Collaborate with members of the business community to improve programs, to develop new programs, and to provide student access to learning opportunities, such as internships.

“Collaborate with members of the business community to improve programs, to develop new programs, and to provide student access to learning opportunities, such as internships.” is a core task performed by Business Teachers, Postsecondary. Among the occupation's 25 rated tasks, workers place it 12th by importance (#14 most important). About 79% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Collaborate in the development of educational programs. in Communicating with Supervisors, Peers, or Subordinates

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T1.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 88% of that use is work-related
• 100% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Other tasks in this occupation

• Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, principles of marketing, and operations management. · importance 4.7
• Evaluate and grade students' class work, assignments, and papers. · importance 4.6
• Initiate, facilitate, and moderate classroom discussions. · importance 4.6
• Prepare course materials, such as syllabi, homework assignments, and handouts. · importance 4.5
• Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional organizations and conferences. · importance 4.5
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · importance 4.4
• Maintain student attendance records, grades, and other required records. · importance 4.4
• Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media. · importance 4.4
• Compile, administer, and grade examinations, or assign this work to others. · importance 4.3
• Maintain regularly scheduled office hours to advise and assist students. · importance 4.2
• Collaborate with colleagues to address teaching and research issues. · importance 4.0
• Advise students on academic and vocational curricula and career issues. · importance 4.0
• Develop and maintain course Web sites. · importance 4.0
• Perform administrative duties, such as serving as department head. · importance 3.9

See all tasks on the Business Teachers, Postsecondary page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-5674,
  title  = {Collaborate with members of the business community to improve programs, to develop new programs, and to provide student access to learning opportunities, such as internships.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-5674}
}