One of the most compelling findings in this year’s Global CEO Outlook is that over two-thirds of chief executive officers believe that agility is the new currency of business. If they fail to adapt to a constantly changing world, their business will become irrelevant.1
—2019 KPMG Agile or Irrelevant Report
Introduction
The next disconnect concerns the perception related to career opportunities for humanities majors and graduates. For far too long liberal arts graduates are often told that if they are unable to find work as a teacher they will end up as taxi drivers, coffee baristas, or bartenders. With “useless degrees” no one will want to hire them. Nothing could be further from the truth. This disconnect over the perception of career opportunities is the leading reason why the number of humanities majors has decreased during the last few decades. More specifically, the inability of college administrators, faculty, and staff to help students and graduates understand the wide variety of career opportunities is the leading reason why the number of majors has decreased. Unless this disconnect is addressed immediately and effectively, the number of humanities majors will only continue to spiral downward. Administrators, faculty, and staff need to think differently, have a sense of urgency, and illustrate the myriad of career opportunities available to humanities majors. This is especially true in today’s return-on-investment (ROI) driven society.
The latest student loan debt statistics for 2019 show how serious the student loan debt crisis has become for borrowers across all demographics and age groups. There are more than 44 million borrowers who collectively owe $1.5 trillion in student loan debt in the United States alone. Student loan debt has become the second highest consumer debt category—behind only mortgage debt—and scores higher than both credit cards and auto loans. Borrowers in the Class of 2017, on average, owe $28,650, according to the Institute for College Access and Success.2 Choosing a college degree with the highest possible return on a student’s investment is becoming more of a priority. As emerging technologies rapidly and thoroughly transform the workplace, some experts predict that 400 to 800 million people worldwide could be displaced and will need to find new jobs by 2030. The ability to adapt and quickly acquire new skills will become a necessity for survival.3 “Too often, degrees are still thought of as lifelong stamps of professional competency. They tend to create a false sense of security, perpetuating the illusion that work—and the knowledge it requires—is static. It’s not.”4
To achieve and sustain career success during the 2020s and beyond humanities majors and graduates need to become more agile in their thinking, approach to careers, and skill development. Agility is derived from the Latin agilitās meaning nimble, fleet, or quick. Regardless of career position, status, or title, it will behoove individuals to improve their agility as the world continues to adapt to disruptive technologies. Since two-thirds of chief executive officers believe that agility is the new currency of business those who fail to demonstrate flexibility risk their organization becoming irrelevant.5 Rapid technological advancements will continue into the next decade driving the need for workers to increase their flexibility. As computer programmers develop new algorithms to automate current manual tasks workers need to stay agile and commit to lifelong learning in order to develop new skills, identify new career paths, and consider new occupations.6
Explaining the Disconnect
The lack of college faculty with employment experience outside of the academy, the shifting reliance on college degrees by employers, and inadequate career service offices are the three main contributing factors to the perception disconnect. More than 80 percent of students cite the prospect of a job as a critical factor in their decision to enroll in college.7 Unfortunately, once they’re enrolled, only a few students feel confident in their ability to participate in the job market and the workplace (34 and 36 percent, respectively).8 Part of the reason for this lack of confidence stems from the fact that many instructors lack professional work experience outside of higher education and struggle to help humanities majors identify career opportunities. Humanities departments place a premium on learning while relegating the connection to employment opportunities a distant second. It’s no surprise then that the number of humanities majors continues to decline. It’s true that academia has a bias toward formal credentials, but it is equally true to remember that a PhD by itself does not necessarily certify someone as capable of effective instruction. “Teaching quality is not actually part of what is judged for the credential. The PhD is a certification of significant scholarly achievement, but not so much effective teaching.”9
This scholarly achievement, while necessary for promotion and tenure purposes, seldom melds with what is actually going on in the world. It is surprising how many faculty members have no work or management experience outside the confines of their academic institutions. Part of the reason for this is that they choose not to gain industry exposure in favor of pursuing an academic career. Once a faculty member gains tenure, which is a guaranteed job and pension for life, then there is little incentive for them to find another employment position. Perhaps nowhere is this more evident than in business schools and classes. As one observer noted “It is ridiculous that seasoned managers in executive MBA programmes are often taught by people who have zero experience of making the challenging decisions their own students grapple with regularly.”10
The second factor contributing to the perception disconnect is the shift from solely relying on a college degree as the prerequisite for employment. “When you look at people who don’t go to school and make their way in the world, those are exceptional human beings. And we should do everything we can to find those people,” said Laszlo Bock, Google’s former SVP of people operations. “Academic qualifications will still be taken into account and indeed remain an important consideration when assessing candidates as a whole, but will no longer act as a barrier to getting a foot in the door,” added Maggie Stilwell, Ernst and Young’s managing partner for talent.11 Companies that do not require a college degree now include:
Remember, this section addresses the perception that humanities majors can only do certain jobs, most of which are useless. This is completely false. While 65 percent of jobs require postsecondary education, managers still consider internships, employment during college, and volunteer experience more important than grade point average (GPA) or relevant coursework when evaluating a candidate’s readiness for a job. In short, the real world doesn’t care about your degree as much as your work ethic, ability to fit into the culture, and willingness to learn. Colleges need to inform their students of this expectation but seldom will because such a message relegates the institution to a secondary position. In today’s hypercompetitive marketplace, colleges and universities need to do everything they can in order to recruit students and stay afloat financially. Marketing a message that the school is secondary to a student’s career path would only jeopardize the institution’s recruitment strategy. If faculty are unable to provide reality based career advice, it is then up to the career services department to educate students. Unfortunately these offices often lack the resources, personnel and level of sophistication required and contribute to the perception disconnect that humanities majors can only apply to certain jobs.
According to data from a Gallup-Purdue University Survey recent college graduates were more likely than those in prior decades to visit a career center while in college but are less likely to view their interactions as “very helpful.” Only 17 percent of those who graduated from 2010 to 2016 said they found their college career centers to be “very helpful,” with another 26 percent reporting that the career office was “helpful.”12 That’s compared to 35 percent of students who graduated five decades ago and 55 percent of students who graduated between 2000 and 2009.13 The findings suggest it’s not enough for a college to simply offer career services, said Brandon Busteed, who leads Gallup’s education work. “This is very much about the quality of those interactions.”14 Moreover, engineering and business majors are the most likely to visit career services offices while arts and humanities and science majors, the least. How can an institution address the perception disconnect if humanities majors use the career services office the least? Well, there are numerous strategies available for use if an institution is committed to helping students understand that the humanities majors are relevant to the twenty-first century workplace.
If the humanities are to maintain relevance in the 21st century workplace administrators, faculty, and staff need to provide students and graduates with a different perspective on the many career opportunities available. Addressing this perception disconnect requires higher education institutions to help humanities majors expand their career horizons by implementing the three-career-path approach to professional development. Leveraging all of the career opportunities related to the three career paths paradigm is even more relevant given the fact that today’s college students will experience an average of 11.9 career changes over their lifetimes, half of which will occur between the ages of 18 to 24.15 Calling for “colleges to partner with business and industry to develop the skills that will prepare students for a future none of us can fully predict” is a noble idea but it is merely just one tactic.16 And since higher education institutions implement change at a glacial pace, it really is up to the students and graduates to leverage the three-career-path paradigm if they want to achieve and sustain career success. In short, to remain relevant to the twenty-first century workplace, humanities majors need to understand their options when it comes to employment opportunities. The first opportunity is the most common and the one spoken about frequently on college campuses and is known as the knowledge career path. The second path helps humanities majors find employment positions that are directly related to those issues most dear to their heart. Finally, the third career path provides a valuable alternative to humanities majors who want to leverage their skill set to land a job. Implementing the three-career-path approach will fail unless the institution is committed to educating students on the value of jobs outside of the academy for humanities majors. The percentage of undergraduates attending college to “get a better job” has risen from 72 percent a decade ago to 85 percent today.17 If students are serious about getting a better job, then they need to challenge themselves to think about each of the three career paths. Doing so will help them navigate the chaos of landing a job that does not exist using technologies not yet invited to solve a problem not yet identified.
The Knowledge Career Path
Since higher education institutions are organized by academic departments, a model that has remained unchanged for centuries, the knowledge career path is the most common. This approach drives almost all of the marketing toward high school students considering college as a path to a lucrative career. In today’s ROI driven marketplace, high school students are told to major in business, finance, or other careers that “pay well” and to steer away from those “low-paying” humanities majors. All too often the perception both inside and outside of higher education is that the knowledge career path is the only one available to humanities majors. For example, history majors can work in an archive, English majors can write, or philosophy majors can teach. This paradigm of career development remains a stable approach for many. Table 4.1 provides examples of knowledge jobs for a history major. This is not a comprehensive list but it does illustrate the most common knowledge based jobs for history majors. These employment positions rely on the candidate’s knowledge, which is paramount to being competent in the job. Without this level of knowledge it would be difficult, if not impossible, to perform the required tasks the position demands.
Table 4.1 Examples of knowledge jobs for a history major
Historians as Educators |
Historians as Communicators |
Elementary schools |
Writers and editors |
Secondary schools |
Journalists |
Postsecondary education |
Documentary editors |
Historic sites and museums |
Producers of multimedia material |
|
|
Historians as Information Managers |
Historians as Advocates |
Archivists |
Lawyers and paralegals |
Records Managers |
Litigation support |
Librarians |
Legislative staff work |
Information managers |
Foundations |
|
|
Historians in Businesses and Associations |
Historians as Researchers |
Historians in corporations |
Museums and historical organizations |
Historians and nonprofit associations |
Historic preservation |
|
Think-tanks |
It’s unfortunate that far too many humanities majors feel as failures if they are unable to secure employment in their major. It’s important to remember that the world is not organized by academic major. Therefore, finding a job that directly relates to your major is not a perquisite for success. In fact, the majority of opportunities fall far from the knowledge based career approach. In the knowledge based career paradigm humanities will also lose out to the “more profitable” careers unless the perception is changed. For the humanities to remain relevant in the 21st century, higher education leaders, faculty, and other stakeholders need to recognize, respect, and promote the other two career paradigms available to students and graduates: the issue-based career path and the skill-based career path. Doing so will provide a much needed approach to reality-based career advising so sorely missing on almost every campus.
Issue-Based Career Path
In addition to the knowledge-based career path, humanities majors can pursue careers related to a specific issue. Most students care deeply about one issue or another. For example, take a history major who enjoys baseball. This particular student is a woman so professional baseball is not in her future. Nevertheless, she majors in history and spends most of her undergraduate experience studying the way baseball has been perceived throughout history as new communication mediums were created. Examples of questions she studied were: what impact did television have on baseball? What impact has social media had on baseball? Luckily this particular student understood that employers seldom care about college majors so she applied for and received an internship at a local minor league baseball team. This young woman graduates cum laude with a history degree and full-time job offer from the minor league baseball team helping out with marketing and press initiatives. How is all of this possible? This humanities major understood that she could major in something that made her happy while pursuing a career related to an issue dear to her heart. She was not limited by the knowledge based career perception prevalent on most campuses. For those who might need help identifying an issue all you need to do is turn your attention toward the United Nations.
In September 2015, the United Nations (UN) General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals (SDGs) to transform the globe between now and 2030. The Division for Sustainable Development Goals (DSDG) in the United Nations Department of Economic and Social Affairs (UNDESA) acts as the Secretariat for the SDGs, providing substantive support and capacity-building for the goals and their related thematic issues, including water, energy, climate, oceans, urbanization, transport, science and technology, the Global Sustainable Development Report (GSDR), partnerships, and small island developing states. DSDG plays a key role in the evaluation of UN systemwide implementation of the 2030 Agenda and on advocacy and outreach activities relating to the SDGs.18 Here is a brief listing of some of the SDGs:
Can a philosophy major work for a nonprofit that has as its mission the conservation of oceans? Absolutely. Can an English major work for an organization that promotes access to technology in Third World countries? Of course. Can an anthropology major work for a market research firm? Without a doubt. Multiple opportunities exist for humanities majors willing to consider the issue-based career path. Students should feel free to major in whatever makes them happy. My second book Major in Happiness: Debunking the College Major Fallacies discusses this in greater detail. This paradigm shift will be difficult, however, for students who are not exposed to this type of thinking. When humanities majors find an issue based job professors often discount it as a failure since the graduate was unable to land a knowledge based job. The knowledge based career path is so ingrained across college campuses any employment outside of it is perceived as tantamount to treason. How dare a history major have a career with a baseball team!
For those who would like more information on how to find jobs at nonprofit organizations that support one or more of the 17 SDGs, or perhaps other relevant issues, use www.encore.org or www.idealist.org. Encore is the most comprehensive site for anyone interested in starting an encore career. Its Job Listings page includes a link to Encore Career Finder, a service that “scours more than 5 million listings for encore-friendly jobs” and lets you search by field and location. Also included are links to other nonprofit job boards, plus helpful videos and articles about searching for nonprofit work. Idealist.org is a nonprofit clearinghouse. Its robust jobs board recently featured roughly 10,000 jobs as well as a database of nearly 80,000 nonprofits.
The Skill-Based Career Path
In addition to the knowledge- and issue-based career paths, there is a third option available for a humanities major to remain relevant to the twenty-first century workplace: the skill-based career path. Let’s go back to that history major example from the last section. Using the skill-based career paradigm, perhaps this young woman enjoys telling stories. After all, she is a history major and telling stories is critical component of her undergraduate experience! As an undergraduate she has had to make several written and oral presentations tracing a story from the beginning to its logical conclusion. She has had to assess sources, create a chronology, and present her information in a clear, concise, and compelling manner. She truly loves studying history. But she also loves baseball. Armed with the knowledge that an internship will help her grow both professionally and personally, she applies for and receives an internship at a local baseball team. During the interview she discusses her love of storytelling yet manages to exclude any mention of the “holy trinity” of where she is going to college, her major, or her GPA. Using this skill-based career paradigm she is well aware that there is little correlation between the “holy trinity” and future income potential. The manager of the team is conducting the interview. Prior to the interview he received news that his sports information director left. Since he has a need to fill the manager mentions this to the student. She realizes that her skill of story-telling, when coupled with her love of baseball, will help her learn the role of a sports information intern. The student ensured the manager that she was a quick study (another skill) and would be honored to be their intern as long as they allowed her time to learn on the job. She accepted the job and learned first-hand what a sports information director does. They tell stories! The baseball team needed someone who could tell stories and understood the game. She utilized her skill for a career she did not even know existed. For humanities majors willing to look outside of the typical knowledge-based career paradigm, the skill-based paradigm opens an entirely new world of possibilities.
What are some other skills employers are looking for today? In no particular order, here are the top 15 skills most employers will identify as critical to the success of someone launching a career. Humanities majors take heed, all of these are within your grasp and, hopefully, your experiential learning opportunities provided opportunities for you to develop one or more of these skills. Interestingly enough, most of these also appear on the list of skills that more experienced professionals need to work on if they would like to obtain leadership and managerial positions.
As Stephanie Scorziello of USA Today noted regarding humanities majors,
If you’re coming into any organization, it’s absolutely critical that you do think critically. Unless you’re super specialized, you’re probably not coming in with a lot of hard skill value. So your value is going to come from how you’re going to benefit the organization in more of a soft skill way. It’s super important to ask questions, think critically, and collaborate. You can’t be afraid. You have to be willing to ask questions and work with people.19
Let’s turn our attention to one example of a skill-based job that a humanities major could apply to.
Example of a Skill-Based Job: Nonprofit Fundraising Development—Entry Level
We are seeking applicants who will work closely with our client base. We are looking to train across events, sales, and client management. Our office needs enthusiastic candidates to assist in the development and implementation of our strategic plans. Responsibilities include:
Job Requirements:
Here is a position entirely based on skills: communication, flexibility, networking, and attention to detail. If a humanities major is interested in this job, they should follow the directions on how to create a clear, concise, and compelling story as outlined in Chapter 3. Remember, humanities majors are relevant to the twenty-first century workplace and need to keep an open mind as there are many opportunities when traveling the three career paths of knowledge, issues, and skills. It would be helpful, however, if higher education institutions endorsed this three-career-path approach in order for humanities majors to maintain relevance in the twenty-first century workplace.
Jobs Outside of Academy
Just as undergraduate humanities majors need to rethink career opportunities and expand their horizons by including issue-based and skill-based job opportunities, so too do graduate students. The National Science Foundation has found that doctoral graduates in science, math and engineering degrees fields are struggling to find work as PhDs have a less than 50 percent chance of having a full-time job, and that percentage has been decreasing for about 20 years.20 “Worse yet, as of 2011, approximately one-third of people graduating with a doctoral degree in science, technology, math or engineering had no job or postdoctoral offer of any kind.” 21 Since most graduate students hyper-focus in one specific aspect of the knowledge career path, these numbers come as no surprise. By limiting the number of career opportunities those enrolled in a humanities graduate program do themselves a grave disservice. One needs to look no further than the fact that “a quarter of the families of part-time college faculty members are on public assistance.”22 This job crisis, or lack of ability to think differently about the issue or skill-based career paths “may be just the impetus graduate humanities education needs in order to recognize that what it has to offer is essential to training leaders in a whole range of fields, far beyond academics.”23
But higher education institutions have done little to help society at large understand the application of a liberal arts education to “fields far beyond academics.” Since many professors lack such experience beyond education, it is often difficult for them to help students understand the enormous potential and various employment possibilities that exist for liberal arts majors. “Students should not have to find those careers on their own,” argues Krebs and they certainly should not be disparaged for taking employment positions outside of academia, especially since academia holds little promise for future employment for most graduates.24
Instead of seeing liberal arts majors as being trained for one narrow career path, higher education institutions need to think differently. Far too often schools focus on how students can use the “furniture or specific body of knowledge” to find a job. Instead, colleges should consider doing much more to help students understand that the “discipline” of mind—the ability to adapt to constantly changing circumstances, confront new facts, and find creative ways to solve problems is far more applicable when looking for employment. As one music major noted,
As a performing musician, one advantage I have is that it’s possible to be professionally active without being in academe. Many musicians pursue careers in orchestras or opera houses, or prefer to freelance in major cities. A faculty job teaching music is by no means the universal career goal in my field.25
A teaching job is in fact no means the universal career goal for most students who major in liberal arts. Students majoring in history, English, philosophy, and other liberal arts need to realize that they have a tremendously valuable skill set, a discipline of the mind that is applicable to so many different industries.
Commenting on the potential, if not absolute necessity, for liberal arts majors to find employment beyond education, Richard A. Greenwald, dean of the Caspersen School of Graduate Studies and a professor of history at Drew University, observed that humanities professors “too often overvalue a mirror image of themselves and it is sad and terribly wrong when graduate programs highlight graduates who received tenure-track placements and ignore its alumni teaching at community colleges or working in museums—or, God forbid, in business or government.”26 According to Greenwald, “We need to find a way to recognize more than one successful outcome for graduate education. Our job is to train smart, able people to contribute to the intellectual and cultural life of the nation, and we have failed.”27
Such hubris and admiration of all things similar limits progress, demeans education, and narrows the vision required for higher education institutions to create novel strategies to help students deal with and adapt to the hyper-change and dynamic global marketplace of the twenty-first century. What is more, thinking that life outside of the academy cannot exist, or even flourish, for liberal arts majors in “God forbid business or government” also demonstrates time and again that practitioners lack the ability to necessary training and experience to help their students understand the realm of what is possible.
Conclusion
Higher education institutions need to address the perception disconnect and help the humanities maintain their relevance in the twenty-first century workplace. Doing so requires faculty to recognize and teach the three career paths available to all college students and graduates: knowledge-, skill-, and issue-based. In order for humanities majors to remain relevant in the twenty-first century workplace they need to constantly remind themselves of these three available career paths. Moreover, humanities students and graduates need to understand that one’s undergraduate or graduate major is often a secondary or tertiary aspect of employment consideration. Employers understand that one’s willingness to work with others, skill set, and dedication to the mission of an organization, remain far more important than where someone graduated, their GPA, or their academic major.
A study by the Brookings Institution analyzed the market value of the twenty-five most commonly cited skills listed by alumni of each college in their LinkedIn profiles. It demonstrated that skill development, not your undergraduate major or the college you choose, is most critical to your earnings potential.28 Recognizing that many employers are unhappy or disengaged from their work, one observer noted “It’s no wonder many of us aren’t fully satisfied with where we’re at professionally. We keep ignoring that crucial personal component that helps drive great results.”29 It is time that higher education institutions pay attention to that crucial personal component of a student’s undergraduate experience. To develop that crucial personal component, and to succeed in the job market of today and tomorrow, workers across all industries and titles will need to engage in a great deal of self-reflection. Doing so will allow people to get better at the skills of human interaction. As Geoff Colvin noted in Humans Are Underrated: What High Achievers Know that Brilliant Machines Never Will, workers need to “become champions at the skills of human interaction—empathy above all, social sensitivity, collaboration, storytelling, solving problems together, and building relationships.”30 Once higher education institutions address the perception disconnect, they can then turn their attention toward the vocation disconnect. Doing so will help the humanities remain relevant in the twenty-first century workplace by illustrating the dynamics required to launch and sustain a career.
1 KPMG. 2019. “Agile or Irrelevant: Redefining Resilience.” Global CEO Outlook.
2 Zack, F. 2019. “Student Loan Debt Statistics In 2019: A $1,5 Trillion Crisis.” Forbes, February 25. https://forbes.com/sites/zackfriedman/2019/02/25/student-loan-debt-statistics-2019/#825619f133fb (accessed April 16, 2019).
3 Sarah, G. 2018. “Students are being Prepared for Jobs that No Longer Exist. Here’s How that Could Change.” NBC News, April 12. https://nbcnews.com/news/us-news/students-are-being-prepared-jobs-no-longer-exist-here-s-n865096 (accessed April 16, 2019).
4 Stephane, K. 2018. “The Future of Work Won’t be About College Degrees, It Will be About Job Skills.” CNBC, October 31
5 KPMG. 2019. “Agile or Irrelevant: Redefining Resilience.” Global CEO Outlook.
6 MacCrory, F., G. Westerman, Y. Alhammadi, and E. Brynjolfsson. 2014. “Racing With and Against the Machine: Changes in Occupational Skill Composition in an Era of Rapid Technological Advance.” Thirty Fifth International Conference on Information Systems, Auckland.
7 Eagan, K., E.B. Stolzenberg, J.J. Ramirez, M.C. Aragon., M.R. Suchard, and C. Rios-Aguilar. 2016. “The American Freshman: Fifty-Year Trends, 1966–2015, Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA.” https://heri.ucla.edu/monographs/50YearTrendsMonograph2016.pdf (accessed April 16, 2019).
8 The Strada-Gallup 2017 College Student Survey. 2019. “Crisis of Confidence: Current College Students Do Not Feel Prepared for the Workforce.” https://news.gallup.com/reports/225161/2017-strada-gallup-college-student-survey.aspx (accessed April 16, 2019).
9 Warner, J. 2017. “Credentials? Experience? Expertise? Who Gets to Teach?” Inside Higher Ed, May 4.
10 Tse, T., and M. Esposito. 2014. “Academia is Disconnected from the Real World.” Financial Times, March 30. https://ft.com/content/4f5fc7a2-7861-11e3-831c-00144feabdc0 (accessed March 22, 2019).
11 2015. “G15 More Companies That No Longer Require A Degree-Apply Now.” Glassdoor, August 14. https://glassdoor.com/blog/no-degree-required/ (accessed April 16, 2019).
12 New, J. 2016. “Looking for Career Help.” Inside Higher Ed, December 13.
13 New, J. 2016. “Looking for Career Help.” Inside Higher Ed, December 13.
14 Zinshteyn, M. 2016. “New Poll: College Grads Unhappy with the Career Services they’re Getting.” Hechinger Report, December 13.
15 2019. “Number of Jobs, Labor Market Experience, and Earnings Growth: Results from a National Longitudinal Survey.” Bureau of Labor Statistics, August 22.
16 2019. “Yes, Employers Do Value Liberal Arts Degrees.” Harvard Business Review, September 19.
17 Greeley, M. 2019. “How Colleges Help Students Gear Up for Jobs.” U.S. News & World Report, September 9.
18 For more information about the UN Sustainable Development Goals visit https://sustainabledevelopment.un.org/about
19 2019. Humanities and Social Science Majors Please Apply: Focusing on Liberal Arts Helps Students Get Jobs. Pearson.
20 2013. “Are There Too Many Ph.Ds and Not Enough Jobs?” NPR, March 10.
21 2013. “Are There Too Many Ph.Ds and Not Enough Jobs?” NPR, March 10.
22 Jacobs, K., I. Perry, and J. MacGillvary. April 2015. “The High Public Cost of Low Wages Poverty-Level Wages Cost U.S. Taxpayers $152.8 Billion Each Year in Public Support for Working Families.” University of California at Berkeley Center for Labor Research and Education. Also see Patricia, C. 2015. “Working, But Needing Public Assistance Anyway.” The New York Times, April 12.
23 Paula, K. 2010. “A New Humanities Ph.D.” Inside Higher Ed, May 24.
24 Paula, K. 2010. “A New Humanities Ph.D.” Inside Higher Ed, May 24.
25 Lauren, B. 2004. “Coming Home to Teach.” The Chronicle of Higher Education, November 11.
26 Greenwald, R. 2010. “Graduate Education in the Humanities Faces A Crisis. Let’s Not Waste It.” The Chronicle of Higher Education, April 9.
27 Greenwald, R. 2010. “Graduate Education in the Humanities Faces A Crisis. Let’s Not Waste It.” The Chronicle of Higher Education, April 9.
28 Rothwell, J., and S. Kulharni. April 2015. “Beyond College Rankings: A Value-Added Approach to Assessing Two and Four-Year Schools.” Brookings.
29 Bowen, J.T. 2015. “The Link Between Personal Development and Professional Success.” Huffington Post, March 4.
30 Colvin, G. 2015. Humans Are Underrated: What High Achievers Know that Brilliant Machines Never Will. New York, NY: Portfolio Press.
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