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Humanities and Social Science Courses in Undergraduate Engineering Curricula: The Case of the Arabian Gulf

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Title: Humanities and Social Science Courses in Undergraduate Engineering Curricula: The Case of the Arabian Gulf
Language: English
Authors: Webb, M. J.
Source: European Journal of Engineering Education. Jun 2008 33(3):367-380.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Social Sciences, Credits, Comparative Analysis, Humanities, Engineering Education, Foreign Countries, Graduation Requirements, Cultural Differences, Socioeconomic Influences, Undergraduate Study
Geographic Terms: United States
DOI: 10.1080/03043790802090216
ISSN: 0304-3797
Abstract: A comparative study was conducted between the minimum required number of humanities and social science credits for graduation at top-tier undergraduate universities in the US and similar, English-medium universities in the Arabian Gulf. It was found that on average the US universities required students to complete a higher proportion of humanities and social science courses than comparable institutions in the Gulf region. This finding is attributable to a range of social, cultural and pedagogical factors including, but not limited to, the traditional, conservative nature of societies in the Gulf. (Contains 2 figures.)
Abstractor: As Provided
Number of References: 40
Entry Date: 2008
Accession Number: EJ810746
Database: ERIC
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  Data: A comparative study was conducted between the minimum required number of humanities and social science credits for graduation at top-tier undergraduate universities in the US and similar, English-medium universities in the Arabian Gulf. It was found that on average the US universities required students to complete a higher proportion of humanities and social science courses than comparable institutions in the Gulf region. This finding is attributable to a range of social, cultural and pedagogical factors including, but not limited to, the traditional, conservative nature of societies in the Gulf. (Contains 2 figures.)
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