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The Next Generation of Innovators : = A Mixed Methods Analysis of Humanities and STEM Students' Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Next Generation of Innovators :/
其他題名:	A Mixed Methods Analysis of Humanities and STEM Students' Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences.
作者:	Tsang, Tiffany Lee.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438080133

The Next Generation of Innovators : = A Mixed Methods Analysis of Humanities and STEM Students' Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences.
Tsang, Tiffany Lee.

The Next Generation of Innovators :A Mixed Methods Analysis of Humanities and STEM Students' Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences. - 1 online resource (184 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2018.

Includes bibliographical references

In recent decades, higher education institutions have been increasingly called upon to prepare students for work after college. STEM programs in particular have been provided with increasing federal- and institutional-level support in order to meet the demands of a competitive global marketplace as well as to provide revenue generation for colleges and universities. At the same time, support for humanities programs, especially from the federal sources, have dwindled steadily since the 1970s. Although STEM degrees are perceived to be more relevant to the workplace and the economy, recent surveys of employers from different sectors of the economy have indicated that what they value most in recent college graduates is the ability to think innovatively. Due to extant literature suggesting that humanities undergraduate education may be better at fostering innovative thinking compared to STEM undergraduate education, this study sought to investigate if a difference indeed exists between humanities and STEM students' end-of-college propensity toward innovation (PTI).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438080133Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

The Next Generation of Innovators : = A Mixed Methods Analysis of Humanities and STEM Students' Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2018.
504 $a Includes bibliographical references
520 $a In recent decades, higher education institutions have been increasingly called upon to prepare students for work after college. STEM programs in particular have been provided with increasing federal- and institutional-level support in order to meet the demands of a competitive global marketplace as well as to provide revenue generation for colleges and universities. At the same time, support for humanities programs, especially from the federal sources, have dwindled steadily since the 1970s. Although STEM degrees are perceived to be more relevant to the workplace and the economy, recent surveys of employers from different sectors of the economy have indicated that what they value most in recent college graduates is the ability to think innovatively. Due to extant literature suggesting that humanities undergraduate education may be better at fostering innovative thinking compared to STEM undergraduate education, this study sought to investigate if a difference indeed exists between humanities and STEM students' end-of-college propensity toward innovation (PTI).
520 $a This mixed-methods study utilized national-level student survey data from the Higher Education Research Institute (HERI) for the quantitative phase and examined differences in outcomes between humanities and STEM students' PTI as well as academic predictors of PTI. Sixteen participant interviews were utilized in the qualitative phase to explore why these academic experiences were particularly impactful as well as why humanities and STEM students may experience differential outcomes in PTI. Findings from the study revealed that humanities students tended to leave college with higher PTI even after controlling for important background and institutional characteristics. Findings also revealed that impactful academic experiences were highly influenced by epistemological and pedagogical differences between undergraduate humanities and STEM education.
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