This article presents the research context for a 2013 investigation of how discipline of study at undergraduate level contributes to the development of generic problem solving skills. Inspired by a number of recent higher education policy developments in Ireland, it takes a different approach to the utility debate that seems to plague discussions of the arts and humanities as disciplines of study, looking into the economic and policy research underpinning what we know about the outcomes that can be expected from these courses of study, as well as the very small amount of evidence for medium to long term success in career formation. As might be expected, it exposes significant gaps between the research evidence for utility, the opinions of employer representatives and the policy positions taken, suggesting that common perceptions of all disciplines require a reevaluation.
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