All colleges should solely include Boyer’s idea of enriched majors. Any major that is not enriched has no place on a college campus. It could be that the major is too technical and career focused and would be better suited at a trade school. Regardless Boyer describes three necessary characteristics for a major to be considered enriched. First there must be an examination of the history and tradition of the specific major. Second there must be the provided knowledge of “the social and economic implications to be understood,” (110). Lastly the major must provide the knowledge of the “ethical and moral issues to be confronted,” (110). Bringing all the pieces together of the enriched major, it’s necessary there that both liberal arts and technical education be intertwined within the major. “There can be no adequate technical education which is not liberal, and no liberal education which is not technical,” (112). ——– The study of Business Administration as a major at the University of New England based on their online catalog is not a full enriched major as Boyer would define. This accusation is solely based on the lack of emphasis on the history and traditions of business administration. While these topics may be covered within the classes required, they are not mentioned in the goals and learning objectives, and not clearly seen in the list of required classes. Although much attention is given to the social and economic implications, as well as the ethical and moral issues within the major. One of the learning outcomes of the major is to “demonstrate awareness to the importance of the ethical requirements of business activities,” this learning outcome clearly shows the intention that a student will learn and understand the ethical and moral issues that they would be most likely to confront. to facilitate students’ ability to integrate their knowledge of the functional areas of business with their technical skills and competencies and their professional experiences and to apply that knowledge and those skills. — This is a good quote for how they integrate both

Business Administration falls under a variety of Carter’s definition for meta genres. Business Administration mainly fits into responses into problem solving, empirical inquiry, and performance. The response to research from sources is not as emphasized within the goals and learning outcomes of the major as the other three. The metagenre of problem solving heavily incorporated within the requirements of the major. In the departments mission statement they “strive to develop in students the ability to recognize, analyze, and solve problems,” This is close to identical to Carter’s example of problem solving. Additionally Business Administration also fits into the empirical inquiry metagenre, and this is made evident through its learning outcomes. “Demonstrate an ability to conduct methodological, secondary research into business issues, which may relate to general business or to a specific business function, which requires familiarity with a range of data, research sources and appropriate methodologies.” While there is the requirement of using research from sources, there is no further mention of specific methods or how in depth it is.