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Moderator:
Ross DeVol, Director, Regional Economics, Milken Institute

While there is disagreement about the how the relationship between universities and the business sector is evolving, more corporations are looking to gain a competitive advantage by using university research.

The relationship change makes sense, according to Arthur Carty, the national science advisor to the Canadian prime minister, because it gives firms access to the best and the brightest people, opens a window to cutting-edge research and allows firms to cut back on their own R&D costs. However, Kevin Cullen of the University of Glasgow disagreed. While acknowledging that even Lord Byron, who wrote over a hundred years ago, knew that a university′s role was to create and disseminate information, the change today was in people's expectations from research institutions.

Regardless of their viewpoints, as the role of universities in R&D change, there is a need to bridge the cultural gap between academia, governments and private industry. Key roadblocks to the university-industry interactions are cultural and motivational differences.

Cullen believes there are two types of research. The first type is "outreach," where the universities disseminate research for the public good without any expectation for money back. The second is outcome-based research, which takes the research to the marketplace.

Cullin estimates that as little as 5 percent of university research has any value in the marketplace. Since the majority of university research is not viable for the private sector, universities use a different measure of success: the impact on society. This measure obviously conflicts with the way business measures its success. Therefore, John Fraser of the Association of University Technology Managers, noted that universities cannot be the key innovators in the economy, but rather key players.

Speaking for the business sector, Wayne Johnson of Hewlett-Packard Co. noted that most companies do not know how to approach the relationship. And universities are fearful that they will not retain the intellectual property rights for their ideas. Instead, he said, universities and firms must look to build a relationship of trust through information sharing.

Because negotiations for the sharing of information with U.S. universities have been time-consuming and often difficult, many firms are now looking to foreign universities, where negotiating is less cumbersome.

Fraser noted that his section of the university, the Offices Technical Transfer (OTT) division, is generally looked upon as the "bottleneck of the process" between researchers and business. There are problems in the system, he acknowledged, adding that a detailed assessment of the "knowledge chain management" would be helpful so that OTTs can become more efficient.

Lesa Mitchell of The Ewing Marion Kauffman Foundation noted that one way to assist in this process is for universities to encourage faculty entrepreneurship by hosting sessions between the business industry and the community, and perhaps evaluating professor′s success beyond the number his or her publications.

Carty noted that government can be a catalyst for the movement of research into the universities by creating an environment and incentive for the small business spin-offs around universities. In the end, all the panelist agreed that the structure of the relationship must be improved in order to improve the efficiency between government, business and universities.

Moderator:
Susan Sclafani, Managing Director, Chartwell Education Group

The United States ranks 20th of 29 developed countries in secondary graduation rates and 24th in fifth-grade problem solving, despite spending more on elementary and secondary education than all but one nation. So why is U.S. educational productivity declining? How will U.S. graduates remain competitive in the global economy? These questions and others were tackled by policymakers and practitioners from across the educational spectrum.

"It is time to rethink the American educational system," said panelist Dennis Vicars of Human Services Management Corp. Vicars noted that the U.S. public school system has been largely unchanged over the past 40 years and is designed to prepare children to work in an agrarian or assembly-line economy. Such a system does not prepare students for the rapidly changing and highly competitive global work force. Instead, the panelists agreed that students must be creatively prepared to learn throughout their lives. We must, in the words of Ohio Superintendent of Public Instruction Susan Zelman, design a fluid "womb-to-tomb" public education system to drive economic growth in the 21st century.

An effective "womb-to-tomb" system must begin with strong early childhood education programs. Gov. Tom Vilsack of Iowa surprised many by saying that he considered pre-kindergarten education programs the most single most important item in the state budget. Eighty percent of a child′s long-term academic potential is predicted by educational attainment at age 6, and early childhood programs can have a dramatic impact on narrowing achievement gaps between socioeconomic groups. Vicars noted that early childhood programs include some of the most exciting and innovative curricula in the U.S. educational system, and he stressed the importance of preserving the uniqueness of these programs while expanding them to the masses.

In addition to early childhood programs, our educational system must also allow workers to acquire new skills through post-secondary opportunities available throughout their lives. Harriet Arnone of New York Institute of Technology and Susan Sclafani of the Chartwell Education Group noted that adult learners tend to be more focused than younger college students, and that the ability to cater to these learners and allow them to constantly adopt new skills will be the key to long-term economic growth and a strong middle class.

The panelists also explored other characteristics of a superior public education system for the 21st century. A better system would include both high-quality mass education and deep academic opportunities for the most talented students, said Sclafani. Vicars noted that a superior system would have roles for public and private entities, with government creating high standards and private entities providing choice and quality to enable a variety of pathways for different types of learners. Vilsack noted that the American business community needed to take responsibility for defining the expectations and goals of our public education system, while Zelman called for the engagement of businesses and higher education in the creation of new school models. Finally, Arnone stressed the importance of basic literacy skill development to long-term success in a wide range of disciplines.

The comments by listeners in the interactive portion of the panel highlighted the importance of better communicating the crises in American education. Many of the listeners expressed shock at America′s low educational productivity and questioned the data. After the panelists clarified and affirmed their statistics, it became clear that more public dialogue about the quality and performance of our schools needed to take place. National leaders and candidates for national office must do a better job, Gov. Vilsack said, of galvanizing public opinion and support for the many changes that must occur in the US educational system.

Moderator:
Betsy Zeidman, Director, Center for Emerging Domestic Markets, Research Fellow, Milken Institute

Corporate foundations face a variety of questions as they formulate their giving strategies: How can they make the most impact with their donations? How can they even measure that impact? Should their giving strategies align with their corporate strategies? What is the role or opportunity for a corporate foundation in driving social change? What role should employees and other stakeholders play in corporate philanthropy? How do they balance their responsibility during disasters such as Hurricane Katrina or the Asian tsunami with the expectations of those relying on their existing programs? What are the implications of new governance requirements affecting foundations? In many cases, the corporate foundations may have different concerns than their counterparts in the private or community foundation world. This private roundtable will enable key leaders in corporate philanthropy to discuss areas of interest, share best practices and identify potential collaborations.

Preregistration for this invitation-only event is required. For information, contact the Events Department at 310-570-4605.

Introduction By:
Michael Klowden, President and CEO, Milken Institute

Moderator:
Michael Milken, Chairman, Milken Institute; Chairman, FasterCures / The Center for Accelerating Medical Solutions

The panelists in the lunch plenary discussed current global challenges, played off each other and the moderator, and engaged in a lively debate about the future of climate change and health care. It was interesting to note that despite their considerable collective expertise, they all confessed to uncertainty over the outcome of these global challenges.

They acknowledged, for example, that climate change is a problem but expressed uncertainty over the exact nature of that problem and its solution. It was noted that worldwide temperature changes have actually not been that dramatic, and that larger changes have actually been recorded at different times in the past. What is unique to the current situation, however, is the sharp increase in the level of CO2 in the atmosphere. Reversing this increase, they agreed, is perhaps the primary challenge the world faces if it hopes to prevent irreversible and potentially hazardous climate change.

The Kyoto Agreement is ultimately flawed, said Gary Becker, because it does not reduce CO2 emissions from the United States, China, India or any other developing countries. As an alternative to attempting CO2 emission reductions, the panelists were enthusiastic about the prospects for technological breakthroughs that might provide a method for reducing CO2 from the atmosphere, where the emissions tend to remain for a long time before breaking down. There is currently a great deal of government and private-sector research in this area.

Becker also proposed increased nuclear energy use In order to avoid fossil-fuel emissions entirely, Becker was a strong proponent for increased nuclear energy use in the United States. Mr. Becker noted that nuclear is a relatively clean and inexpensive energy source, and that many nations are already relying on it to a much greater extent than is the US.

A second significant problem is soaring health-care costs. As a society′s population ages, those costs increase significantly. In fact, the average annual expenditure for U.S. citizens over age 85 is more than $20,000. Additionally, there are fewer active workers to support each retiree, which results in slower economic growth. As a consequence, health-care costs consume an increasingly large proportion of economic output; they currently constitute 16 percent of U.S. GDP and 10 percent of world GDP, and these percentages are forecast to grow rapidly in the future.

One source of hope is that while medicine has high fixed costs, its variable costs are not that great. Therefore, the economic solution to caring for an aging population may involve greater reliance on medication, as opposed to doctor visits or hospital stays.

Not only are global populations aging rapidly, they are also becoming increasingly obese. Since 1980, the percentage of young people in the United States considered obese has soared. In the United States, one panelist noted, many people eat while engaged in some other activity, while in a country like France, eating is considered a primary activity. Plus, in America, portions tend to be 35 percent larger than in France.

In a study discussed at length by the panelists, more than a hundred variables were considered as possible causes for increasing obesity of America′s children. When all other factors were accounted for, it was determined that the principal reason for the increase since 1980 is a seismic shift in leisure activities from sports and other athletic pursuits to video games or Internet chat rooms.

There are no simple solutions, the panel concluded. Instead, a complex mix of government policies, business initiatives and individual choices will be necessary if we are to meet the challenges of the 21st century.

Moderator:
Ross DeVol, Director, Regional Economics, Milken Institute

The emerging importance of science and technology were emphasized in this discussion of U.S. competitiveness in the emerging global economy. Idea-centered employment held as the primary source of strength for America's future. The general consensus was that America must focus more on improving young students′ skills in innovating thinking, science and technology to ensure a foothold in the future global market.

Overall, the panelists' views were optimistic about the future of the United States. Expanding markets and off-shoring options were presented as opportunities for America's growth rather than threats to American workers. As Terry Semel, chairman and CEO of Yahoo! Inc. noted, emerging global economies mean new markets for U.S.-based companies. The increased profits earned through global expansion create more resources for a company′s growth and lead to a stronger U.S. economy.

Deborah Wince-Smith, president of the Council on Competitiveness, called off-shoring "best-shoring," further promoting the idea that global expansion contributes to American economic growth. Diana Farrell, director of McKinsey Global Institute and McKinsey & Co., pointed out that nearly a third of U.S. trade deficits come from U.S. foreign affiliate companies. Furthermore, the majority of employers in targeted sectors, such as services-based industry, are comprised of small to medium enterprise. The threat of these companies transitioning to overseas employment is not high enough to warrant concern. Overall, Americans do not need to worry about losing their current employment to off-shoring.

However, Juan Enriquez, chairman and CEO of Biotechonomy LLC, reminded the audience of the tentativeness of America′s current position. The trend is for nations and economies to shift, expand and collapse over time. While the United States may seem to be continuing its role as a major player in the global economy, Enriquez asserted that its position is no more guaranteed than was Great Britain's in 1902. America must stay on top of current trends and educate its children to be competitive in the shifting economy.

There seemed to be consensus that the United States' current strength and future potential lie in idea-centered employment. Cost of labor and commodity as measures of economic potential were downplayed. Wince-Smith labeled the future economy a "conceptual economy," based on innovation and ingenuity. U.S. employment is heading toward more thought-type work and away from manufacturing. Insight and ingenuity seem to be America's strength. Semel pointed out that the majority of highly complicated Yahoo! R&D is performed by American employees. Therefore, it seems likely that America will need to encourage forward thinking in its future workers to maintain global competitiveness.

Panelists listed education as the primary tool for fostering such forward thinking. Enriquez reminded the audience of the emerging biotechnology field. He sees enormous opportunities for growth and knowledge expansion in the future. He expressed concern that America is not doing enough to prepare its children for these opportunities. He called for vast improvements in the American educational system to prepare students to be competitive in the future global economy.

Panelists regarded science and technology as essential fields, but also emphasized arts and culture. In fact, combining skills from multiple areas was seen as the greatest potential for future innovation. Science and art can build on each other. As Terry Semel put it, students must learn to "think out of the box," and the mixture of multiple areas can encourage this.

While the global economy was not seen as a threat to America, panelists felt that the innovative, scientific, and technology-producing quality of American workers must be enhanced for future success. If the United States takes advantage of employee ingenuity, the expanding global economy may actually presents new opportunities for economic growth. Americans should not worry about job loss due to off-shoring, but should focus on becoming more competitive in an idea-centered economy.

Moderator:
Stephen Goldsmith, Daniel Paul Professor of Government, Director, Innovations in American Government Program, Harvard University; Senior Fellow, Milken Institute

American education is in a state of crisis that, if left unaddressed, may compromise the nation's leadership position in an increasingly competitive world. However, all is not lost: Effective and targeted philanthropy can play a critical role in improving K-12 education in America.

Philanthropic spending in education is only a fraction of that spent by local, state and federal governments ($1.5 billion versus more than $400 billion in 2005) but represents a significant proportion of the discretionary funds available for reform. Regardless of the focal unit, whether it is students, individual schools, classrooms and teachers, or school districts, the panelists agreed that innovative approaches are desperately needed. They shared the challenges and triumphs they have encountered while working at each of these levels.

Tennis star Andre Agassi discussed the critical success factors for his charter school in inner-city Las Vegas, which has received national recognition for its effectiveness in raising the performance of students. His vision for the Andre Agassi College Preparatory Academy is to show that education can be a "different experience." His charter school's use of eight-hour school days, performance-based teacher contracts and stringent standards for student conduct and parent engagement have proved that such a transformation is not only possible, but highly effective.

On the other end of the size and scale spectrum, The Broad Foundation focuses on reforming large urban public school districts, which educate more than 40 percent of America's schoolchildren. Dan Katzir of the foundation emphasized the critical role of leadership at the superintendent level -- "great principals make great schools" -- and described the foundation's focus on developing and placing talented managers from both within and outside the education sector. The foundation employs rigorous performance and accountability measures for its grants, investing not only money, but intellectual capital and resources to make a difference for urban public schools.

Several of the panelists mentioned the need for engagement from all sectors, and Stanley Litow of IBM demonstrated the role that corporations can play in catalyzing innovation in education. "Great schools require great teachers," he noted, adding that the IBM foundation has developed an innovative program to train and support individuals interested in second careers as teachers, particularly among the ranks of retiring IBM employees. In addition, the foundation is developing a portfolio of creative, interactive educational lesson plans to help support teachers in the classroom.

Thomas Boysen of Classroom Solutions disagreed with Litow that better teachers are the answer. Instead, he argued, the key is that education must develop a "lust for innovation," both within and without the system. One critical component is accountability for results, founded on clear standards and constant feedback. Although many critics argue that tests can "dumb down" teaching, Boysen argued that the opposite is equally true. The No Child Left Behind Act demonstrates that effective tests are the best way of elevating standards, he said, noting that he is optimistic that this orientation toward results will lead to significant improvements over the next few years.

Education experts agree that there are no easy solutions to the growing education crisis. However, today's panelists have demonstrated that philanthropic efforts can make and are making significant contributions. Education reform is not only possible, but also critical to the future.

Moderator:
Ted Mitchell, President and CEO, NewSchools Venture Fund

Attendees will be able to listen in as members of California Gov. Arnold Schwarzenegger's Advisory Committee on Education Excellence meet at the Global Conference. The committee is charged with developing policy proposals that will help raise the performance of the state's schools. Their recommendations to the governor and secretary for education will focus on school finance, governance, teacher recruitment and retention, and administrator preparation and retention.

Speaker:
Juan Enriquez, Chairman and CEO, Biotechonomy LLC; Author, Untied States of America: Polarization, Fracturing, and Our Future

Join us for an interactive conversation with Juan Enriquez, bestselling author, businessman and academic who is recognized as one of the world's leading authorities on the economic and political impacts of life sciences. Fortune magazine has called him "Mr. Gene." He is the author of the global bestseller, "As the Future Catches You: How Genomics and Other Forces are Changing Your Life, Work, Health and Wealth," and his most recent book, "The Untied States of America: Polarization, Fracturing, and Our Future," which explores why some countries are successful while others disappear. He will focus his discussion with the audience on the question: What will the U.S. look like in 50 years?

Moderator:
Ted Mitchell, President and CEO, NewSchools Venture Fund

What role do America′s institutions of higher education play in global education? Will these institutions continue their primacy as the premier system of higher education in the world?

American secondary education has a fine tradition as the "engine of innovation in the U.S. economy," according to moderator Tom Mitchell of New Schools Venture Fund. Yet the current pace of globalization means that these institutions face challenges that are distinct from those addressed in the twentieth-century American education model.

American college graduates have traditionally lacked a global perspective. Eighty-seven percent of college-educated Americans cannot find Iraq on a map; 65 percent cannot find France. Overall, just one in five Americans has a passport. Panelists concurred that this is a problem in today′s world. As Ted Sanders of the Cardean Learning Group noted, "We ought to all get a steady diet of culture and international information." Primarily, however, panelists focused their discussion on meeting the international (non-U.S.) demand for American-style education.

Panelists used China as a case study of the changing face of global secondary education. High foreign direct investment, growing GDP, a demographic bulge in the 18- to 22-year-old population, and the single-child policy that results in the "little emperor" phenomenon -- where six adults invest in one child -- all mean that the demand for English-speaking, American-style education is increasing. Indeed, private education funding in China had a compound annual growth rate of 25 percent from 1994 to 2003.

The innovative responders to this challenge thus far have not been the traditional elite American universities or even public American universities, according to Edward Guiliano of the New York Institute of Technology. Instead, they are mostly private secondary education institutions. Guiliano characterized these institutions′ response as the "globalization of education," in which universities are thinking globally but serving people locally through on-site international offices and online learning. This enables local communities in the Middle East, for example, to meet the global challenges they face in a sustainable manner.

Yet panelists concurred that these institutions′ response to globalization, as well as that of their American and international counterparts, is still a work in progress. As Mitchell observed, "The globalization of competition in education and the response of American and international universities over time will be very telling."

The Milken Institute will preview its upcoming Mind-to-Market study, which examines the technology transfer and commercialization of university-developed intellectual property on a global basis, with a particular focus on biotechnology. The commercialization of biotechnology research from U.S. universities led to the formation of this industry, but research and commercialization efforts have gone global as most nations see it as a catalyst for creating knowledge-based jobs. The study will answer such questions as: How important are national innovation policies in spurring successful research? Which universities lead in biotechnology research? Who are the leaders in patenting activity? What role do investments in human capital in university technology transfer offices play? What are the economic returns to "star scientists?" Is there support for what countries like Singapore are doing to lure top researchers? Learn about the Institute′s novel approach to more accurately measure the professional technology transfer manager′s contribution.

Preregistration for this invitation-only event is required. For information, contact the Events Department at 310-570-4605.

Moderator:
John Kruper, Chief Learning Officer, Cardean Learning Group

Do you need a secret decoder ring to decipher this session's title? The students and new young workers collectively called "digital natives" certainly don't. For the millions of children and adults weaned on cell phones, video games and the World Wide Web, digital tools like weblogs (blogs), massively multiplayer online role-playing games (MMORPGs), community-authored websites (wikis) and social networking services (YASNS) are an integral part of their daily lives. The implications of this sea change in how users relate to technology go beyond the "technology as friend, not foe" level. These tools are providing fundamentally new ways for people to connect and learn. This roundtable session brings together a collection of leading researchers and opinion leaders to explain and discuss the new "web-2.0" world that is shaking up the traditional education and corporate-training establishments. Copies of David Weinberger's book, "The Cluetrain Manifesto: The End of Business as Usual," will be provided to session attendees.

Moderator:
Ted Sanders, Executive Chairman, Cardean Learning Group; former Acting U.S. Secretary of Education

A high school education is no longer sufficient in today's global economy. Yet, few can afford the cost of sending their children to a four-year college. This panel will explore how the changing labor force and the corresponding marketplace changes affect the role, scope and scale of community colleges. Some questions to consider: What are the barriers that keep 50 percent of those who complete community college from transferring to a four-year institution? What role might distance learning play in addressing this problem? How are community colleges dealing with the increased demand for limited facility availability? What international trends impact community colleges and how are they responding? Do workforce trends require the invention of new technical degrees at the AA and BA levels? If so, what are the trends? How are community colleges responding to the demand for additional elementary and secondary teachers? Are they entering partnerships with four-year institutions to prepare teachers? If so, what is the form and character of these relationships?

Speaker:
Michael Milken, Chairman, Milken Institute; Chairman, FasterCures / The Center for Accelerating Medical Solutions

Moderator:
Stephen Goldsmith, Daniel Paul Professor of Government, Director, Innovations in American Government Program, Harvard University; Senior Fellow, Milken Institute

As a growing body of evidence begins to pour in on the benefits of early-childhood education, leaders and educators are pressed to find out which educational approaches can actually make a difference. This panel will look at how and when government should start to educate pre-kindergartners, whether public resources should focus on all children or only those most at risk and which approaches offer the best long-term promise for results and at what cost.

Young children spend countless hours in the role of scientist. They examine, explore and discover how things "work" as they pursue an innate drive to understand their world. What happens to these natural scientists and explorers? Why, by high school, are 70 percent of second-year physics students male? What does the educational process do to that inquisitive young girl who once was eager to understand the science inherent in all things? How can we begin to transform science education, competitive science programs and current societal influences so that girls are prepared to compete in our global economy and workplace that demand mathematics- and science-based knowledge? How do we engage girls in science and benefit from the discoveries and contributions of fully half of our nation's potential scientists?

Moderator:
Lowell Milken, Chairman, Milken Family Foundation

In many of our nation's largest cities, more than 60 percent of students perform far below grade level in English and math. Drastic achievement gaps exist between white students and their African-American and Hispanic counterparts. And overall student performance nationwide remains flat, despite dramatic increases in K-12 education expenditure. This panel gathered to discuss what educational policies or programs needed to be implemented in order to reach a goal the national goal of 100 percent proficiency by 2014.

Lew Solmon of the Milken Family Foundation's Teacher Advancement Program (TAP) began by stressing the importance of teacher quality and the need to build systems to create and reward excellent teachers. A dollar spent on a teacher quality initiative has 10 times the impact of a dollar spent to reduce class sizes, he said, and teachers respond well to programs that encourage them to build careers and reward them for improving their teaching practice. He encouraged policy-makers to emulate systems designed by TAP that link strong professional development programs with performance pay initiatives.

Nina Rees of Knowledge Universe, stressed the importance of innovation and competition in America′s public schools. Charter schools, she said, serve as important "laboratories for school innovation," and their best practices can be replicated across their home school districts. She also shared data showing that districts with charter school competition have seen improved performance in their non-charter district schools, suggesting that competition can have a strong positive impact on student performance.

Ron Packard of K12 Inc. showed that innovative curricula and information technology could also have a strong impact on student achievement. K12 online education programs have shown strong performance in a variety of state and district implementations across the country. Packard attributes this success to an online curriculum that is easily and constantly improved and updated to reflect student and teacher feedback, creating high degrees of student engagement in the online format.

After these presentations, California Secretary of Education Alan Bersin was asked to discuss educational governance and local control of school districts. Bersin noted that the 20th century has seen increasing centralization of government institutions, and that the No Child Left Behind Act of 2001 was the first attempt to centralize the public schools over this period. There has been a further push, most recently in Los Angeles, for mayoral control in large cities. While Bersin stressed that mayoral control was not a panacea, it has the potential benefits of centralizing accountability and decision making.

Finally, former U.S. Secretary of Education Rod Paige was asked to share his thoughts on the improvements needed in the education system. After speaking on a variety of issues, Paige said that "we have not exhibited the political will to do what we need to do to fix our schools." This is partly because the public ahs not expressed clearly enough to its representatives and other leaders its dissatisfaction with school performance. It was clear from this panel that there are many great innovations and exciting reforms that can improve America's public schools, but that their implementation will require increased community and political engagement.

Moderator:
Patricia Sellers, Editor at Large, Fortune

Workers today require more education than ever before. Of the 30 fastest-growing occupations in the U.S. Bureau of Labor Statistics' 2006-07 Occupational Outlook Handbook, only three list short-term, on-the-job training as the most significant source of post-secondary education or training. Most require more: Eight require an associate's degree, 10 require bachelor's degrees and two require doctoral degrees. Yet American high schools are not adequately preparing students to meet these high standards. More than half of college freshmen entering two- and four-year institutions are under-prepared for college-credit coursework and must enroll in remedial courses in reading, writing and math. And U.S. students fare poorly when their performance on standardized tests is compared to students throughout the world. What subjects should schools be teaching? What skills should be taught? And what role should government - federal, state, or local - play in helping to advance these skills? U.S. Labor Secretary Elaine Chao is among those on this panel who will address these issues.

Moderator:
Kenneth Jaffe, Executive Director, International Child Resource Institute

As companies provide employee benefits that will nurture and sustain their workforce and best contribute to their return on investment, work-related child care is seen as a logical investment. Initial outlays for on-site or near-site child-care centers may be high, but many companies have experienced tremendous outcomes through this investment. Panelists on this roundtable will review their hands-on experience in the development and implementation of work-related child-care programs. These panelists have an inside track on the steps necessary and the desired outcomes reached through the successful enactment of work-related child care centers. They will review outcomes for children in high-quality child-care programs and compare companies with sites in numerous countries that have been successful in developing high-quality model child-care centers that serve their employees.