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Table of Contents

Executive Summary
The discipline of liberal arts is currently at a crossroads. Enrolment figures are on the wane and public attitudes towards arts graduate students have become increasingly negative. Faculty members, university administrations, governments and students across a number of regions have identified the need for radical change within the discipline if it is to remain and thrive within tertiary institutions into the future. This appraisal was compiled to address the need for revolution within the liberal arts sector. The submissions gathered from various sources reflect the growing concern that the field has become stagnant and needs rejuvenation through innovative ideas being introduced into arts classrooms. One suggestion which has been proposed is the integration of new technologies into liberal arts course structures. After reviewing the options available to instructors within the discipline, the panel has concluded that the incorporation of new technology into liberal arts modules should go ahead. The region which has been proposed to kick-start this venture is North America, as Page | 3

it has long been considered an innovator and pioneer in both the fields of education and technology. As well as this, the bay area of San Francisco known as Silicon Valley has become a breeding ground for large technology companies and therefore opportunities exist for stimulating internships and luminary guest lecturers. The report has also taken into account the obstacles that faculty and students alike will have because of the foreign nature of the technology involved. These trepidations have been addressed through a number of recommendations, as outlined below. Despite these challenges, the panel feels it is still worthwhile to trial the combination of liberal arts and new technologies due to the expected outcomes for both student employment and future technology innovation. It is anticipated that the program will be implemented in universities in and around the bay area of San Francisco such as the University of Stanford by the second semester in 2013. Once the trial has proven successful, the administrative team at James Cook University would be prudent to implement the program given Townsvilles unique prospects for technological and regional development. Universities trialling the initiatives contained in this paper may have to make budget allowances for student access to technologies and training for faculty members. However, the revitalisation of the liberal arts within educational institutions should be consolation enough for university management. The measures supported in this review are designed to reshape the future of liberal arts programs by nurturing students skills and attributes that employers have expressed interest in. Such an initiative would in turn demonstrate the worth of the skills acquired within liberal arts programs, leading to an increase in enrolments and a positive public image for the discipline.

Recommendations
Recommendation 1 Encourage the nurturing of liberal arts students creativity and ability to think outside the box as these have been identified as key strengths of liberal arts graduates in the modern workforce (Section 1) Recommendation 2 Promote and publicise the current rejuvenation of the Arts in order to attract higher enrolment figures and alter the public perceptions of the liberal arts and its graduates (Section 1.1.) Recommendation 3 Page | 4

Look towards reducing the costs associated with study in the field of the liberal arts particularly modules which are based exclusively online (Section 1.1.) Recommendation 4 Initially integrate technology into liberal arts programs in the North American region this is because its track record indicates its status as a pioneer and innovator in relation to new technological concepts particularly in the Silicon Valley (Section 2) Recommendation 5 Integrate technology into not only classrooms (lectures and tutorials), but aim to inspire students to utilise new technology outside of the academic setting in order to increase their familiarity and encourage engagement (Section 3) Recommendation 6 Utilise on-the-cusp technologies as identified in Section 3.1. and encourage students to identify the strengths, weaknesses and any improvements that could be made to each technology Recommendation 7 Implement programs such as those carried out at James Cook University which will familiarise faculty with new technologies and provide ideas to engage students with digital media (Section 3.2.) Recommendation 8 Crack down on plagiarism, cheating and smartphone use in class in order to allay student apprehensions about technology within classrooms (Section 3.2.) Recommendation 9 Highlight to students the employment outcomes and pathways created by utilising new technologies within liberal arts classrooms (Section 4) Recommendation 10 Emphasise attributes such as teamwork, communication skills, listening skills and working productively within liberal arts classes as these have been identified as the characteristics considered most valuable to contemporary employers (Section 4) Recommendation 11 Evaluate institutions on a case-by-case basis to determine their suitability to implement the proposed combined discipline (Section 4.1.)

1. The purpose of engaging liberal arts students with future technologies

The discipline of liberal arts has come under close scrutiny in recent years, with students and teachers alike questioning the role of the arts in contributing to research and knowledge. However, the entrepreneurs and innovators of the Silicon Valley (Bay Area, San Francisco) have been wise to the integral part liberal arts students can play in developing new ideas and concepts for many years. Vivek Wadhwa, a senior research associate at Harvard Law School, says this of the Valleys current philosophy:

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Its commonly believed that engineers dominate Silicon Valley and that there is a correlation between the capacity for innovation and an education in mathematics and the sciences. Both assumptions are false, many [employees in Silicon Valley] have degrees in arts and the humanities (2011). Another example of this trend emerged in 2011 when former Apple CEO Steve Jobs utilised his keynote speech at Apples Worldwide Developers Conference (WWDC) to share his belief that true technological innovation can only be created with a fusion of technology and liberal arts. One reason for this developing belief amongst contemporary technology kingpins is that the concepts taught within liberal arts (such as thinking from diverse perspectives, creativity and analytical writing and thinking) tends to create more open and curious minds. The skills that are learnt within a modern liberal arts degree means that students are capable of questioning themselves and their perceptions as well as thinking beyond the obvious, abilities that are undoubtedly valuable to companies like Apple. As Jobs stated in his keynote address: Were not just a tech company, even though we invent some of the highest technology products in the world. Its the marriage of technology plus the humanities and the liberal arts that distinguishes Apple. Creativity is not a concept, its like any skill; a disposition you have to nurture (Tessandier, 2011). Nurturing students creativity is a central tenet of the liberal arts, and one that must be fostered if the discipline is to have continued relevance into the future. Technology is just one area in which arts students knack for ingenuity can be capitalised upon, however with the current boom of the digital age it also appears to be the easiest and most obvious to integrate with arts modules. By encouraging arts students to engage with modern technologies, they will most likely be able to contribute to future banks of knowledge through their cultivated capacity to innovate. Arts students ability to think outside the box could also lead to improved or entirely new technologies. As well as this, introducing technological advancements into the academic realm more generally in the US has led to a number of perceived benefits, as detailed in Figure 1. The benefits listed in Figure 1 are strikingly similar to those listed on the James Cook University learning technologies website, and demonstrate the similarities between regions as well as the transferability of ideologies formed in this report (JCU, 2012). It is critical that we engage these students with new technology as the discipline of the arts has rightly been identified as a useful tool for innovation and creation in this capacity. Engagement with technologies should assist more arts students to find their place in university, research and future employment contexts.

1. The importance of refreshing concepts within the liberal arts

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There are a number of challenges facing contemporary liberal arts programs, as highlighted by Kuttainen et al: while once the foundation stone of a university education, the Bachelor of Arts degree has lost its prominence in a contemporary profession-focused, employment centred tertiary landscape in which students face rising tuition costs (2010, p. 1). The impact of the arts increasing lack of eminence has been felt in education institutions worldwide, particularly in the United States where small liberal arts colleges rely on the status of arts programs for enrolments. This downward trend of enrolments and therefore turnover is emphasised by Oakley (2005), who notes that between 1967 and 1990 some 167 liberal arts colleges disappeared from the academic landscape, either due to forced closure or merger. In todays difficult job market, it seems that students fear that liberal arts degrees are simply not worth the hefty price tag of college tuition. As Saturen (2010) notes: A college degree is no longer a dependable ticket to a middle-class lifestyle Recent graduates are not finding a higher education advantageous amid the economic downturn. The job market for college graduates dropped 40 percent in 2009, and for many graduates lucky enough to find employment, the recession has meant taking low-paying retail or customer service jobs while struggling to pay off student loans. It is therefore important that liberal arts programs tailor curriculums towards the needs of regional corporations and the wider job market. One way this could be achieved in the United States is through engaging students with new technologies. Saturen (2010) also notes that this worrying pattern of low enrolments could mean that the liberal arts and humanities could be restricted only to those rich in capital in the future. The implications of this prospect would be profound on society. As Saturen highlights: A broad-based higher education provides an environment that fosters the critical thinking skills that are the hallmark of informed, responsible citizenship. Disparity in education equals disparity in power. By making a well-rounded education available only to the elite, we move one step closer to a society of two classes: one taught to think and rule and another groomed to follow and obey (2010). By providing students with inexpensive access to the liberal arts and the tools necessary to gain relevant employment post-graduation, it is hoped that faith will be restored in liberal arts colleges all across America and this important discipline can continue influencing young academics.

2. Why North America is consummate to deliver on this vision

America has been at the forefront of technology advances in the decades since World War II. In 2009 alone the region produced a staggering 177,000 information technology publications, a highly impressive 23% of the global total technology resource and trade papers (See Figure 2).

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The US also boasts an area in Northern California and the San Francisco Bay area commonly referred to as Silicon Valley, which augments its reputation as a region on the forefront of innovation. Originally the term Silicon Valley was coined as a result of the high number of industries utilising silicon in the production of semi- conductors and computer technology within this concentrated geographical area. The high number of tech businesses in this area includes such well-known and respected technological pioneers such as Apple, Yahoo, Symantec, Adobe and Hewlett Packard. Reflecting this disproportionate number of technology specialist businesses in the area, the AeA (American Electronics Association) represents at least 3000 companies that fall within the Valley alone (Colliers International, 2012).

Although technological advancement and growth has become widespread all through the North American region, the Silicon Valley stands as the exemplification of invention which makes the area most appropriate for revolutionary concepts. The Silicon Valley and the companies that preside within this area have a rich pool of resources from which to draw new ideas by gleaning professional graduates particularly in the sciences, liberal arts and technology. The partnerships that exist between companies within the valley and educational institutions such as Stanford University have been instrumental in the development of this area (Markoff 2009).

3. What exposure to liberal arts students currently have with technology?

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No previous generation has been more at ease and confident with modern technologies than todays young tertiary students. Most of Generation Z has grown up immersed in computing and digital novelties instead of a notepad and pen it is not uncommon for modern university students to come to class armed with a laptop or a smartphone. The Educase Centre for Applied Research (ECAR) conducted a study in 2004 which highlighted the engagement current college students in the US have with modern technologies. The study surveyed 4 500 students from 13 major universities across the US. The technology ownership of respondents can be seen in Figure 4.

Oblinger and Oblinger (2005) describe these digital-age students as the Net Gen and characterise them as digitally literate, connected, multitasking individuals who are likely to be visually oriented learners (p. 11). Higher education institutions have had to adapt to these changes in the abilities of their students, and therefore modern universities are heavily reliant upon information technology for a variety of applications. Professor James Duderstadt from the University of Michigan highlighted this reliance during the Glion III conference in Switzerland: Our management and administrative processes are heavily dependent [upon technology]. Research and scholarship are also highly dependent upon information technology, for example, the use of computers to simulate physical phenomena, networks to link investigators in virtual laboratories and digital libraries to provide scholars with access to knowledge and resources (2001, p. 2). Despite this increasing engagement with technology across all facets of college life, various studies conducted in the US have found that liberal arts students in particular are reluctant to utilise technology within an academic setting. ECARS wide-ranging study (Kvavik, 2004) found that students studying soft science majors such as humanities, fine arts and social sciences generally preferred to either limit or do away with technology in an academic context (See Figure 5).

It can be argued that the major reason for this disparity lies with liberal arts students current lack of familiarity with innovative technologies compared to their contemporaries majoring in hard sciences. Those studying business, engineering and science degrees rely more heavily on an understanding of computers for purposes of design, formulation, simulation and the extrapolation of

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data. The absence of this reliance within the humanities could go some way towards explaining the reluctance of liberal arts students to engage with technologies for academic purposes.

1. What kinds of technologies could students of the future be engaging with?

The NMC (New Media Consortium) is an international community of experts in educational technology. In 2010 this organisation produced The Horizon Report which details up and coming technologies in the field of academia that will likely become mainstream in colleges within the next five years. One of the technologies that the Horizon Report identified has already been adopted across most major US colleges this being mobile computing. Most campuses are now equipped with wi-fi hotspots so students can access the internet on netbooks, laptops or smartphones. In addition to this, there are a number of new technologies that are on the cusp of being introduced into universities worldwide. These technologies would be most ideal for gradual introduction into liberal arts programs in the United States. According to the NMCs Horizon Report, they include: Open Content Open content refers to the notion of using the internet as a global platform for dissemination of collective knowledge and information. Many open content projects have recently emerged and their focus is predominately on creating collections of sharable resources which are both free and ubiquitous. At the centre of open content discussions are the challenges associated with intellectual property and copyright of such materials. Despite this, the use of open content promotes a set of skills useful particularly to liberal arts students the ability to find, evaluate and put information to use to support arguments. Electronic Books After several years of success within the consumer sector, the capabilities of the electronic reader have finally progressed to where the experience rivals that of a paper book. While electronic textbooks would be a cheaper and more environmentally viable option, in the past publishing houses have been reluctant to provide electronic copies of such academic works. However, this attitude is gradually eroding, and with the capacity of e-readers to highlight, add notes and export annotations, e-readers and electronic textbooks should soon see increasing popularity on college campuses. Simple Augmented Reality Augmented reality refers to the concept of blending virtual data (including information, rich media and live action) with what we see in the real world for the purpose of enhancing the information we can perceive via our senses. Currently most augmented reality efforts are focused on entertainment and marketing such as advanced GPS capability and image and facial recognition in smartphones. However this advanced technology provides the opportunity for students to have contextual learning experiences and to discover the connected nature of information. One example of this technology in development is the SREngine. This application utilises object recognition to display information about everyday things an individual encounters in their everyday environment for example comparing prices of items in a shopping centre or identifying different types of trees in a park. Gesture-based Computing There is an increasing shift amongst technology developers to create interfaces that allow computers to recognise and interpret natural physical gestures as a means of control. This technology has been common in the marketing sector as of late, with iPads, smartphones and game consoles such as the Nintendo Wii all accepting input in the forms of taps, swipes and other body movements. The nature of gesture-based computing means that practical teaching experiences will become easy to organise, natural and fun. Medical students and visual arts students in particular have already benefitted from the use of software such as Microsoft Surface. As this technology develops it will be able to ensure that even remote students have practical experience with realworld scenarios in their chosen field.

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2. Obstacles to implementing technologies within the contemporary university structure

Despite the perceived benefits of integrating technology with university coursework (see Figure 1), there are a number of obstacles which prevent this new technology from entering liberal arts classrooms. The current culture amongst North American universities is resistant to technological change for two major reasons. The first of these reasons stems from the lack of confidence and familiarity a large portion of US faculty members have towards adapting coursework for an online environment. Not only do students feel as though their professors are largely inept with technological innovations such as projectors, PowerPoint and Flash (ECAR, 2004, p. 64), entrenched organisational cultures mean that many faculty members are reluctant to stray from traditional instruction modes. As well as this, relying solely upon technological means to deliver coursework would significantly change the role of faculty members. Utilising new technologies may mean that the role of professor or instructor would shift to more of a facilitator or mentor; an individual who guides students through the psychological and organisational challenges of university rather than the content itself. Because of this hesitancy amongst university faculties, some institutions have implemented programs and courses to assist technology-illiterate professors to be brought up to speed with commonly used technology. An example of this can be found here at James Cook University, where two major workshops are utilised for this purpose. The first of these is named Five effective ways to use digital media in LearnJCU. This course introduces faculty members to various digital mediums (e.g. podcasts, Youtube, and streaming media) and explains how these mediums can be used as a tool to engage Net Gen students (JCU, 2012). Another course offered to faculty at JCU is titled Captivate your students and instructs professors on how to utilise Adobe Captivate and Microsoft Powerpoint to produce engaging presentations as visual companion pieces for lectures. These types of programs not only demonstrate the preparedness of James Cook University to implement the recommendations found in this report, they should be utilised more within institutions as new technologies are introduced in order to heighten faculty confidence. The other major reason that universities may be reluctant to implement new technologies is that the advent of online content and course management may be slowly rendering the physical space of the campus useless. A recent report from the US Senate Committee on Health, Education, Labor and Pensions (2012) highlighted why this may be a disaster for US for-profit colleges in particular. The report concluded that US colleges are charging exorbitant tuition fees and spending much more funds on advertising and recruiting (22.7% of their total revenue) rather than faculty and the tuition itself. This has led to an excessive turnaround and dropout rate amongst students; leaving them with excessive student loans, without a degree and turning US colleges into a profit-centric machine. The release of this report coincides with the emergence of a range of online competitors entering the education marketplace. The Open University and the University of Phoenix are two such examples which utilise dot-coms (such as Blackboard.com) to deliver all necessary content online and thus eliminate the need for college campuses. The eradication of campus costs means students are seeking and finding much cheaper alternatives to the traditional university structure through the use of technology. Because of these rapid changes, some scholars have suggested that the very survival of the university as we know it may be under threat from more technological delivery. Economist Peter Drucker reflected these views in an interview with Forbes magazine: Thirty five years from now the big university campuses will be relics. Universities wont survive. It is as large a change as when we first got the printed book (1997, cited in Duderstadt, 2001). Finally, students participating in the Economists Intelligence Unit study of 2008 identified a number of issues with technological integration both within and outside of the classroom which would cause significant disturbance in the college equilibrium. The results of this study can be seen in Figure 6.

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4. Liberal arts and technology as a combined discipline student outcomes and pathways
Beyond producing transferable skills and flexible knowledge, the combination of disciplines across academia has the potential to cross disciplinary boundaries to produce innovative ideas. Combining varying disciplines produces unique perspectives from which students can approach issues or problems. As stated by Wickson et al (2006): transdisciplinarity is characterised by knowledge production that is problem-focused, draws knowledge and methods flexibly from diverse sources, involves collaboration between academic disciplines and other parts of society, and produces knowledge that is socially robust (p. 1049). One way for the liberal arts to carve its own identity within the space of the educational institution is to emphasise beneficial outcomes for students choosing to combine a specialised discipline with humanities study. In 2009, UCLAS Higher Education Research Institute conducted a survey of firstyear students which demonstrated the growing concern amongst freshmen that their degree will not lead to meaningful employment post-graduation. This sentiment combined with the view of humanities degrees as junk degrees has led to a rapid decrease in liberal arts enrolments. This is a perspective which should be challenged within modern universities, as statistics show that the recent economic crisis has affected employment prospects across most academic disciplines (See Figure 7). Nevertheless, because of this increasing unease and todays challenging job environment, it is important to highlight the links between the liberal arts, technology and employment opportunities to students.

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First of all, it is essential to note that the liberal arts trade in skills and attributes which mould graduates into worthy leaders and exceptional employees. This trend has been detected as far back as the 1980s, when General Motors CEO Roger Smith was quoted as saying: People trained in the liberal arts learn to tolerate ambiguity and to bring order out of apparent confusion. They have the kind of sideways thinking and cross-classifying habit of mind that comes from learning, among other things, the many different ways of looking at literary works, social systems, chemical processes, or languages (p. 35, cited in Jones, 2005). In the future, it is likely that the foundations of a liberal arts education will be more applicable and in higher demand than they are today. It is suggested that specialised knowledge will need to be integrated within a broader range of understanding, as virtually all employment endeavours increasingly require a working appreciation of historical, cultural, ethical and global contexts. Employers are progressively seeking workers outside of the specialised environment for their wider general knowledge bases and outside perspectives. One modern example of such an employer is Google, which in 2011 released the results of its Project Oxygen. The project is to date the largest management study ever conducted, collecting data from Google personnel since the companys inception in 1998. From this data, it produced a document of Google rules, which is a list of attributes and skills the company finds valuable in a good manager or employee. Technical expertise did not make the list; however team vision, good communication skills, good listening skills, being productive and being collaborative did (Davidson, 2011). These attributes undoubtedly reflect modern liberal arts curriculums and demonstrate the lack of importance placed on specialised knowledge in the digital-age workforce. As emphasised by Googles director of engineering Damon Horowitz, products must appeal to human beings and so a rigorously cultivated humanistic sensibility is a valued asset (Davidson, 2011).

1. Exporting the combined discipline to other regions and institutions

Because of the United States role as an innovator in the areas of education and technology, this report has deemed it appropriate for this region to trial the merging of technology and the liberal arts initially. However, if the predicted educational and employment outcomes are achieved, technology integration in liberal arts programs would suit educational institutions across a number or regions worldwide. One example of the wide-ranging appeal of the proposed recommendations would be its suitability here at James Cook University in Townsville. Given Townsvilles geographic remoteness and location as a hub of Queenslands tropical region, there are a number of opportunities for technological innovation in the areas of sustainability, agriculture and globalisation in particular. James Cook University is suitably poised to take advantage of this with the infrastructure and resources already in place to steadily introduce incoming technologies into the liberal arts program. One example of this has been presented above in Section 3.2., referring to the courses faculty is encouraged to take to increase their willingness to engage with new technology themselves. As well as this, JCU has a large number of Information Technology and Resources staff, assisting students and professors alike with LearnJCU, login, email and telephone issues. Finally, a Chat with a Librarian live chat client and InfoHelp provide afterhours assistance to stakeholders facing technological problems (JCU, 2012). Finally, the Arts program at JCU has recently undergone an overhaul as part of a national revitalisation of the liberal arts in Australia. It would therefore be an appropriate time to familiarize these new technologies into classrooms, as students are currently approaching BA subjects at the university with the understanding that they will be introduced to new notions and concepts.

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Herper, M. (2011). The most innovative countries in information technology. Retrieved 20 September 2012 from Forbes Magazine: http://www.forbes.com/sites/matthewherper/2011/05/25/the-mostinnovative-countries-in-information-technology/ James Cook University (2012). Learning technologies. Retrieved 19 September 2012 from: http://www-public.jcu.edu.au/lt/ Jones, R. T. (2005). Liberal education for the 21st century: Business expectations. Liberal Education, 22 (4), p. 32-37). Kuttainen, V., Lundberg, A., Wight, A. & Chang, N. (2010). Honest reflections: Big ideas and real life experiences of a new first year BA. Enhancing Learning Experiences in Higher Education, HKU. Kvavik, R., Caruso, J. & Morgan, G. (2004). ECAR study of students and information technology 2004: Convenience, connection and control. Educase Centre for Applied Research: Boulder, Colorado. Markoff, J. (2009). Searching for Silicon Valley. Retrieved 20 September from the New York Times: http://www.nytimes.com/2009/04/17/travel/escapes/17Amer.html?pagewanted=all Oblinger, D. & Oblinger, J. (2005). Educating the Net Generation. Educase Centre for Applied Research: Boulder, Colorado. Saturen, V. (2010). Losing liberal arts. Retrieved 12 September 2012 from In These Times: http://www.inthesetimes.com/article/5312/losing_liberal_arts/ Tessandier, A. (2011). Mixing liberal arts with technology for success in Silicon Valley. Retrieved 16 September 2012 from The Next Web: http://thenextweb.com/us/2011/05/04/mixing-liberal-arts-andtechnology-for-success-in-silicon-valley/ The Economist Intelligence Unit (2008). The future of higher education: how technology will shape learning. NMC & The Economist Intelligence Unit: New York, New York. The New Media Consortium (2010). The Horizon Report. NMC & Educase Centre for Applied Research: Austin, Texas. UCLA Higher Education Research Institute (2009) CIRP Freshman Survey 2009. Retrieved 18 September 2012 from: http://www.heri.ucla.edu/cirpoverview.php United States Senate: Health, Education, Labor and Pensions Committee (2012). For profit higher education: The failure to safeguard the federal investment and ensure student success. Washington, DC. Wadhwa, V. (2011). Engineering vs liberal arts: Whos right Bill or Steve? Retrieved 16 Septmeber 2012 from Tech Crunch: http://techcrunch.com/2011/03/21/engineering-vs-liberal-arts-who %E2%80%99s-right%E2%80%94bill-or-steve/ Wickson, F., Carew, A. & Russell, W. (2006). Transdisciplinary research: Characteristics, quandaries and quality. Futures, 38 (9), p. 1046-1059.

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