Functioning well in a global, technology-driven, multi-disciplinary environment necessitates a more robust educational paradigm, especially in science and engineering. For a scientific education to be complete, it can no longer be restricted solely to technical areas. Similarly, law and business students will encounter a slew of technologies throughout the course of their careers. They will be required to comprehend the intricacies and corresponding implications of these technologies in order to impart their perspectives effectively and have an impact. In an effort to address this widely recognized need, a number of multi-disciplinary education and innovation programs have recently surfaced. Although several of these have been documented in the literature, the experiences of participants and the manner in which these will influence their future career plans as well as personal goals are not usually taken into account. Our focus in this paper is to shed light on this ‘end effect' of being exposed to a multi-disciplinary education by stressing the importance of understanding social, economic, and legal aspects of science and engineering within the context of a scientific graduate-level education. Specifically, the authors take a closer look at the TI:GER ® 1(Technological Innovation: Generating Economic Results) program. Based on their experiences, the authors present their learning and insight on multi-disciplinary education in a mixed technical and professional degree setting.
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Document Type: Research Article
The George W. Woodruff School of Mechanical Engineering, Georgia Institute of Technology, Atlanta, USA
College of Management, Georgia Institute of Technology, and National Bureau of Economic Research, Atlanta, USA
Publication date: 2006-02-01
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