Editor’s Note: Dr. Cynthia West is the assistant dean, Innovation and Entrepreneurship Programs at Chapman University’s Argyros College of Business and Economics, where she is also clinical associate professor, entrepreneurship.
The world of work has transformed more in the last five years than in the prior 50.
Remote work is no longer a perk but a norm. Side hustles have become main hustles, from driving for Uber or DoorDash to delivering groceries for Instacart. AI has moved from science fiction to daily application.
Yet, higher education is still catching up to these rapid changes—and the gap matters most for Gen Z, the students filling our classrooms today.
Universities must pivot to prepare this generation not only with the academic foundation that makes for productive, global citizens but also with the entrepreneurial confidence to launch businesses, lead projects and thrive in a world where independence and adaptability are prized.
Changed Expectations
Gen Z’s expectations of work have shifted dramatically.
Unlike prior generations who often “lived to work,” prioritizing career above all else, today’s students approach employment with a “work to live” mindset. They want careers that support their well-being, flexibility and life goals, and they seek companies with purpose, ambitious goals and a positive impact on the world.
This shift influences the roles they pursue, the companies they join and how they define success. Universities must recognize that preparing students for the future of work is no longer just about academic excellence or traditional job placement; it’s about instilling the confidence and entrepreneurial mindset to design a career—or a business—that aligns with both personal values and market needs.
Technology is only accelerating this urgency. AI is reshaping nearly every industry, eliminating certain tasks while creating entirely new skill sets. Students must leave college with AI literacy and the ability to apply emerging technologies in practical ways. AI literacy isn’t just for technical tasks; it empowers students to innovate and launch new ventures more efficiently. The universities that thrive will be those that embrace this shift rather than resist it.
The post-pandemic workforce has also become geographically decoupled. Talent is no longer bound to major office hubs. Companies increasingly locate near skilled workers rather than expecting employees to relocate. This flexibility offers new opportunities for students in Orange County, but it also raises the bar for universities to ensure graduates are globally competent, digitally fluent and confident in independent work.
Persistent Skill Gaps
Here in Orange County, we are already seeing how this plays out. According to the Orange County Workforce Development Board’s 2025-2028 Regional Plan, employers across the county report persistent skill gaps—many struggle to find candidates with the right mix of technical (digital) and soft/entrepreneurial skills.
The region’s growth sectors—from medtech to logistics to creative industries—depend on a workforce that can innovate rapidly, manage projects independently and pivot as technologies evolve. Universities that embed these capabilities into their programs are not only serving students, they are sustaining Orange County’s competitiveness in a global economy.
The challenge is compounded by external pressures: declining U.S. birth rates, shrinking enrollment numbers, and growing skepticism about the return on investment of a degree. Tuition remains among the highest in the developed world, which means parents and students are right to ask: what’s the payoff?
If the answer isn’t clearer pathways to careers and the confidence to create one’s own opportunities, universities will lose the trust of the very people they are meant to serve.
Entrepreneurship is one of the most overlooked answers to this challenge. In today’s economy, independent work, gig roles and solopreneurship are growing faster than traditional employment.
A recent Society for Human Resources Management article states that the gig—or contract—workforce will outnumber the traditional full-time workforce by 2027.
According to the California Office of the Small Business Advocate (CalOSBA), approximately 99.8% of all businesses in California are small businesses with fewer than 200 employees, and there are 430,000 new business applications per month. Preparing students to start, run and grow businesses is critical to sustaining the county’s long-term economic health.
The Entrepreneurial Way
At Chapman University’s Leatherby Center for Entrepreneurship and Business Ethics, students are launching startups, running side hustles and interning at local companies before graduation.
They aren’t waiting for permission to innovate—they’re doing it now. This experience, combined with mentorship from Orange County business leaders, is shaping a talent pipeline uniquely prepared for the demands of the future.
We have students with wide and varied interests: one has an online business selling specialty athletic shoes; another with an organic tea company selling offerings in a box and at special events; another who runs a bakery and went to the “Cake Boss” competition and made it to the finals; and many with ideas for apps.
For Orange County’s business community, this is not an abstract issue. Today’s students are tomorrow’s partners, employees and competitors. Their ability to adapt and innovate will determine how strong our regional economy remains in the face of rapid change. When universities prepare Gen Z to be entrepreneurial, they are also investing directly in the resilience and competitiveness of Orange County itself.
The curriculum must evolve accordingly. Beyond core academics, students should be trained in business ideation, financial literacy, brand identity, intellectual property protection and the latest business technologies. These aren’t “extras.”
They are essentials for navigating a world where career paths are increasingly non-linear and self-directed.
The future of work is not coming—it is here. Universities that equip students to both find jobs and create them will remain vital. Those that cling to outdated models risk being left behind.
At Chapman, we believe the choice is clear: education must evolve alongside the workforce, or it fails its mission. And in Orange County, where entrepreneurship is the backbone of our economy, the stakes could not be higher.
