Development of “Digital Humanities” as a Liberal Arts Class at University

The purpose of this study is to explore the curriculum and educational contents of four Korean universities that are educating or plan to educate their students in the Digital Humanities, as well as to find and develop Digital Humanities classes suitable for one semester within their liberal arts education classes. As a result of the survey, the four universities were classified according to the affiliation of the students’ subject at each school and the level of programming related to data processing. A and B universities’ Digital Humanities major students were predominantly from liberal arts majors, C universities students consisted both of liberal arts and science and engineering majors, and D universities students’ majors were science and engineering. Universities from group A used basic Google apps and Excel, but D universities used higher-level programming languages. However, Digital Humanities classes at these universities are based on a three-step course: First, education involving basic concepts for Digital Humanities and basic tools for data analysis. Second, search for applicability to Digital Humanities through existing majors. Third, the practical application and creation of the Digital Humanities project. Accordingly, this study sought ways to effectively convey this three-step process in the short period of one semester and devised a detailed lecture outline.

Success beyond STEM: an analysis of educational background of the Fortune 50 CEOs

PurposeThe purpose of this article is examine some of the most successful contemporary global business leaders in relation to undergraduate institution and undergraduate major in order to examine the value and return of higher education programs for global business leadership. This is an important topic in the modern global context, as there continues to be an increasing global push toward deemphasizing and defunding liberal arts education in favor of science, technology, engineering and math (STEM) fields for college and university students around the globe.Design/methodology/approachThe educational backgrounds of the 2019 Fortune 50 CEOs were researched in relation to undergraduate institutions attended and undergraduate majors. The study also included an examination of graduate education, if applicable. Using available biographical information regarding the CEOs educational backgrounds, these business leaders were compared relative to the educational data.FindingsAn examination of the undergraduate educational backgrounds of the 2019 Fortune 50 CEOs revealed an exact split between 18 STEM majors, 18 liberal arts majors and 18 business majors, with 1 CEO who began university studies but did not graduate. Upon examination, it is also apparent that some majors were more directly related to a CEO's industry, while other majors ended up having little relation to the CEO's chosen career path.Practical implicationsThe results of this study contribute to the very important discussion concerning the long-term value of a college education. At both micro and macro levels, stakeholders are constantly questioning the ultimate return on investment of a college education, and examination of the 2019 Fortune 50 CEOs indicates that the choice of college major is only one ingredient in the overall recipe for professional success. For these business leaders, there were a wide variety of educational paths, in terms of college academic preparations, that eventually led to the very pinnacle of professional and leadership attainment.Originality/valueThis study demonstrates that a particular undergraduate field of study is not going to make or break a career, and the examination of these Fortune 50 CEOs indicates that one's ultimate career achievement is not simply relegated to the specific field of undergraduate major.

Evaluating Instructional Effects of Flipped Classroom in University

Flipped classroom provides the new ideas and ways for the innovation of university pedagogical mode. Nowadays instructors may apply this new approach to liberal arts majors in university class in order to make up for the problems of low instructional effects in traditional teaching method. From the subjective and objective perspectives, this research analyzes experimentally the similarities and differences of instructional effects among traditional teaching method, semi-flipped classroom approach and full flipped classroom approach in electronic business course in university. The results show that two kinds of flipped classroom approaches can produce better instructional effects relative to traditional teaching method. Moreover, semi-flipped classroom approach is more suitable for liberal arts specialties in university compared to full flipped classroom approach. Lastly, flipped classroom approach only achieves its instructional effects after a period of time.

A Community College Toolkit for Manufacturing Programs: Stakeholders Engagement and Collaboration

This paper describes the original intent and curriculum design of two manufacturing certificate programs funded by a National Science Foundation (NSF) Advanced Technological Education (ATE) award at a community college in Massachusetts. It also describes salient features of this project including a focus on recruiting Liberal Arts majors for emerging jobs in the manufacturing sector, as well as the requirement of an experiential learning component. The paper further discusses what the team learned about student recruitment and employer engagement over the next three years. It also discusses how the team responded to the emerging needs of the student and manufacturing community through collaboration and teamwork. Finally, the paper presents a set of tools and recommendations for institutions interested in developing new academic programs in manufacturing to engage with all the stakeholders including prospective students, departments and other partners.