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Views from the Academy
Myers and Kitsuse (2000, p.222) observed that it was difficult to find not only ‘contemporary
scholarly writings with alternative futures as the object of sustained inquiry’ but also ‘course
titles in the curriculum that contain a future orientation’. This observation continues to ring
true, with honourable exceptions explained mostly by the research predilections of individual
faculty members. Digging deeper into curricula reveals more explicit engagement, but first
impressions indicate teaching programmes assembled largely from broadly generic titles and
highly specific topical descriptions. Across this spectrum, just how do programmes actually
deal with issues of uncertainty, change, strategic choice, prediction and forecast? Here I
summarise a short survey of 10 programmes in Australia and New Zealand, limiting
responses to undergraduate degrees which remain the cornerstone of professional education in these countries. The responses are not rigorously scientific, more a sampling of opinion
and attitudes, but they nonetheless serve my purpose in opening up the issue to exploration.


Original text

Views from the Academy
Myers and Kitsuse (2000, p.222) observed that it was difficult to find not only ‘contemporary
scholarly writings with alternative futures as the object of sustained inquiry’ but also ‘course
titles in the curriculum that contain a future orientation’. This observation continues to ring
true, with honourable exceptions explained mostly by the research predilections of individual
faculty members. Digging deeper into curricula reveals more explicit engagement, but first
impressions indicate teaching programmes assembled largely from broadly generic titles and
highly specific topical descriptions. Across this spectrum, just how do programmes actually
deal with issues of uncertainty, change, strategic choice, prediction and forecast? Here I
summarise a short survey of 10 programmes in Australia and New Zealand, limiting
responses to undergraduate degrees which remain the cornerstone of professional education in these countries. The responses are not rigorously scientific, more a sampling of opinion
and attitudes, but they nonetheless serve my purpose in opening up the issue to exploration.

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