A Closer Look at Business Education
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February 2007
: AGRICULTURE
INTRODUCTION:
For many, the term “agriculture” conjures Jeffersonian imagery of the tranquil family farm. In contrast,
genetically modified food and agriculture biotechnology endeavors provoke passionate debate about
consumer safety and global hunger. While the agriculture sector has dramatically changed over the years
in developed countries, it continues to have an enormous impact on the global economy.1
The Aspen Institute’s Beyond Grey Pinstripes data reveal a number of interesting points regarding MBA
programs and the integration of agriculture issues. First off, very few full-time MBA programs address
this business sector explicitly. Not surprisingly, those within the United States that do broach the topic of
agriculture tend to be land-grant institutions.2 Next, the courses available tend to come from three distinct
angles: a sustainable development outlook, an ethical perspective (particularly as related to
biotechnology), and from a public policy standpoint. An example of these notable courses can be found
below. Perhaps more common than integration of agriculture concepts into MBA curriculum are joint
degree programs, such as the University of Alberta’s joint MBA/MAg (Master of Agriculture) degree.3
While agriculture may seem like an esoteric topic to some in the world of business education, this Closer
Look aims to highlight the coursework and programs of BGP-participating schools that are excelling in
the field.
THE BOTTOM LINE:
■ Dynamic and popular agriculture programs in the United States generally exist where the
agriculture industry is active, such as in California, Texas, Iowa, Indiana, Nebraska, and
Michigan. Dr. Akridge, featured below, believes almost every state has a program in
agricultural economics, although whether the program focus is business or policy-based
varies.
■ It appears that few international business courses and courses on sustainability use
examples from within the agribusiness sector to illustrate theories and concepts.
■ Agribusiness programs aren’t limited to the United States and Canada; popular programs
exist in Brazil, Argentina, Australia, Uruguay, France, Spain, the United Kingdom, and
more.
■ Reducing a nation’s dependence on oil likely requires further agricultural research into
renewable fuels, bioenergy, biodiesel, amongst others. An opportunity exists to integrate
these ideas into entrepreneurship courses.
1
For an interesting overview of the agriculture industry’s transformation in the United States, see “Agriculture,
Technology and the Economy”, written by J.B. Cooper and Fiona Sigalla of the Federal Reserve Bank of Dallas
(1996). For statistics on agriculture and the global economy, see the Food and Agriculture Organization of the
United Nations’ statistics division website: http://www.fao.org/es/ess/index_en.asp.
2
Additional information on the agriculture-based original mission of land-grant educational institutions can be
found in “About the Land-Grant System” from the West Virginia University Extension Service:
http://www.wvu.edu/~exten/about/land.htm.
3
Alternatively, there exist some agriculture-specific MBA programs and a handful of MBA programs that offer an
Agribusiness minor or concentration. Notably, Iowa State University offers both an agriculture MBA and a minor in
sustainable agriculture.
A Closer Look at Business Education
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A FACULTY POINT OF VIEW:
Dr. Jay Akridge is the James and Lois Ackerman Professor of Agricultural Economics at Purdue
University and Director of the Center for Food and Agricultural Business and the Purdue-Kelley MS-
MBA in Food and Agricultural Business. His research has examined the buying behavior of commercial
agricultural producers, applications of customer lifetime value in agribusiness, adoption of precision
agricultural technologies, and the role of e-commerce in the agribusiness industries. In 2003, he was
awarded the USDA Food and Ag Science Excellence in Teaching Award.
On industry realities and related business concerns: “Modern production agriculture applies a tremendous
amount of mechanical, information, and biological technology. Many sectors have consolidated rapidly
and are dominated by a relative few very large organizations. People outside the industry think American
Gothic, while those in the industry put the advances in genetic engineering, global positioning systems,
and sensor technology to work. Of course, there is a growing demand for a ‘lower input’ agriculture –
organic, natural, etc. But, ‘lower input’ does not mean less management in most cases and even many
firms in this area are growing quickly to meet a growing demand.”
On MBA exposure to agriculture issues: “I could see a role for an elective that provided insight into the
industry and the issues the industry deals with. Many of these represent interesting and important
management/ethical dilemmas and could serve as the foundation for a useful elective. Issues around
biotechnology raise a variety of regulatory, international trade, and ethical dilemmas. Food safety issues
open up important supply chain concerns. Trade in agricultural technology gets into international
property rights. And, the slow growth of some food and agricultural markets brings important strategy
issues to the fore. Of course, my bias says that some understanding of the global food and fiber industry
could be interesting and important to MBA students, and an elective would likely be the best way to
accomplish this.”
On student placement post MS-MBA in Food and Agribusiness: “Most of the students end up in a food or
agribusiness firm, a consulting company, or a government agency. Some of course go on for a Ph.D.”
NOTABLE COURSEWORK:
The following course descriptions are drawn exclusively from Beyond Grey Pinstripes, a
research survey conducted biennially by the Aspen Institute.
■ Cornell University, Samuel Curtis Johnson Graduate School of Management
Sustainable Development Seminar (Elective Course)
Instructors: Norman Scott, Alan McAdams, and Stuart Hart
“Sustainable development is the most beneficial concept to come out of the environmental movement
in years. The concept of a sustainable world, however, is not a constant. There are many aspects of
sustainability involving economics, environment, and political, social, scientific, and technological
developments. This seminar explores topics such as energy, agricultural and food systems, green
buildings and ecological design, corporate sustainability, and other contemporary issues. This
seminar-style course will involve readings and discussion of issues in environmental management,
and will also involve four significant outside speakers on the subject of environmental management.
Major topic areas include: Sustainable Futures, Corporate Sustainability, Agriculture & Food System,
Ecological Design, Energy and Sustainability.”
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A Closer Look at Business Education
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■ California Polytechnic State University, San Luis Obispo, Orfalea College of Business
Agricultural Programs and Policy Analysis (Elective Course)
Instructor: Jim Ahern
“This course is concerned with the economic, political, and social objectives of domestic agricultural
policies and programs. It covers the consequences of government's policies and programs to control
production, allocate resources, support market prices, and provide benefits to food and fiber
producers, marketers, and consumers. It also includes a topical analysis of government's current effort
to direct agriculture.”
■ The University of Michigan, Stephen M. Ross School of Business
Business Ethics, Science and Technology (Elective Course)
Instructor: Tim Fort (No longer at Michigan; now at George Washington University)
“This course will provide a normative foundation for analyzing the ethical issues arising from the
commercialization of advances in science and technology. The course will begin with a typological
framework assessing how ethical analysis can critique, follow, stand separate from or be integrated
with scientific knowledge and technological advances. The course will then focus on topical issues.
The specific issue will vary from offering to offering as new cases arise, but the cases will be drawn
from life sciences issues (such as Genetically Modified foods and application of Human Genome
knowledge), ecological issues (such as distribution of water resources and environmental
stewardship), Internet and computer-related issues (such as the difficulties in applying moral and
legal rules in borderless environments), chemistry-rooted issues (such as artificial intelligence and the
commercialization of outer space).”
■ University of Western Ontario, Richard Ivey School of Business
Biotech Stream Courses (Elective Course)
Instructor: Jim Hatch
“In the biotech MBA stream students had a lecture/discussion on the use of biotechnology in
agriculture to create sustainability of energy resources. Also, there was a lecture/discussion on the
use of bioengineering to create genetically modified foods which would provide greater agricultural
output for the hungry and to create new products that had enhanced health characteristics.”
■ Monterey Institute of International Studies, Robert L. and Marilyn J. Fisher Graduate
School of International Business
Sustainable Development (Elective Course)
Instructor: Laura Strohm
“Is ‘sustainable development’ a revolutionary idea or a tired cliché? An expression of concern for
future generations, or only a strategic compromise? Many groups are quite happy to leave the
definition of sustainable development in abstract limbo, or alternatively, to expend extensive
theoretical effort in search of precise definition. We examine the question of whether and how one
would actually implement sustainable development in various international settings. The literature
and conceptual history of sustainable development, and the agendas of organizations charged with
that implementation task are covered, along with sustainable agriculture, urban design, and forestry as
case studies.”
For additional courses on related subjects, search 1,672 descriptions at Beyond Grey Pinstripes.
NOTABLE TEACHING MATERIALS:
Materials referenced are meant to represent the diversity of related teaching resources available
at Caseplace.org. Most are available as free downloads to registered faculty members.
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A Closer Look at Business Education
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■ Case Study: Innovating: Monsanto versus DuPont
Source: Marcus, Alfred A. 2006. Winning Moves: Cases in Strategic Management. Marsh
Publications: Lombard, IL.
This case examines why the need to apply biotechnology to agriculture originally arose and how
Monsanto and DuPont became involved. Given the opposition that exists to this technology, the case
asks what these companies should do next.
■ Case Study: Monsanto Europe (A&B)
Source: Richard Ivey School of Business (2002)
Monsanto, one of the world's largest producers of commodity chemicals, had decided to focus its
operations on the biotechnology and pharmaceutical industries. The first shipment of genetically
modified soybeans arrived in Europe in November of 1996. Genetic engineering promised to reduce
the use of pesticides and curtail world hunger. Therefore, Monsanto was dismayed at the powerful
opposition that developed over the next few years.
■ Case Study: Agriculture Canada: Adoption of the Poultry Condemnation Program- CDXP
Source: Richard Ivey School of Business (1998)
After spending many months developing and testing a new tracking and reporting program called
CDXP, an end-user with the Department of Agriculture's Food Production and Inspection Branch in
Alberta, Canada, must decide on an action plan to convince his superiors at Agriculture Canada, the
Corporate Information Systems group and poultry processors to adopt this program.
ONGOING QUESTIONS:
■ How will the consumer trend towards organic and “all-natural” foods affect agriculture
business programs, if at all?
o Will this trend draw more attention to the agriculture sector in non-agriculture
focused MBA programs?
■ In agriculture MBA programs, how much opportunity is available for new insights from
new people, especially those with potentially relevant scientific backgrounds?
■ What role does/should business play in anticipating and responding to increasing public
concern about rising levels of obesity? (For a case study related to the opportunities and
challenges for business in response to the so-called “obesity epidemic,” see: “Kraft Foods
and the Public Debate on Obesity”, written by Dr. Mary C. Gentile.)
RESOURCES:
BeyondGreyPinstripes.org – World’s biggest MBA database, including detailed records on 1,672 courses,
1,730 extracurriculars, and 216 research articles at 128 schools on six continents.
CasePlace.org – A free and practical on-line resource for up-to-date case studies, syllabi, and innovative
teaching materials on business and sustainability. Created for the educators who will shape our next
generation of business leaders!
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A Closer Look is a monthly series of briefing papers on topical issues in MBA education, based on the research and programs of the
Aspen Institute. The Aspen Institute Business and Society Program works with senior corporate executives and MBA educators to
prepare business leaders who will effectively manage the financial, social, and environmental impacts of the private sector.
Contact Justin.Goldbach@aspeninstitute.org to order reprints or to offer feedback.
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