I'm in a university dealing with this stuff and we get both ends at the same time, they (companies) want more immediate technical skills (e.g. programming) while also complaining that grads don't know their math fundamentals enough.
In an engineering department (as in not CS) I'd say the bias is overwhelmingly towards the math end of the spectrum, partly because faculty largely don't even keep up with the technology. You'd have to heavily revise your course constantly (imagine teaching how to use google products...). Plus it just feels less worthwhile teaching things that will become obsolete in a few years.
Oh and by the way we need to teach them to write better too. Kids can't communicate these days. And economics. And ethics. It ends up being a very tight squeeze we can cram in maybe two courses on programming if it's a top priority.
In an engineering department (as in not CS) I'd say the bias is overwhelmingly towards the math end of the spectrum, partly because faculty largely don't even keep up with the technology. You'd have to heavily revise your course constantly (imagine teaching how to use google products...). Plus it just feels less worthwhile teaching things that will become obsolete in a few years.
Oh and by the way we need to teach them to write better too. Kids can't communicate these days. And economics. And ethics. It ends up being a very tight squeeze we can cram in maybe two courses on programming if it's a top priority.