This study reports the findings of a National Science Foundation‐funded study* focused on providing solutions to the identified needs for curricular change in Advanced Technological Education programs. The purpose of this study was to explore the extent of competency gaps in science, mathematics, engineering, and technology (SMET) education graduates as perceived by business and industry leaders. Due to the nature of the research questions investigated in this study, the methodology was divided into three phases. Phase one employed a widely accepted multi‐step, scale development procedure to determine the domain of the subject matter. Phase two validated survey items. Phase three comprised two parts; part one prioritized SMET competency gaps. Part two utilized Hoshin quality analysis techniques to group, identify, and sequence thematic content areas for curricular development. This study found that SMET programs must extend the boundaries of their traditional curricula to include competencies such as: customer expectations and satisfaction, commitment to doing one's best, listening skills, sharing information and cooperating with co‐workers, team working skills, adapting to changing work environments, customer orientation and focus, and ethical decision making and behavior.

The article examines purchasing's role in achieving agility and competitive advantage. Using a Delphi study, this research investigated and identified buying behaviors that optimize a firm's relationship with key suppliers (Supplier-Oriented Purchasing Behaviors). Implications for managing agile purchasing strategies are discussed. BACKGROUND A THE "INTERPRISE" MODELThe Interprise Relationship Model 5 depicted in Figure 1 (see page 40) illustrates the three dimensions of interorganizational relationships among firms and their suppliers and customers. The three axes in this model (Enrichment, Reward, and Linkage) identify key management decisionmaking areas for facilitating mutually profitable interorganizational

Features of common problem-solving models in mathematics and science, as well as those found in business and industry today, are discussed. Commonalties in the models are used to advance a case for interdisciplinary or integrated instruction in mathematics, science and technology. The Integrated Mathematics, Science and Technology (IMaST) program's problem-solving model is presented as an example of a curriculum project that draws upon the commonalties in the problem-solving models as a basis for a seventh grade integrated curriculum.

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