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SEG 45 Final_qx4 - Society of Economic Geologists

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8 <strong>SEG</strong> NEWSLETTER No 63 • OCTOBER 2005<br />

... from 7<br />

Presidential Perspective (Continued)<br />

and geochemical techniques, the intricacies<br />

<strong>of</strong> ore reserve estimation, 3-D computer<br />

modeling skills, strategic exploration<br />

design, mineral economics, and<br />

increasingly the social and humanistic<br />

skills required <strong>of</strong> geologists to secure<br />

social license for their company’s operations.<br />

As Bennis and O’Toole (2005)<br />

state, business is “a human activity in<br />

which judgments are made with messy,<br />

incomplete, and incoherent data.”<br />

Applied economic geology involves such<br />

“messy” data both in the science, but<br />

also in our inevitable interactions with<br />

people as part <strong>of</strong> the exploration and<br />

mining business.<br />

Given the existing divergence in our<br />

field between the academic and the<br />

applied, what is to be done? The first step<br />

is to recognize the problem. Bennis and<br />

O’Toole (2005) wrote that “The distinction<br />

between a pr<strong>of</strong>ession and an academic<br />

discipline in crucial.” In the early<br />

20 th century, economic geology was<br />

taught at both universities and at<br />

schools <strong>of</strong> mines—the latter largely trade<br />

schools for the mining industry. Schools<br />

<strong>of</strong> mines have essentially disappeared<br />

from the academic world or metamorphosed<br />

into institutes <strong>of</strong> technology. We<br />

cannot go backward to the trade school<br />

paradigm, but it may be worth trying, as<br />

Bennis and O’Toole (2005) suggest, “to<br />

strike a new balance between scientific<br />

rigor and practical relevance.”<br />

Accomplishing this task will not be<br />

easy and it will require commitment<br />

from both the academic and industrial<br />

communities. For many schools, practical<br />

relevance will not be an option. Most<br />

academic administrations will not have<br />

the patience to undertake the re-organization<br />

<strong>of</strong> what is a very small and generally<br />

unpr<strong>of</strong>itable (academic institutions<br />

are businesses too!) part <strong>of</strong> their<br />

organization.<br />

Industry needs to identify the few<br />

schools that have an orientation that<br />

will allow practical research and teaching<br />

to flourish. Critically, industry will<br />

have to provide significant financial<br />

support to ensure that school administrations<br />

nurture and follow such a path.<br />

Without such support there will be no<br />

incentive for schools to reward academics<br />

for applied research and for<br />

teaching students the practicalities <strong>of</strong><br />

mineral exploration and production. If<br />

the funding from “pure” research bodies<br />

such as NSF exceeds the money available<br />

from industry for “applied”<br />

research, universities will obviously follow<br />

the larger pot <strong>of</strong> funding.<br />

There is urgency to this task. Very few<br />

schools worldwide retain the ability to<br />

undertake the sort <strong>of</strong> applied research<br />

and education required by industry.<br />

However, the mining industry does not<br />

employ large numbers <strong>of</strong> people.<br />

Probably five schools worldwide could<br />

IMDEX/Cascabel –<br />

Fifteen years <strong>of</strong> geological consulting in Mexico . . .<br />

PAID ADVERTISEMENT<br />

provide the industry with the critical<br />

personnel needed. Schools themselves<br />

will not undertake this selection process.<br />

Without significant financial incentives<br />

from industry, all schools will choose the<br />

scientific route as a practical business<br />

decision. Only a significant and stable<br />

source <strong>of</strong> industrial funding will encourage<br />

some schools to look to a pr<strong>of</strong>essional<br />

education in economic geology as<br />

a worthy goal and a sound business<br />

decision.<br />

<strong>Economic</strong> geology is both a pr<strong>of</strong>ession<br />

and a scientific discipline.<br />

Individuals in both spheres are critical<br />

to our continued success at producing<br />

the commodities that the world needs in<br />

ways that are socially acceptable.<br />

However, we are at a crossroads where<br />

the world’s educational infrastructure is<br />

about to totally embrace the scientific,<br />

rather than applied, paradigm for economic<br />

geology. Industry needs to step<br />

up to the plate to ensure that education<br />

can deliver both science and pr<strong>of</strong>essional<br />

training. With this step, industry<br />

can ensure that it gets the best and<br />

brightest to move mining confidently<br />

into the 21 st century.<br />

REFERENCES<br />

Bennis, W.G. and O’Toole, J., 2005, How business<br />

schools lost their way: Harvard<br />

Business Review, v. 83 (5), p. 96–104. 1<br />

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• Extensive in-house computerized databases and hard copy files on<br />

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• Proven track record <strong>of</strong> project generation for clients<br />

URL: www.imdex.com<br />

E-mail: info@imdex.com<br />

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IMDEX Inc.<br />

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