CHAPTER 5

The Vocation Disconnect

If you say that getting the money is the most important thing, you’ll spend your life completely wasting your time. You’ll be doing things you don’t like doing in order to go on living, that is to go on doing thing you don’t like doing, which is stupid.1

—Alan Watts

Introduction

The lack of support to help humanities majors understand what is involved in terms of skills, knowledge, and experiences to launch a career and find a vocation in today’s dynamic global marketplace marks the next disconnect. Helping humanities majors comprehend how to launch a career or develop a vocation often takes a back seat to the holy trinity of institutional success: recruitment, retention, and graduation. These three drivers of enrollment, finance, and accreditation remain so important that the institution often ignores teaching humanities majors about the dynamics involved with vocational development in the 21st century. This vocation disconnect is critical to address since students tend to agonize about their choice of major, but it turns out that for many, it simply is irrelevant.

Many college graduates never work in the field related to their academic major. In one study, 47 percent of college graduates did not find a first job that was related to their college major while 32 percent said that they had never worked in a field related to their majors.2 Every student, regardless of major, needs to understand that your college major does not determine your career.3 Higher education institutions, however, seldom help students understand this fact. As professor Peter Cappelli of The Wharton School at the University of Pennsylvania observed, “it seems that what a person studies in college should relate to his or her planned career path, but it turns out that it’s very hard to predict how those two things will interact with each other.”4 Employers have shifted their attention away from focusing on a graduate’s major to a candidate’s soft skills.5 Getting boards, presidents, senior executives, and faculty to think and act differently, however, remains a challenging proposition for even the most progressive of campuses. Most academic departments still exist as silos. But such a system is antiquated. As author Ryan Craig wrote, “university units are dinosaurs that are fast becoming extinct. By getting rid of organizational silos and focusing on how to best serve students—from applicants’ first interactions through decades as alumni—students win and universities win.”6 Perhaps nowhere is a win more necessary than in helping humanities majors learn about the skills, experiences, and knowledge required to launch and sustain a career in the 21st century.

Explaining the Disconnect

The majority of students entering college this decade will have future jobs that will require graduates to be adept at working in diverse settings and to have the ability to relate both to machines and to other people. “Future jobs will require people to solve complex problems for which there may be no simple solutions as well as the ability to work with new information — acquiring it, assessing its value, and communicating it to others.”7 The 21st century workplace increasingly demands those skills and higher education institutions need to adapt in order to help humanities majors maintain their relevance to the 21st century workplace. Such a process will require colleges to admit that the nature of work continues to evolve and they must make a commitment to change in order to prepare all students for a volatile, uncertain, complex, and ambiguous (VUCA) future.8 This commitment to change also involves a recognition of the three main reasons behind the vocation disconnect. First, most curricula are outdated. Second, career services offices are often ignored, underutilized, or lacking institutional support. And finally, there is little support to include career planning in the curriculum.

Problem-solving, the ability to connect different aspects of business, to think in a holistic way and the courage to deal with uncertainty and ambiguity are often cited as critical skills employers are looking for today. Therefore, universities in general, and business schools specifically, need to develop curricula that satisfy the needs of employers who require a workforce that can evolve alongside a continuously changing world. Since schools continue to teach subjects in silos, as if there is no connection or overlap between them in the real world, this vocation disconnect continues to exist.

The outcome of this is that business education has become more akin to a factory line than the broad learning opportunity it should be. After all, business is a social phenomenon. It makes little sense to look at business in a vacuum, as if social science subjects such as politics and sociology do not matter, let alone teaching business as if each discipline were discrete items.9

Helping humanities majors understand the value their specific discipline has in the world outside of the academy remains a critical issue that must be addressed. Liberal arts professors who are uninterested in making their instruction more practical are simply out of touch. “Over 80 percent of freshman go to college to get a career and a good professor wants to meet their students where they are,” she said. 10 It’s hard for children to see how their dissected education will help them in the real world. There are no jobs called “math” or “Spanish.” It’s up to educators to help them to understand what part each of these individual subjects could play in their futures. Teachers who have had another career are far better equipped to do this because they can list examples from their own experiences. They can tell students how these skills can be used outside of an educational setting where the majority of children will end up working as adults.11 If faculty are unwilling to help humanities majors understand how to remain relevant in the 21st century workplace, career services offices should do so.

Education leaders ought not to think of the student as the only customer of their work. In some ways, employer partners are just as important in identifying ways in which postsecondary training can lead to a good job. Just last year, Gallup found that though about half of U.S. college graduates report visiting the career services office at least once during their undergraduate experience, they are equally likely to say their experience was “not at all helpful” (16%) as they are to say it was “very helpful” (16%). Gallup and Strada reached out to students currently enrolled across 43 randomly selected colleges and universities, both public and private. The survey found that, after creating or updating a resume, students tend to use some of career centers’ least beneficial services—taking a skills test, for example—more than they do the more beneficial ones. 12 Fewer than 20 percent of undergraduate students reach out to their school’s career centers for advice on finding jobs or finding and applying to graduate programs, both of which the recent report identifies as some of a center’s most valuable services. Often, students instead consult with friends and family members about important decisions that can determine employment, such as choosing a major.13

College students’ failure to fully capitalize on their career center’s services in their pursuit of a job is not a new problem. But this tendency could help explain why so few students are confident they’ll graduate with the skills and knowledge they need to be successful in the job market—this at a time when it’s especially important for millennials to secure a comfortable income after college, as they’re entering a world with fewer robust safety nets, such as social security, and skyrocketing housing prices. 14

In his book Skin in the Game: Hidden Asymmetries in Daily Life, Nassim Nicholas Taleb defines the doers of society as the source of all great invention and creativity, while academia remains anchored in a protectionist fashion of their own intelligence. Taleb argues that academics focus their attention on winning an argument rather than winning. To help humanities win, by maintaining their relevance to the 21st century workplace, higher education administrators, faculty, and staff need to think differently and address the vocation disconnect. In order for humanities majors to maintain relevance in the 21st century workplace, institutions need to implement three specific strategies that will improve how faculty explain the various factors involved with launching a career and pursuing a vocation. First, institutions need to provide internship or apprenticeship opportunities for humanities majors. Second, colleges should incorporate the study of grit into their curriculum so humanities majors can understand this vital element involved with long-term career success. Finally, faculty should include discussions of recent evidence illustrating the different winding career paths available to college graduates. By addressing this vocation disconnect, “colleges and universities can play a role by communicating opportunities to students throughout their college careers, whether through career services, academic advising, informal advisory settings, or other institution wide resources.”15

Internships

To address the vocation disconnect, colleges need to help humanities majors acquire an internship. NACE defines an internship as “a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional setting.”16 Internships serve a variety of benefits for different students. As Nancy O’Neill wrote, “for those students just beginning to figure out their choice of major and career interests, an internship can help them to become aware of the many different kinds of organizations comprising ‘the world of work,’ build early professional experience, and sometimes discover what they don’t want to do. For those students who are clearer about their career interests and academic pursuits, an internship can help them apply what they are learning in real world settings, gain more substantial professional experience, and begin to develop a network of people in fields that interest them.”17

In addition to helping students transfer their classroom theory and applying to real-world scenarios, internship provides opportunities for individuals to learn how to be comfortable with ambiguity. Being able to demonstrate how one is comfortable with ambiguity, by discussing how one is both flexible and versatile for example, is among the most sought-after qualities in job candidates today. Jeff Sanders, vice chairman of CEO and board practice at executive search firm Heidrick & Struggles, said, “In the past you looked for people with a certain playbook. Now you need people with relevant experience who are adaptable and quick learners.”18 Humanities graduates who complete an internship and other experiential education opportunities often gain valuable firsthand knowledge of learning how to be comfortable with ambiguity. “Learning is enhanced when students are given the opportunity to operate outside of their own perceived comfort zones.”19 “It is essential for students’ learning and growth in college to have challenging stimuli and experiences of positive restlessness because these provide the creative disequilibrium and intellectual foment that drive personal exploration and development.”20

By providing students with opportunities to gain experience and network, internship also gives the employer a chance to assess interns as potential new hires. During the last few years, more employers are viewing internship, not the school attended or major, as the single most important credential for recent graduates.21 The results show that internships have often replaced job interviews in the selection process of a new hire. Selingo reported “40 percent of all entry-level full-time hires in the U.S. are sourced through internship programs.”22 For Facebook, Enterprise Rent-a-Car, eBay, and other leading corporations more than 70 to 80 percent of new hires come through their internship programs now, compared to about half or less just a decade ago.23

It is no surprise, then, to realize over 90 percent of employers think that all students, regardless of major, should graduate college having completed at least one internship.24 Due to the hypercompetitiveness of today’s global marketplace, some observers believe that completing two to three internships is imperative for recent college graduates to maintain their competitive edge.25 “Internships are essential indicators that a student is not just a great reader and writer, but also capable of succeeding in a business environment and interacting with coworkers and clients.”26 Thus, for a growing number of college seniors that want to land employment at one of the top organizations, internships are no longer a luxury but a necessity. Recent NACE research found 61 percent of graduating seniors who completed an internship or co-op experience; among that group, nearly 57 percent of the experiences were paid, up from approximately 51 percent in 2011.27

Realize the Power of Grit

Humanities majors also need to understand that another aspect of vocation is the importance of grit. It would be extremely difficult to have a long and successful career without the ability to persevere difficult situations. Numerous researchers have concluded that getting to the corner office, long-term earnings potential, and climbing up the corporate ladder all have more to do with grit than graduating with a specific degree. Grit is by far the most important characteristic one needs to demonstrate time and again in order to translate the vision they have for their life into reality. MacArthur fellow Angela Duckworth, a psychology professor at the University of Pennsylvania, defines grit as the tendency to sustain interest in and effort toward very long-term goals and equips individuals to pursue especially challenging aims over the years and even decades. Duckworth noted that people who “accomplished great things often combined a passion for a single mission with an unswerving dedication to achieve that mission, whatever the obstacles and however long it might take.”28

Grit is a better indicator of long-term career success than talent. No matter how talented you think you are, if you don’t put in the work, it will amount to little, if any, long-term career success. In Talent Is Overrated: What Really Separates World-Class Performers from Everyone Else, author Geoff Colvin argues that deliberate, methodical, and sustained practice is the way to achieve true mastery. Colvin concluded that “Deliberate practice is hard. It hurts. But it works. More of it equals better performance. Tons of it equals great performance. And it is available to everyone.” People with grit have a hope that’s based on drive and making things happen rather than mere luck. “Grit depends on a different kind of hope,” Duckworth explains in her book, Grit: The Power of Passion and Perseverance. “It rests on the expectation that our own efforts can improve our future. I have a feeling tomorrow will be better is different from I resolve to make tomorrow better.” Unfortunately grit as a key indicator of long-term career success is seldom taught in college classrooms. This aspect of the vocation disconnect is critical to resolve if humanities majors are to remain relevant in the 21st century workplace. Their ability to identify, develop, and leverage grit will help humanities majors navigate the many twists and turns often involved with careers. Humanities majors need to understand that “speed bumps, obstacles, and failures are inevitable parts of the journey.”29 By embracing these as specific learning opportunities, humanities majors can strengthen their resolve and ability to succeed as they continue forward as it allows them to achieve even greater success. By focusing on the cultivation of determination, perseverance, and passion, humanities majors can help themselves navigate the many twists and turns involved with the 21st century workplace. Award-winning actor Denzel Washington provided an inspirational acceptance speech reminding people about the value of grit to navigate one’s career.

Throughout history, people from all walks of life had commented on grit. In the 18th century, Benjamin Franklin noted, “Energy and persistence conquer all things.” In the 20th century, President Calvin Coolidge wrote: “Nothing in this world can take the place of persistence. Talent will not. Nothing is more common than unsuccessful men with talent. Genius will not. Unrewarded genius is almost a proverb. Education will not. The world is full of educated derelicts. Persistence and determination alone are omnipotent.” More recently, while accepting the 2017 NAACP Image Award for Outstanding Actor in a Motion Picture for his performance in Fences, Denzel Washington stated “I am particularly proud about the young filmmakers and actors coming up behind my generation, in particular Barry Jenkins. Young people understand, this young man made 10, 15, 20 short films before he got the opportunity to make Moonlight, so never give up. Without commitment you’ll never start but more importantly without consistency you’ll never finish.”30 Noting how difficult the career path was for many African American actors, Washington said, “It’s not easy. If it was easy, there’d be no Kerry Washington. If it was easy, there’d be no Taraji P. Henson. If it were easy, there’d be no Octavia Spencer.”31 In conclusion, Washington proclaimed, “So, keep working. Keep striving. Never give up. Fall down seven times, get up eight. Ease is a greater threat to progress than hardship. So, keep moving, keep growing, keep learning. See you at work.”32 If humanities majors are to remain relevant in the 21st century workplace, they need to understand that “ease is a greater threat to progress than hardship.”

Life Twists

Maintaining a strong sense of grit is an absolute necessity for those humanities majors and graduates who want to remain relevant in the 21st century workplace since so many people have demonstrated time and again that career paths are more winding paths than straight lines; more jungle gym than corporate ladder. Addressing the vocational disconnect involves helping humanities majors understand three of the many aspects of one’s career path: changing jobs, engaging in subtle maneuvers, and recognizing that there is no one right career path. Humanities majors would serve themselves well by recalling the words of Walter Robb, co-CEO of Whole Foods Market: “Have the courage to go and do what you believe. Most people can see things, but they don’t have the courage to go do it and try something.” If you have the courage you can change jobs, engage in subtle maneuvers, and maintain a belief that there is no one right path to follow.

Labor Department data show that 3.4 million Americans quit their jobs in April 2018, near a 2001 peak and twice the 1.7 million who were laid off from jobs in April 2018.33 Job-hopping is happening across industries including retail, food service, and construction, a sign of broad-based labor market dynamism. Workers have been made more confident by a strong economy and historically low unemployment, at 3.8 percent in May 2018, the lowest since 2000. In the third quarter of 2009, 2.1 percent of workers changed jobs, according to Census Bureau data. That climbed to roughly 4 percent by the first quarter of 2017, matching the highest rate since 2001.34 Given these market dynamics, it’s no surprise to learn that most people will have 12 or more jobs during their lifetime.35 Humanities majors need to know that their first job will not be their only job; nor will it be their dream job. Changing jobs is simply part of the unfolding process of managing one’s career.

Career expert Allison Chesteron believes each person is the author of their career. Ultimately, it is up to each person to carve out a satisfying career path. In a blog post Chesteron writes, “A ‘dream job’ sounds like a fantasy. It belies the true messiness, the yearning to wander, the serendipitous nature of what it means to author a career. The term seeks to tie all the frayed ends up in a perfect little bow, failing to acknowledge what it means to take your future into your own hands and create it from scratch. It’s a fallacy. Don’t let it fool you.” Humanities majors need to understand that the pursuit of a dream job is a fool’s errand. Real-world career advice would be to tell the humanities majors to take any job and demonstrate just how relevant they are to that specific position. After a while if they grow unsatisfied with their job, they can simply do what millions of people do each year; find a new job or engage in subtle maneuvers.

Engage in Subtle Maneuvers

The final aspect of vocational training for humanities majors involves learning about subtle maneuvers. Humanities majors and graduates need to engage in subtle maneuvers so they can purpose interests other than their day job. Seldom is such a career strategy ever discussed in college classrooms. Jon Acuff’s book, Quitter: Closing the Gap Between Your Day Job and Your Dream Job examines the possibility and reality of translating an idea for a new product or service into a dream and not a nightmare while balancing the demands of a full-time employment position. Mason Currey’s book Daily Rituals: How Artists Work examines dozens of creative people and concludes that most of them engaged in subtle maneuvers in order to pursue meaningful creative work while also earning a living.36 “The book makes one thing abundantly clear: There’s no such thing as the way to create good work, but all greats have their way.”37 As aspiring author once wrote to Irish playwright, Oscar Wilde, asking for advice on how to have a success career as a writer. In his response, Wilde told him not to rely on earning a living from writing and declared that “the best work in literature is always done by those who do not depend on it for their daily bread.”38

Most people would complain that they do not have enough time. As author H. Jackson Brown, Jr. said, “Don’t say you don’t have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresa, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein.” In Rework, authors Jason Fried and David Heinemeier Hansson write, “Instead of watching TV or playing a game, work on your idea. Instead of going to bed at 10, go to bed at 11. We’re not talking about staying up all night or 16 hour days—we are talking about squeezing out a few extra hours a week. That’s enough time to get something going. Besides, the perfect time never arrives.” To remain relevant in the 21st century humanities majors will need to leverage their time and should recall the words of Franz Kafka to his finance: “Time is short, my strength is limited, the office is a horror, the apartment is noisy, and if a pleasant, straightforward life is not possible, then one must try to wriggle through by subtle maneuvers.”39 During the day, Kafka worked his brotberuf, literally “bread job,” a job done only to pay the bills, at an insurance company and then he would pursue his passion of writing at night and during the weekend. This subtle maneuver approach has been utilized by many successful people.

Examples of those who engaged in subtle maneuvers include Joseph Heller who thrived in magazine advertising by day and wrote Catch-22 in the evenings, sitting at the kitchen table in his Manhattan apartment. According to Heller, “I spent two or three hours a night on it for eight years…I gave up once and started watching television with my wife. Television drove me back to Catch-22.”40 The American composer Charles Ives never let music get too far from his mind. After graduating from Yale in 1898, he secured a position in New York as a $15-a-week clerk with the Mutual Life Insurance Company.41 Though already an accomplished and talented organist as well as composer, he was looking to create beyond the conservative musical establishment of his day. So staying in a steady job made sense. As Ives put it, if a composer “has a nice wife and some nice children, how can he let them starve on his dissonances?”42 How did these individuals accomplish so much while working a day job? As one observer noted, “you find out a way to get more done when you’re really busy. You just learn how to fit it in.”43 Humanities majors who learn to fit their subtle maneuvers in alongside a day job will realize that doing so is just one of the many career paths available to them.

Colleges have a responsibility to address the vocational disconnect to help humanities majors understand the multiple careers available to them. As Sue Shellenbarger wrote in The Wall Street Journal, “The old career ladders many parents climbed are gone. The number of potential occupations has more than doubled since the early 1990s, Labor Department data show. Many young adults need a longer runway just to explore their options.”44 One example of just how many options can be found in the 10,000 PhDs Project. This University of Toronto research project found that nearly 30 percent of PhDs graduating from a physical or life sciences program between 2000 and 2015 at the University of Toronto ended up in a private sector job.45 As a result of the many career options now available to graduates there are four common career paths people travel:

  • Life Twisters make up 52 percent—those who have a distinct life path in mind but are open to occasionally veering off that path to embrace the changes life throws their way.
  • Passivists form 25 percent—people who say they lack a life plan. They not only go with the flow when facing life’s challenges, and take a more passive approach to its twists and turns.
  • Traditionalists are 13 percent—people who say they have a plan laid out and have no intention of veering from it.
  • Reinventionsists constitute 11 percent—much more proactive than life Twisters in precipitating change with the specific goal of reinventing themselves again and again.

Humanities majors need to accept the notion that their path is the right one until it’s time to change. People change jobs. They change industries. People grow and develop over time. Vocational knowledge is complex and involves a variety of dynamics seldom examined on a college campus. For example, addressing the vocational disconnect also means teaching humanities majors that more Americans are redefining success and happiness in a way that doesn’t involve wealth. Only around one in four Americans (27 percent) still believes that wealth determines success, according to The LifeTwist study, a survey of more than 2,000 Americans commissioned by American Express. Americans ranked their top five contributors to success, with 85 percent saying that good health is essential. Other contributors to success included finding time for the “important things in life” (83 percent), having a good marriage or relationship (81 percent), good management of personal finances (81 percent), having a good work–life balance (79 percent), and having a job or career you love (75 percent). But keeping an open and flexible mindset was the most universal ingredient for success: The overwhelming majority of Americans (94 percent) agree that being open to change is essential to a successful life.

Conclusion

The substantial evidence overwhelmingly demonstrates that no one college major holds a “monopoly on the ingredients for professional achievement or a life well lived.”46 As one observer succinctly noted, “it doesn’t matter what you focus on, as long as you focus on it in a rigorous way.”47 In a recent survey, 93 percent of employers agreed with the
statement: “a candidate’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.”48 Contrary to what many may believe, you do not have to major in English to have a career as a writer; you do not have to study business to work as a consultant; and you do not have to study international relations or political science to get a job in government. Likewise, you are not limited to working as an archivist, librarian, or teacher as a history major. “The real world doesn’t care about your degree as much as your work ethic and attitude.”49

This type of thinking surrounding the college major needs to be advocated, explained, and supported from higher education administrators if students are to recognize the value of focusing on an academic program they enjoy instead of what they think they should declare as a major. As one observed noted, “For years we have been focused on access, and now we need to turn our attention equally to student success. It takes courage to say we can do better.”50 For higher education institutions to improve, they will need to think and act very differently. “The current way colleges function, with their roots grounded in outdated Weberian management practices, outmoded instructional delivery systems, and archaic approaches to student and institutional support services, simply will not work for institutions that are charged with serving as major democratizing forces and economic engines for a changing population, a changing world and a rapidly evolving future.”51 Thinking differently and moving away from the usual way of doing things, however, is a formidable challenge as “people often refuse to relinquish their deep-seated beliefs even when presented with overwhelming evidence to contradict those beliefs.”52 If a higher education institution can address the vocation disconnect, it can then move on to find a way to resolve the cultivation of the self-disconnect.


1 Watts, A. 2019. “What If Money Was No Objective.” https://genius.com/Alan-watts-what-if-money-was-no-object-annotated (accessed May 23, 2019).

2 O’Shaughnessy, L. 2013. “New Study Shows Careers and College Majors Often Don’t Match.” CBS News, November 15, https://cbsnews.com/news/new-study-shows-careers-and-college-majors-often-dont-match/ (accessed April 28, 2019)

3 Koenig, R. 2018. “Your College Major Does Not Define Your Career.” U.S. News & World Report, September 24, 2018. https://money.usnews.com/careers/applying-for-a-job/articles/2018-09-24/your-college-major-does-not-define-your-career (accessed April 17, 2019).

4 Lam, B. 2015. “The Danger of Picking a Major Based on Where the Jobs Are.” The Atlantic, June 12.

5 Koenig, R. 2018. “Your College Major Does Not Define Your Career.” U.S. News & World Report, September 24. https://money.usnews.com/careers/applying-for-a-job/articles/2018-09-24/your-college-major-does-not-define-your-career (accessed April 17, 2019).

6 Craig, R. 2017. “College Silos Must Die For Students To Thrive.” Forbes, April 14, https://forbes.com/sites/ryancraig/2017/04/14/college-silos-must-die-for-students-to-thrive/#5d98c9d6222d

7 Humphreys, D. 2018. “Life’s Different for Today’s Students — Let’s Help them Succeed with High Quality Learning.” Medium, March 5, https://medium.com/todays-students-tomorrow-s-talent/lifes-different-for-today-s-students-and-for-us-if-we-re-going-to-help-them-succeed-658bdb290ca6 (accessed May 21, 2019).

8 Humphreys, D. 2018. “Life’s Different for Today’s Students — Let’s Help them Succeed with High Quality Learning.” Medium, March 5, https://medium.com/todays-students-tomorrow-s-talent/lifes-different-for-today-s-students-and-for-us-if-we-re-going-to-help-them-succeed-658bdb290ca6 (accessed May 21, 2019).

9 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 April 17, 2019).

10 Fadulu, L. 2018. “Why Aren’t College Students Using Career Services?” The Atlantic, January 20, 2018, https://theatlantic.com/education/archive/2018/01/why-arent-college-students-using-career-services/551051/ (accessed April 17, 2019).

11 Brunskill, A. 2018. “The Best Teachers Have Real World Experience.” Education, December 2018, https://education.media/the-best-teachers-have-real-world-experience-opinion (accessed April 17, 2019).

12 Fadulu, L. 2018. “Why Aren’t College Students Using Career Services?” The Atlantic, January 20, https://theatlantic.com/education/archive/2018/01/why-arent-college-students-using-career-services/551051/ (accessed April 17, 2019).

13 Fadulu, L. 2018. “Why Aren’t College Students Using Career Services?” The Atlantic, January 20, https://theatlantic.com/education/archive/2018/01/why-arent-college-students-using-career-services/551051/ (accessed April 17, 2019).

14 Fadulu, L. February 2018. “Why Aren’t College Students Using Career Services?” The Atlantic, January 20, https://theatlantic.com/education/archive/2018/01/why-arent-college-students-using-career-services/551051/ (accessed April 17, 2019).

15 Schneider, M., and M. Sigelman. 2018. Saving the Liberal Arts: Making the Bachelor’s Degree a Better Path to Labor Market Success. American Enterprise Institute.

16 National Association of Colleges and Employers (NACE). 2015. “Position Statement.” http://naceweb.org/advocacy/position-statements/united-states-internships.aspx?intlftnav (accessed August 2, 2015).

17 O’Neill, N. Fall 2010. “Internships as a High-Impact Practice: Some Reflections on Quality.” Peer Review, Published by the American Association of Colleges and Universities.

18 Fry, E., F. 2014. “9 Tips to Land Your Dream Job.” Fortune, September 3.

19 Chapman, S., P. McPhee, and B. Proudman. 1995. “What is Experiential Education?” In The Theory of Experiential Education, ed. K. Warren, 235–248. Dubuque: Kendall/Hunt Publishing Company.

20 Dalton, J.C., and P.C. Crosby. 2008. “Challenging College Students to Learn in Campus Cultures of Comfort, Convenience and Complacency.” Journal of College and Character, February 1.

21 Scott, A. 2013. “What do Employers Really Want from College Grads?” Marketplace Education, March 4.

22 Selingo, J.J. 2015. “Are Internships the Only Way for Recent College Grads to Grab Entry-Level Jobs?” The Washington Post, May 18.

23 Selingo, J.J. 2015. “Are Internships the Only Way for Recent College Grads to Grab Entry-Level Jobs?” The Washington Post, May 18.

24 Schawbel, D. 2012. “Millennial Branding Student Employment Gap Study: Companies Expect Students to have Internships But aren’t Hiring Interns.”

25 Hannah, G. 2012. “The Intern Queen: Internships are no Longer Optional.” February 26.

26 Smith, J. 2012. “Internships May Be the Easiest Way to A Job in 2013.” Forbes, December 6.

27 2018. “Trend is Toward Paid Internships.” National Association of Colleges and Employers (NACE), Press Release Dated February 15, URL (accessed November 4, 2018).

28 Tough, P. 2011. “What if the Secret to Success Is Failure?” The New York Times Magazine, September 14.

29 Pozin, I. 2019. “How to Develop the Grit You Need to Succeed.” Inc., December 29. (accessed May 21, 2019).

30 2017. “Ease is a Greater Threat to Progress than Hardship – Denzel Washington.” August 14, https://motivationmentalist.com/2017/08/14/ease-greater-threat-to-progress-than-hardship-denzel-washington/

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32 2017. “Ease is a Greater Threat to Progress than Hardship – Denzel Washington.” August 14, https://motivationmentalist.com/2017/08/14/ease-greater-threat-to-progress-than-hardship-denzel-washington/

33 Harrison, D.G., and E. Morath. 2018. “In This Economy, Quitters Are Winning.” The Wall Street Journal, July 4.

34 Harrison, D.G., and E. Morath. 2018. “In This Economy, Quitters Are Winning.” The Wall Street Journal, July 4.

35 Bureau of Labor Statistics, Frequently Asked Questions, no date, (accessed May 21, 2019).

36 Currey, M. 2013. Daily Rituals: How Artists Work, Knopf.

37 Wilwol, J. 2013. “Daily Rituals,’ of the Brilliantly Creative.” NPR Books, April 30.

38 Khomami, N. 2013. “Literary Success? Don’t Give up the Day Job, Advised Oscar Wilde.” The Telegraph, March 19.

39 Currey, M. 2013. Daily Rituals: How Artists Work, 83. Alfred A. Knopf.

40 Currey, M. 2013. “Daily Rituals.” Slate, May 2.

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42 Magee, G.S. 2008. Charles Ives Reconsidered. University of Illinois Press.

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50 Gonzalez, J. 2012. “Community Colleges Not Up to 21st Century Mission, Their Own Report Says.” The Chronicle of Higher Education, April 21.

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52 Klapper, B. 2013. “Free Yourself from Conventional Thinking.” Harvard Business Review Blog, May 6.

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