000			05511nam a2200565 i 4500
001			11135854
003			CaPaEBR
005			20241023114843.0
006			m eo d
007			cr cn |||m|||a
008			160118s2016 nyu foab 001 0 eng d
020			_a9781631573941 _qe-book
035			_a(OCoLC)935736125
035			_a(CaBNVSL)swl00406094
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aLB2361
100	1		_aEdmondson, Michael., _eauthor.
245	1	0	_aMajor in happiness : _bdebunking the college major fallacies / _cMichael Edmondson.
250			_aFirst edition.
264		1	_aNew York, New York (222 East 46th Street, New York, NY 10017) : _bBusiness Expert Press, _c[(c)2016.]
300			_a1 online resource (xxxvii, 179 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aHuman resource management and organizational behavior collection, _x1946-5645
504			_a2
505	0		_aPart I. The situation -- _t1. The information technology revolution -- _t2. The state of the college major -- _t3. Selecting a major -- _t4. The fallacies -- _tPart II. The mental traps -- _t5. Trap one: your major determines your long-term earning potential -- _t6. Trap two: you need to land your dream job and figure out what you want to do with the rest of your life -- _t7. Trap three: you can apply to jobs related to only your major -- _t8. Trap four: employers care about only your major and grade point average -- _t9. Trap five: students must specialize in one major in order to succeed -- _tPart III. Assessments -- _t10. Build your bridge -- _t11. Career target -- _t12. Aim for your purpose -- _t13. The greater fool theory -- _t14. The milkshake -- _t15. The openness and awareness index -- _t16. Career vision -- _t17. Soft skills -- _t18. "How good do you want to be?" -- _t19. Professional skills assessment -- _t20. Personal assessment of traits and habits to success -- _t21. Emotional intelligence assessment -- _t22. Social media quiz -- _t23. Communicate your value assessments -- _tAppendix A. List of majors from the University of Michigan -- _tAppendix B. Famous people and their majors -- _tAppendix C. Extinct, new, and future careers -- _tIndex.
506			_aAccess restricted to authorized users and institutions.
520	3		_aThe preconceptions and suspicions about how things operate in today's challenging global marketplace often compel people to forge correlations with causations without any substantial evidence. Unfortunately, this flawed thinking is the foundation upon which many students declare their undergraduate major. With the repayment of college loans as a paramount issue for students and their families, the major is often viewed as the stepping stone for a career that can repay those loans instead of the first step to a meaningful life based on leadership, purpose, and service. Students should declare a major that makes them happy. Doing so substantially increases their chances of pursuing careers paths that ignite their passion, identify with their purpose, and spark a commitment to lifelong learning. All too often, however, students are exposed to the myopic valuable versus useless paradigm of decision-making process when it comes to declaring a major. According to this paradigm, a "valuable" major is useful, can teach a specific skill, and provides one with a lifetime of employment and riches. Accounting, marketing, engineering, and computer science are just a few examples. A "worthless" major, on the other hand, is more intellectual and therefore has little, or no, practical application for employment purposes. Majors that generally fall into this category include history, English, philosophy, and sociology among others. This dichotomy between the valuable versus useless majors is based on flawed mental models and ingrained assumptions about how the world works that lead to a series of fallacies surrounding the college major. Major in Happiness: Debunking the College Major Fallacies examines a variety of assumptions prevalent in the mental models of undergraduates, parents, educators, higher education leaders, administrators, and policymakers that cause people to fall into a series of mental traps when selecting a major. Divided into three parts, this publication presents a situational analysis on choosing a college major, dissects the mental models and traps people rely on, and offers a variety of assessments that can help increase one's self-awareness prior to declaring a major.
530			_a2 _ub
530			_aAlso available in printing.
538			_aMode of access: World Wide Web.
538			_aSystem requirements: Adobe Acrobat reader.
588			_aTitle from PDF title page (viewed on January 18, 2016).
650		0	_aCollege majors.
653			_ahigher education
653			_acareer development
653			_avocational guidance
653			_acollege majors
653			_aacademic programs
653			_aundergraduate education
653			_apersonal development
653			_aprofessional development
655		0	_a[genre]
776	0	8	_iPrint version: _z9781631573934
830		0	_aHuman resource management and organizational behavior collection. _x1946-5645
856	4	0	_uhttps://go.openathens.net/redirector/ciu.edu?url=https://portal.igpublish.com/iglibrary/search/BEPB0000446.html
942			_2lcc _bCIU _cOB _eBEP _QOL _zBEP11135854
999			_c73957 _d73957
902			_c1 _dCynthia Snell