One librarian's experience in an MBA program

Debbie Schachter, British Columbia Courthouse Library Society

When I was asked to write something on a librarian's experience with an MBA program, I tried to think of what specifically about the business and management topics that I have recently explored would appeal to librarians. As I thought about the courses I have taken during this past year, I realized that in each and every one of them -- yes, even "Supply Chain Management" -- there was information which is directly applicable to libraries. At the same time the seminars, presentations, and required research, have all proved to be interesting and I believe have contributed to an expansion of my knowledge horizon.

Let me provide some personal background. Like most librarians, the completion of library school did not mean the end of my educational path (although like many of you, I do recall vowing "never again" at graduation in 1990). In the ensuing years, although fully employed, I continued to feel the need to expand my education and knowledge base. I first began by enrolling in computer courses, then I completed the Technical Writing Certificate Program at SFU, and finally, I began to look into the areas of business and management. After several years in the same position -- Database Manager/Librarian at Pacific Press Library -- I was feeling the need for new challenges and some form of change, and I was hoping that an MBA might provide the impetus for finding a different type of employment, whether that be in a library or not.

SFU has several MBA programs and one caught my eye as I was browsing their website. The program is called the Management of Technology MBA and is intended for a younger audience than SFU's Executive MBA. It is specifically marketed to individuals interested in the high-technology industry. Lacking a business degree, I was required to complete a four-month preparatory program offered by SFU, which gave me my first taste of a business curriculum: Economics, Financial Accounting, Management Accounting, Marketing, Finance. I was terrified, especially as the program was condensed in order to accommodate those of us who were fully employed. To my relief, however, aside from the decimation of my social life, I found that not only was I perfectly able to complete the assignments and contribute to discussions, but I learned valuable skills and knowledge which I have since put into practice.

Coincidentally, in the fall of 2000, when I had just begun the prerequisite courses, I was offered a management position at the B.C. Courthouse Library Society, and I am pleased to report that I have been able to apply many of the principles that I have learned in the ongoing coursework, in my new position.

In January of 2001, I entered the MBA program as one of the 12 "flex cohort", sharing classes with the remaining 26 "accelerated cohort". The accelerated cohort completes four courses in two terms, followed by an applied project with the intention to be completed for graduation by November. The flex cohort, who enrolled January 2001, attend two courses a term, one day a week, and will continue to do so until graduation in spring 2002. All students form groups of four, for purposes of assignments and presentations, which are maintained until graduation.

In listing some of the course names, and you will understand that these are primary and practical studies, applicable in organizational environments of almost any size: the first term involved Strategic Management of Technology-Based Firms and Managing Technological Innovation. With the use of case studies (analysis of real business situations), readings, class discussions, guest speakers, and company-based projects, we were challenged to think outside of our individual perspectives to understand the complexities and the many alternative actions which senior managers must analyze and undertake on a regular basis. For a librarian who manages a department within a larger organization, for example, being able to understanding and contribute to the parent organization's business decisions provides you with the power to develop and communicate your own essential departmental strategies -- strategies that are inherently aligned with those of the parent organization. In the realm of innovation, as well, libraries or knowledge centres, are clearly an integral part of organizational learning and development, and if aligned and marketed properly within the organization they are an essential resource in developing organizational innovation.

Other courses are equally valuable to librarians: marketing, leadership, project management, even supply chain management and applied finance. In each course the applied and the theoretical are balanced in order to provide as much value to the students as possible. For example, in the applied finance course, students are challenged to come up with "an elevator pitch", present it, and develop the successful pitches in groups to ultimately create a real business plan for the project. Most librarians may think they would never need to undergo such an challenge, but anyone who is interested in starting their own business, such as in library consulting, will find the experience invaluable.

What I am trying to convey in this article is that it is the synthesis of all of the interrelated theories, concepts and knowledge, which is ultimately of the most value. In a lot of ways it is the common sense or tacit knowledge developed through years of experience, which is advanced and codified. Some of the most important skills I have learned are also based on the academic requirements for the presentations and report writing. In order to successfully complete each course, students are required to make presentations both individually and in groups, work together in groups to create cohesive and meaningful reports, work on projects as consultants in sponsor companies, and to develop a high level of competency in the productivity software used in major companies.

What special librarian does not have to regularly report, consider strategic business problems (although not couched in those terms necessarily), and communicate with the business departments in their own language? My experiences being challenged by my own group members, having to stretch my imagination, compromise, argue, and persuade, have been some the most rewarding experiences of the program

I am currently completing a course entitled Strategic Use of Information and Knowledge, which discusses IT management issues, looks at database design and knowledge management issues. The final course will be marketing, and I expect the concepts and the practical applications to be as applicable to libraries as to any for- or not-for-profit organization. I am currently also working on my applied project, researching organizational designs for a software development firm in Vancouver. I hope to complete the project, and the program, by mid-April, 2002.