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Mineral Industry Education in the 21st Century – Trends and Changes


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Author Rose JM and Reynolds JO


This contribution by. The Australasian Institute of Mining and Metallurgy has three main thrusts. First, an Institute (and industry) view on academia and the need for more entrepreneurship at top academic levels, second the need to lift our technological game, and third, professionalism and the perceived role of mineral industry education. While I will deal with each of these separately they are of course inter- related and can be brought together under the frequently used, but insufficiently practised title, “communications”. First then, The Institute and industry view of academia. There are some academics in the audience and I imagine they may wish to reply to my remarks with an academic view of industry. That is not unreasonable. Like all human institutions, academic institutions vary in quality and characteristics. Some are successful and some less so. Some historically are well renowned. Others that were once successful schools have declined. Lesser known schools have grown into prominence. What is it that sets apart ‘good’ highly regarded schools from those that are not so well regarded? It comes down to one main ingredient – “leadership”. The strong mining schools in the past 100 years have been strong because they have had outstanding and clearly identified leaders. Strong clearly identified leadership has always had rapport with, and the support of the industry. The two go hand- in-hand, each nourishing and supporting the Other.