ANTHONY DIGIOVANNI, Vice President and Regional Director, University of Phoenix

Adult education instructors often struggle with the problem of how to make classes relevant to the needs of business. Especially today, as business and workers adjust to a shifting economy, a work force with the right skills is essential. Anthony Digiovanni, who runs the Southern California division of the University of Phoenix, spoke with free-lance writer Anne Michaud about the changes he perceives. The Phoenix-based university opened its Fountain Valley branch in 1980 and offers bachelor’s and master’s degrees in nursing and business.

If you were out of work right now, what classes would you take that would be most marketable?

Very practically, one of our classes is career assessment. It talks about building a personal inventory of your strengths. I would probably also take some of the general management courses that would teach me how organizations work and how my skills might be transferable from one organization to another.

That’s the difficulty for people out on the street today. I think there’s some real soul-searching being done. Say, I’ve been a banker for 20 years. I may have to trade industries altogether, and that’s a very frightening proposition for many people.

Do you get specific requests from businesses? For example, do they tell you they need someone skilled in international finance?

They are telling us that remedial skills are necessary--and that can range from anything from basic writing to English grammar. (Others are) managing an intercultural environment, total quality management, the art of negotiation, quality control for manufacturing and government contract management.

Several business publications have said a master’s degree in business administration is worth less than it used to be. If somebody is concerned about that but wants to go back to school, what should be his or her strategy?

Industry is getting a little tired of the traditional student, as opposed to the non-traditional student. This is the 25-year-old who has gone through an undergraduate program, moved on to a graduate program and expects after graduation to walk into a job at $60,000 as a financial analyst or a staff member of a CEO (chief executive officer). That type of marketplace is disappearing.

People studying for an MBA (in) mid-career are usually supported by their corporations. Their supervisors or human resource personnel have given an endorsement. So I would distinguish mid-career MBAs from the MBAs who (have no work experience).

If you’re not going to study for a full MBA, is there another way to sharpen your skills?

The strategy is going to have to be lifelong learning. The days of going into one company at (age) 22 and thinking that we’re going to retire from that company--those days are long past.

I’ve seen many business articles that indicate that we may change careers (up to) five times. What that means, on the one hand, is you need a general set of managerial skills.

On the other hand, you need great flexibility. I don’t think the traditional programs will go away, but I think you will find many non-degree programs taking their place alongside of the degree programs.

The computer area is an interesting example. Our skill levels will need to keep up with (technological innovation) and the managerial implications of that.

Managers are, more and more, information processors. So, we feel very strongly about people coming back and updating their skills at different points in their careers.

What industries are students coming from?

Banking, aerospace, sales, health services administration.

During your tenure, you’ve had a big increase in your number of students.

Yes, actually it’s been almost three years now. We’ve grown from approximately 900 students (in 1989) at one location to about 1,900 at four learning centers and a number of other hotel locations around Southern California.

What is your strategy for attracting students?

The typical student is anywhere from about 25 to 40 years old. In the bachelor’s area, it’s someone that comes to us with probably a year to a year and a half of community college experience.

Basically, we have convenience of location. In the work force today, and especially in Southern California, where you can be at 6 p.m. to attend classes is a very big factor.

Also, all of our learning models are designed for that adult student. An example is how we choose our faculty members. We’re not looking for lecturers, we’re looking for facilitators.

That adult student brings a lot of experience and knowledge into the classroom.

It’s important not only to bring the instructor’s knowledge, but to draw from the group the experiences they’ve had in the marketplace.

But you do have a lot of competition. West Coast University, for example, has a similar approach. So, why such a big increase in student numbers?

First of all, the demographics would benefit any institution that’s out there today. If you look at the baby boomers, you’ll find, for the first time since the 1970s, that there are more people 25 and over going to college than there ever has been.

Have more people been coming back to school during the recession?

There’s been a slight decline in the last 12 months. We believe the war at the beginning of last year put a lot of people on hold.

The economy probably has worked to (educators’) favor in general, not only for the University of Phoenix.

You’re finding so many people who are structurally displaced (whose jobs have been eliminated industrywide), including, for the first time in a long time, many white-collar employees. These are factors that are driving people back to school.

On the importance of involving industry in education . . .

“Industry is our customer too, just as the individual student is.”

On the recession’s effect on higher education . . .

“We’re virtually acyclical. (The one difference is that) in times like we’re in now, we find more people coming to us for financial aid. They’re paying for the programs on their own; whereas in better times, there may be more company sponsorship.”

On basic skills . . .

“Both oral and written communication skills are something that industry is telling us are terribly lacking. People can’t write a business memo; people can’t write a project.”

On requiring students to study as a group . . .

“Part of the skill set that we’re trying to develop through the program is communication. Group study emulates what happens in the business community.”