One can observe that young students like it very much if they can study "Cybersecurity", "Neuroinformatics", "International Management", "Optronics", ...
For "marketing reasons" this sounds much more attractive than the "old-fashioned fields" like Math, Physics, Mechanical Engineering, Electrical Engineering, Business Administration, ....
Are we loosing good students (we urgently need them!!!) from the traditional fields to those new and more "fashionable" fields?
There is always something about novelty that attracts the human mind. As for the existing subjects, maybe 'traditional' is a better word than 'old fashioned'. There are a number of interdisciplary subjects these days that are a combination of traditional disciplines, in newer, more contemporary contexts. I think we need these new domains to keep up with the changing needs of a globalized and complex world. Having said that, I still feel that core subjects will always have their place because there are reasons why they have come this far. In order to make them seem more attractive and accessible to students, we should work to infuse authentic learning and testing tools so that they find it useful, meaninful and relevant. More learner-centred practices with greater opportunities to engage in an active learning process would require some changes to the traditional curriculum and teaching methodology. There are greater challenges for teachers and learners these days, and trying out newer approaches could certainly help.
There is always something about novelty that attracts the human mind. As for the existing subjects, maybe 'traditional' is a better word than 'old fashioned'. There are a number of interdisciplary subjects these days that are a combination of traditional disciplines, in newer, more contemporary contexts. I think we need these new domains to keep up with the changing needs of a globalized and complex world. Having said that, I still feel that core subjects will always have their place because there are reasons why they have come this far. In order to make them seem more attractive and accessible to students, we should work to infuse authentic learning and testing tools so that they find it useful, meaninful and relevant. More learner-centred practices with greater opportunities to engage in an active learning process would require some changes to the traditional curriculum and teaching methodology. There are greater challenges for teachers and learners these days, and trying out newer approaches could certainly help.
New courses are cropping like new cinema titles in Hollywood or Boolywood ( Indian parallel of Hollywood). There is a necessity for standadization and variety reduction.
Standardization can be in terms of broad classifications and variety reduction in specializations under each broad classification. Just as in Library Science, coding may also help.
Just to make my point clear, let me elaborate: We have Master of Computer Science, Master of Computer Applications, Master of Computer Studies, Master of Computer Management, Master of Science (Computers), Master of Business Administration (Systems ) and so on. Bringing them under one broad classification and distinguishing their features in sub coding may reduce some confusion.
The new names are attractive but confusing to students and teachers.
The students are not able to identify their core competency after some years.
Some of the courses have lost their sheen after some years and went into oblivion.
But as the new applications are flooding the society, change will be there and it is to be accepted with grace.
The language has been modernized, marketing, simple conversation among family members is more open and simplified. The name of the courses should not go in the opposite direction. But it is necessary that the course also become more modern. Mainly in the areas of computing. Where linked to products and programming languages materials have a shorter time than the duration of undergraduate life.
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