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The question is how to measure and quantify—and ultimately justify and act upon—the value of non-STEM majors to students, employers, and the governments that fund much of higher education. For many liberal arts colleges as well as humanities-focused departments in larger universities, it’s a pressing one.
It provides a level of assurance to students, employers, and other stakeholders that the institution meets certain standards for quality and effectiveness. Improved curriculum and teaching quality Access to resources and networking opportunities including conferences, workshops, and research opportunities.
It integrates skill-based courses to enhance students' employability and practical skills relevant to their chosen fields. CBCS facilitates seamless credit transfer between institutions, providing students with more educational mobility options.
Although the most obvious drivers for increasing interdisciplinarity may be instrumental (for example, perceived new income streams, improved graduate employability), the issue of interdisciplinary provision points to the heart of how universities are organised and the purpose of higher education.
Lucy Ridley Lucy Ridley is the Projects and Engagement Administrator at the Institute for Academic Development. We look forward to getting creative with you this coming year and to ensure you don’t miss out on any updates, please follow us on Twitter and Instagram @UoE_FCL and Facebook @FCLUoE.
She has also worked on the Implementation of the University’s Evolved model of Student Support, alongside supporting Student Representation structures across the University, and working to embed student involvement in decision making across educational and administrative spaces.
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