar of the "T" indicates the breadth of the MSTM course work and shows core courses in management, telecommunications technology, information systems and regulatory policies. The vertical bar of the "T" symbolizes the specialization possible within the MSTM program: engineering, computer science, business, marketing, etc.
The 35 credit hour curriculum consists of six core courses, one practicum, one laboratory course and four electives. The core courses are designed to engage students in the study of: 1. telecommunications technology, with a significant hands-on component, 2. trends, both technical and regulatory, in the telecommunications industry, and 3. effectively managing and designing telecommunications systems within organizations for a competitive advantage.
The laboratory includes hands-on experiments with top- of-the-line computers, a fully functional DMS-10 telephone switch, networking equipment, PBXs and videoconferencing equipment. Students also undertake practicums with a strong quantitative component, including analyses such as modeling network performance, designing robust networks and routing strategy analysis.
Serving Telecommunications Industry Employees
In addition to hiring MSTM graduates, telecom firms also benefit by continuing the education of their current employees with the MSTM degree. The MSTM program is committed to providing this degree not only to traditional on-campus students, but also to professionally employed individuals who could not (or would not) travel to the OSU Stillwater campus. We use a variety of distance learning technologies to serve students in five states.
OSU colleges, working through their extension offices, are using the Oklahoma state-wide compressed video network to deliver the MSTM Program (and several other graduate degree programs) to nine distance learning sites across the state. Thus, one could say that the MSTM program practices what it teaches.
In addition, the MSTM program is sent (via compressed, two-way video over ISDN) to the internal videoconferencing network at Southwestern Bell, where it is then redistributed throughout five states. This allows present SWB employees to complete a master's degree without leaving their building. Additionally, we are offering our program on the Texas Alliance for Higher Education's TAGER Network, with employees from Nortel, Nokia and Lockheed Martin participating. The newest corporate distance learning site is WorldCom's offices in San Antonio. All MSTM distance learning courses are also available via video streaming technology.
An extensive support structure is required to administer the distance learning activities, as well as the plethora of interdisciplinary academic issues. While a director, assistant director and other support staff manage the daily operations of the program, an administrative committee (composed of the deans of the participating colleges) provides general directional guidance for MSTM. A "program" committee (consisting of key faculty from the participating colleges) oversees the academic aspects of the program, while the university's extension (i.e., continuing education) department provides logistical support for the many distance learning activities.
Conclusions
The incredible growth of telecommunications technology and the demand for a new generation of worker, manager and leader necessitated the creation of the MSTM program. The initial phase required breaking out of functional academic "silos" and creating an academically and administratively interdisciplinary program. This was quite a challenge in the higher education environment; but as a result, MSTM is serving as a successful model for developing new interdisciplinary programs at our university.
An equally great challenge has been maintaining a truly industry-driven academic program. Developing and being accountable to an industry advisory board is a tremendous commitment, but the results make it worthwhile. Finally, creating and offering a new master's degree program to traditional students in a traditional on-campus environment is quite an undertaking in and of itself. But the ominous task was to deliver the MSTM program via recently developed distance learning technology to an audience of adult students, many of whom have years of experience in telecommunications. Our presence internally within top telecommunications companies indicates we have been successful in this endeavor.
It is interesting to note that both the founding and current director of the MSTM program (two of the authors) are active INFORMS members. Why were OR/MS professionals chosen to start and lead the program? As mentioned earlier, the strong interdisciplinary background was probably a major factor. We have had to work with the faculty and administrators in three different colleges within the university. Our broad perspective has helped in navigating the tough waters of academic independence and different cultures across colleges. Equally important, we hope, has been our interest and experience in working with information and telecommunications technology. Both directors have taught courses in OR/MS, management of technology and innovation, telecommunications and DSS/expert systems using distance learning technologies. This experience was a natural outgrowth of our analytical background and an affinity for technology.
The future is bright for programs of this type that break traditional academic boundaries and meet the needs of industry by offering an appropriate mix of business and specific technical expertise to the graduates. Specifically to the OR/MS individual looking for that niche, telecommunications management just might be your road to a fulfilling and exciting career.
Developing and nurturing the MSTM program at Oklahoma State University has been a rewarding and learning experience. Outlined below are some of the major lessons we have learned that are transportable to developing other interdisciplinary programs.
— R.S, C.S. and R.W. |
Ramesh Sharda, interim director of the MSTM program from 1995-97, is the Conoco/DuPont Chair of Management of Technology and Innovation and professor of Management Science and Information Systems in the College of Business Administration at Oklahoma State University. Cathy Shuffield is the assistant director of the MSTM program at OSU. Rick Wilson, director of the MSTM program, is the Fleming Professor of Technology Management and associate professor of Management Science and Information Systems in the College of Business Administration at OSU.
OR/MS Today copyright © 1998 by the Institute for Operations Research and the Management Sciences. All rights reserved.
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