Preparing College Students for the End of Work: The Role of Meaning

Abstract

This article explores the complex future of work and how projected changes in the workplace will inevitably influence college students. We examine workforce trends and predictions with a focus on the rise of automation and artificial intelligence, including how an increasing reliance on machines will replace and reshape millions of jobs. In response, we argue that higher education professionals need to initiate conversations with students about how to deal with “the end of work.” In particular, if students possess a strong self-understanding of the meaning and values they assign to work, they will be in a better position to prevail against the constant unpredictability of the future workplace. We discuss recommendations for students and workers in an attempt to re-frame the necessary skills to thrive in the future workplace and provide several suggestions for higher education professionals to facilitate the learning and relearning of these skills. We conclude with student self-reflections from an undergraduate course focused on technology, ethics, and the future of work. Student narratives emphasize the importance of meaning as it relates to work and career planning.

Additional information

Notes on contributors

Michael J. Stebleton

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Michael J. Stebleton ([email protected]) is associate professor and coordinator of higher education at the University of Minnesota-Twin Cities. His research and teaching interests focus on college student development, career development, and college student success.

Lisa S. Kaler

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Lisa S. Kaler ([email protected]) is a PhD candidate in higher education at the University of Minnesota-Twin Cities. Lisa’s dissertation research explores college student suicide. Her research interests include undergraduate and graduate student mental health.