Abstract
Some scholars speculate that humanities education, as compared to STEM education, may be better able to provide students with the most in-demand twenty-first century workplace skill: innovation. Due to the lack of empirical research on this topic, this study compares US humanities and STEM students’ college gains in their ‘propensity toward innovation’ (PTI) and the academic factors that contribute to it. Findings suggest that humanities students experience greater in-college gains in PTI and also that certain academic factors may be especially beneficial for STEM students in contributing to their development of PTI at the end of college.
Published Version
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