CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Academic specialization, double majoring, and the threat to breadth in academic knowledge
Tác giả
Pitt R.; Pirtle W.N.L.; Metzger A.N.
Năm xuất bản
2017
Source title
Journal of General Education
Số trích dẫn
4
DOI
10.5325/jgeneeduc.66.3-4.0166
Liên kết
Tóm tắt
This article examines the relationship between academic specialization and student exposure to a range of academic domains of knowledge. It uses a concentration measure—the Herfindahl-Hirschman Index—to investigate whether students who choose single majors or double major are more or less concentrated in nine domains of knowledge most postsecondary institutions consider to be the intellectual core of a liberal arts general education. The results, based on an analysis of 240 undergraduate transcripts, indicate that—relative to single majoring—choosing similar majors (hyperspecialization) significantly concentrates student learning and choosing very different majors (hypospecialization) leads to more breadth. © 2019 The Pennsylvania State University, University Park, PA.
Từ khóa
Academic specialization; College majors; Double majors; Higher education; Liberal arts education
Tài liệu tham khảo
Adelman C., Principal Indicators of Student Academic Histories in Postsecondary Education, (2004); Aloi S.L., Gardner W.S., Lusher A.L., A framework for assessing general education outcomes within the majors, Journal of General Education, 4, pp. 237-252, (2003); Richard A., Josipa R., Academically Adrift: Limited Learning on College Campuses., (2011); Paul A., David L., Thurston D., Tania L., New evidence on college remediation, Journal of Higher Education, pp. 886-924, (2006); Gary B., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Belfield C.R., Levin H.M., The effects of competition between schools on education outcomes: A review for the United States, Review of Educational Research, 72, pp. 279-341, (2002); Benander R., Lightner R., Promoting transfer of learning: Connecting general education courses, Journal of General Education, 3, pp. 199-208, (2005); Bodenmargaret A., A Creative Mind: Myths and Mechanisms, (2004); Derek B., Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why they Should Be Learning More, (2006); John B., Michael L., Turner S.E., Increasing Time to Baccalaureate Degree in the United States, (2010); Braswell L., The “Princeton Review” Guide to College Majors, (2010); Steven B., The Future of The City of Intellect: The Changing American University, (2002); Brint S., Proctor K., Murphy S., Lori T.-B., Robert H., General education models: Continuity and change in the U.S. undergraduate curriculum, 1975– 2000, Journal of Higher Education, pp. 605-642, (2009); Brint S., Riddle M., Turk-Bicakci L., Levy C.S., From the liberal to the practical arts in American colleges and universities: Organizational analysis and curricular change, Journal of Higher Education, pp. 151-180, (2005); Camille C., Mary F., Margarita M., Douglas M., Taming the River, (2009); Charles M., Bradley K., Equal but separate? A cross-nationalstudy ofsexsegregation in higher education, American Sociological Review, 4, pp. 573-599, (2002); Davies S., Guppy N., Fields of study, college selectivity, and student inequalities in higher education, Social Forces, 4, pp. 1417-1438, (1997); Alison D.R., Joni H., Double your major, double your return?, Economics of Education Review, pp. 375-386, (2008); Ellisonchristopher G., Burrjeffrey A., McCallpatricia L., Religious homogeneity and metropolitan suicide rates, Social Forces, pp. 273-299, (1997); Kimberly G., Ann M., Who studies the arts and sciences? Social background and the choice and consequences of undergraduate field of study, Journal of Higher Education, pp. 497-538, (2006); Guertin E., Helping students design an education, Journal of General Education, 2, pp. 131-138, (2015); Hurtado S., Astinalexander W., Deyeric L., Varieties of general education programs: An empirically based taxonomy, Journal of General Education, 40, pp. 133-162, (1991); Jacobs J.A., The sex-segregation of fields of study: Trends during the college years, Journal of Higher Education, pp. 134-154, (1986); Jacobs J.A., Gender and academic specialties: Trends among recipients of college degrees in the 1980s, Sociology of Education, 68, pp. 81-89, (1995); Monica J., Robert C., Elder G.H., Students’ attachment and academic engagement: The role of race and ethnicity, Sociology of Education, 4, pp. 318-340, (2001); Johnson M., Elder G., Educational pathways and work value trajectories, Sociological Perspectives, pp. 113-138, (2002); Rosabeth K., The Change Masters: Innovation for Productivity in the American Corporation, (1983); Clark K., The Uses of the University, Th Edition, (2001); David K., Shakespeare, Einstein, and The Bottom Line: The Marketing of Higher Education, (2003); Lariviere V., Gingras Y., Archambault E., The decline in the concentration of citations, 1900–2007, Journal of the Association for Information Science and Technology, 4, pp. 858-862, (2009); Donald L., Powers of The Mind: The Reinvention of Liberal Learning in America, (2006); Baccalaureate and beyond Longitudinal Study, Power Stats, (2012); Mark O., Peters M.A., Neoliberalism, higher education, and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 3, pp. 313-345, (2005); Pascarella E., Terenzini P., How College Affects Students: A Third Decade of Research, (2005); Richard P., Steven T., Double Majors and Creativity: Influences, Impacts, and Impacts, (2013); Stephen R., The Herfindahl-Hirschman Index, Federal Reserve Bulletin, pp. 188-189, (1993); Stephen R., Market share inequality, the HHI, and other measures of the firm composition of markets, Review of Industrial Organization, pp. 657-674, (1995); Josipa R., Tania L., What can you do with that degree? College major and occupational status of college graduates over time, Social Forces, 89, pp. 389-416, (2010); Root-Bernstein R.S., Music, creativity, and scientific thinking, Leonardo, pp. 63-68, (2001); Root-Bernstein R.S., Bernstein M., Garnier H., Correlations between avocations, scientific style, work habits, and professional impact of scientists, Creativity Research Journal, 2, pp. 115-137, (1995); Dina R., Social disorganization and parochial control: Religious institutions and their communities, Sociological Forum, pp. 339-358, (2000); Sampson R., Linking the micro-and macrolevel dimensions of community social organization, Social Forces, pp. 43-64, (1991); Schneider C., Liberal education: Slip-sliding away, Declining by Degrees: Higher Education at Risk, (2005); Theodore S., Investment in human capital, American Economic Review, pp. 1-17, (1961); Shore C., Beyond the multiversity: Neoliberalism and the rise of the schizophrenic university, Social Anthropology, 1, pp. 12-29, (2010); Simpsonedward H., Measurement of diversity, Nature, (1949); New dimensions for general education, Higher Learning in America, pp. 243-258, (1993); Isaac T., A review of concentration, diversity, or entropy metrics in economics, finance, ecology, and communication science, International Journal of Interdisciplinary Social Sciences, 4, pp. 53-60, (2007); Taylor P., Parker K., Fry R., Cohn D., Wang W., Velasco G., Dockterman D., Is College Worth It? College Presidents, Public Assess Value, Quality and Mission of Higher Education, (2011); Thompson C.A., Eodice M., Tran P., Student perceptions of general education requirements at a large public university: No surprises?, Journal of General Education, 4, pp. 278-293, (2015); Bert U., Liberal Education and The Corporation: The Hiring and Advancement of College Graduates, (1989)
Nơi xuất bản
Penn State University Press
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus