Larry W. “Chip” Hunter, a scholar of human resource management and industrial relations, became dean of Washington State University’s Carson College of Business in March 2015. He aims to make Carson College the premier place in the Northwest for an undergraduate business education.
EARLY YEARS: I was born in Kansas, lived in Minnesota during grade school and moved west to Moscow, Idaho, when I was 12. My father was an administrator at the University of Idaho. My mother opened a children’s clothing store. My first paying job was washing dishes at Allino’s Hoagie Shop in Moscow. The place has been remodeled and is now called Gambino’s and is owned by Nancy Swanger, the director of our School for Hospitality Business Management!
WHY BUSINESS: I was curious about workplace conditions and how money creates opportunity. As a professor, I began to wonder if we could get students thinking about how they, as managers and leaders, can create opportunities for others.
EDUCATION: I got my master’s at Oxford University, where I worked for legendary professors of economics, politics and philosophy. I also learned to play cricket. While working on my doctorate at MIT, advisers encouraged me to get out from behind my desk and understand the world, focusing on questions that matter.
U.S. BUSINESS EDUCATION: We are very good at training students in technical business skills, and by encouraging them to take courses in liberal arts and sciences, we help them develop critical thinking and communication skills. At research universities, professors also do research and inspire rigorous ways of thinking about problems. That said, we don’t always do the best job of training students to translate their technical skills and abstract thinking into defining and solving real problems. We also don’t do a good job of teaching them to confront their mistakes and learn from failure.
CARSON COLLEGE: Employers want students who have all the required technical skills in things like finance and accounting and who are analytical, but they also want students who can communicate, collaborate, take initiative and be entrepreneurial. There isn’t enough time to teach all that separately, so one idea is to infuse a lot of that thinking into existing courses. Accounting students, for example, might use online “adaptive learning” technology to learn technical skills, but then work in groups in class explaining the concepts to each other and working on issues they don’t understand. That encourages collaboration. We have a task force looking at these kinds of approaches and how to diffuse it into the faculty.