University Perspective
Going from One Real World to Another
by Patricia Barrett Malik, Ph.D., CTRS
College professors often hear from students and practicing
professionals in the field that life after college is "the real world."
Students will say, "When I get out into the real world I will pay
closer attention to grammar and spelling in my written communication,
but what's the difference now. I am only in college."
Professionals have been known to tell students "When you
get out into the real world, it will be different from college."
Being a student at a university or college is part of the "real
world" and working as a practitioner in the field of leisure services
is the "real world." There are two different types of real
worlds, but both are very real. The purpose of this article is to
explore the importance of the experiences and tasks students
encounter in their professional preparation programs and how
they generalize in practice to the field of leisure and recreation
services.
Here are the top 10 ways that the college real world is the
same as the leisure service field real world.
10. Numerous Demands on Your Time
Students today have more demands than ever on their time
and energy. Many students are working 20 to 40 hours a week
to meet the financial demands of a college education, as well as
taking a full course load, being part of campus organizations
and groups, and, of course, fulfilling social obligations. Practitioners
also have numerous demands within their professional
and personal life. They may be supervising 20 or more full- and
part-time staff, coordinating summer programs, putting together
the fall brochure, and meeting family and community responsibilities
as well. In both cases, knowing how to manage time to
meet the demands in life are important. The student who learns
how to do this in college will make the transition into the work
world more easily.
9. Working Cooperatively with Others to Complete Projects
The most frequently voiced complaint of students is that
they dislike doing group projects. It is difficult to get everyone
together at one time, and there is often someone who doesn't
contribute his or her fair share to the project. While students
would like to work on projects independently, in the field of
leisure services very few projects or events would be possible
without the cooperative work of many people. In both cases,
some people within a group may be controlling, others may not
do their fair share of work, and others rise to leadership roles.
The student who learns how to work cooperatively and motivate
others within course group projects also will be able to use
these skills in the work world.
8. Deadlines, Deadlines, Deadlines (Imposed by Others)
Students have very little control in their college careers
about the deadlines and due dates to which they must adhere
regarding projects, papers and exams. There may be multiple
deadlines on one day due to the variety of courses the student is
taking. Meeting those deadlines is important to successfully
complete a course and ultimately progress to graduation. The
practitioner in leisure services also has deadlines to meet; many
imposed by others. On a typical day a practitioner may have to
have copy ready for the brochure, board reports and packets out
in the mail, a grant proposal application completed, budget requests
processed, etc. In both cases there are consequences for
not making deadlines. The difference here is that the consequence
for not meeting professional deadlines usually affects
other people, while college deadlines typically only impact one
person—the student (unless it is a group project)!
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7. Some Late Nights Are Necessary to Complete Assignments
Depending on how students manage their time or how many
multiple deadlines they face, some of them will work late nights
or "all nighters" studying for an exam or finishing a paper. Being a
college student is not a "9 to 5" job; there is always something
that needs to be done. For many professionals, depending
on how busy the day was, paperwork is best done in the evening
without the interruptions of the day. In addition to paperwork,
some programs end late in the evening and the professional is
there at the end of the day to close up the facility and is back at
the office the next day. Being a leisure service provider is not a
"9 to 5" job. In both cases the ability to extend oneself (periodically)
is necessary due to the demands of the day. The student
who understands this and is willing to put in the extra effort will
succeed within the field of leisure services.
6. Having a Sense of Humor Can Help Control Stress
Having a sense of humor is directly related to the numerous demands
for time and deadlines that need to be met. While
being a student should be a serious endeavor, approaching this
role without a sense of humor or being able to find humor in the
situations experienced, will lead to stress and the potential for
not completing a degree program. Many practitioners in the field
of leisure services will say that they enjoy their job and have
fun with it. They know that having a sense of humor is important,
especially on a day when everything seems to be going
wrong; for example, the Tae Kwon Do instructor calls 10 minutes
before the class is to start to tell you his car won't start; a
board member called earlier in the day because a community
member had a complaint about how a staff member treated
people at the summer concert; and your computer disk crashed
and lost the file with the brochure copy that is due at the end of
the day. In both cases seeing the lighter side of life and having
a sense of humor can help alleviate stress and eventual burnout.
The student who takes this ability into the work world will
last longer than those who don't.
5. Knowing Where to Find Information and Resources
Students are exposed to a multitude of resources and information
while on a college campus. The expectation of professors is that
students will be able to find the necessary information
and resources needed to complete a paper or project. For
example, those students completing a planning and design
project will need to call companies for price quotes and estimates
for the equipment they are suggesting to include in their
fitness trail project. Students in a recreation for special populations
class may have to call 800 numbers requesting information
from national organizations regarding different disability
groups. Practitioners in the field are well aware of the need to
know who to call when information or assistance is needed. The
professional who is responsible for beginning a new dance program
for the park district may know little about dance instruction,
but knowing who to call and what resources to examine
will assist in making the new dance program successful. In both
cases knowing how to access information leads to successful
endeavors. Those students who are willing to use technology
and other forms of information retrieval will be valuable members
of the field once they graduate.
4. Building Bridges Is Important to Continued Success
Relationships students establish in college with peers, practicing
professionals and professors are important well beyond
the years in college. For example, a solid relationship with a
professor may lead that faculty to contact an alumnus who is
looking for a new job when it is posted at the university. Or it
may mean a willingness of faculty to write a positive recommendation
for graduate school admission for a former student.
The ability to "build bridges" and not bum them is an important
skill for students to bring to the work world. Networking among
professionals is paramount to professional survival. Knowing
who to call for professional advice, references or support and
being available to do the same for colleagues is an important
role for those in the profession. The first environment in which
professional bridge-building begins is within the university environment.
Those students who understand the importance of
maintaining relationships and take the time to nurture them will
be at an advantage to those who do not once they become practicing professionals.
3. Need to "Take Time For Fun"
This is related to stress management for both students and
practitioners. The student who does not schedule in needed play
and recreation time will get burnt out by the end of the semester.
On the other hand, those who spend too much time taking time
for fun run the risk of not passing their courses at the end of the
semester. Those practitioners in the field of leisure services who
provide the services but do not have a leisure lifestyle of their
own will not be productive in the long run. If they do not become
mentally burnt out, it is quite possible that their bodies
will through health problems. In both cases being able to practice
what you preach is necessary to be an ongoing contributing
member of the team. Those students who know how to balance
work with play will be better workers (and players) once
they graduate from college.
2. Ability to Look as if You are Paying Attention
Students have learned through their minimum of 16 years
of schooling to sit in hard uncomfortable chairs for long periods
of time. They also have learned how to look interested in
what is being said (some better than others) during dry, boring
lectures. The truth is, practitioners also have to sit for long periods
of time in dry boring meetings, trying to look interested in
what is being said. In both cases, the reality is that you will not
always be where you want to be, in comfortable surroundings.
The student who acknowledges this will not be disappointed
when he or she leaves college. The memory of dull and boring
classes, may make them more aware of how they can conduct
succinct, meaningful meetings and presentations.
1. Nobody Understands What You Do
Students are constantly trying to define their major to their
roommates, friends, and parents. Parents are concerned about
this major called "parks and recreation" and whether there are
jobs in this field, which they have never heard of before. Friends
are berating you for being in such an "easy" major. They just
don't seem to understand. Unfortunately this does not go away.
The therapeutic recreation specialist at a teaching hospital is
30 * Illinois Parks & Recreation * November/December 1996
having to justify and explain the field of therapeutic recreation
to each new nursing and occupational therapy class
or colleagues who begin work at the hospital. Even after
professionals have been in the field a number of years,
many of their parents still do not understand what exactly
they do. In both cases it is important to be able to explain
what you do. But more importantly, you need to believe
that what you do is important, although few understand
it. The student who comes into the field with a sense of
confidence about his or her profession and its importance
in the lives of all people will be able to explain to others
and not get frustrated.
One of the goals of faculty in recreation and parks
curricula is to create learning experiences inside and outside
the classroom that are relevant to the field of leisure
and recreation. While knowledge of leadership skills, programming,
administration and issues facing the field are
some of the core knowledge areas for curricula, there are
other knowledge and skills that can't be targeted in a classroom,
but can be encouraged. These were discussed in
this article to assist students and practicing professionals
alike to see the relevancy and relationship between agencies
providing leisure services and universities providing
the professional preparation programs.
Do universities provide learning experiences and an
environment that is "real world?" Most definitely.
In reality there is not much difference from the real
world of the practicing professional and the real world of
the university.
Patricia Barrett Malik, Ph.D., CTRS, is associate professor
in the Recreation and Park Administration Program
for Illinois State University. She earned an undergraduate
degree in Community and Outdoor Recreation from
Springfield College (Springfield, Massachusetts) and
master's and doctorate degrees in Leisure Studies from
the University of Illinois at Urbana-Champaign.
Illinois Parks & Recreation * November/December 1996 * 31