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The article discusses the work of research psychologist Carol S. Dweck, who has become well-known in the U.S. by studying common errors associated with thinking and talking about intelligence as a fixed trait. Dweck's research demonstrating that praising children for their intelligence can backfire is noted. Dweck's pet peeve when people use "hard working" to offer praise is explored. Her hope to develop a program that would train freshmen college students to adopt a growth attitude towards their intelligence and emotions is explored. Dweck's research on how people cope with failure and her design of the Intellectual Achievement Responsibility Scale are discussed.

The author opposes the doctoral-reformer movement's call for shortening time to degree, and emphasizes the need to enact flexible policies that approach failure with openness, creativity and hope. She argues that time-shortened degree in humanities will not only harm individual students but also threaten the core missions of the contemporary humanities. She also discusses how decreased time to degree increases the destructive potential of failure while limiting its productive possibilities.

The article discusses the author's claim that American business schools are failures and should not be included as academic programs at universities, and it mentions questions of intellectual purpose and social utility. Innovations in business are examined, along with the teaching of business techniques, the Wharton School of Finance and Economy at the University of Pennsylvania, and the history of business education in the U.S.

The article discusses the Common Intellectual Experience big-ideas course taken by all incoming freshman to Ursinus College in Collegeville, Pennsylvania and puts forth the argument that the shortcomings and failures of the course are a positive thing. Topics discussed include the curriculum development that takes place for the course, the cross-disciplinary approach to the course, and the course's focus on what it means to be human.

A personal narrative is presented in which the author discusses her attempts at securing a tenure-track teaching job at a U.S. college, the publication of her book "From Orphan to Adoptee: U.S. Empire and Genealogies of Korean Adoption," and her feelings that she was a failure.

The article offers the author's insights regarding the doctor of Philosophy (Ph.D.) skills and its capability to transform outside the academe industry offering opportunities outside the sector. She discusses various realization as she move outside teaching career including the difference between the skills and its application to job, the advantages of experiencing failure, and the advantages of reading books and taking personality test in changing career.

The article discusses how much failure and rejection is part of an academic's career by overviewing the author's "shadow CV," listing how many times she did not succeed in various projects. Topics addressed include commentary on how beginning academics face significant difficulties and should be encouraged, multiple examples of the author's shadow CV, and final comments on how to cope with that part of professional life.

The article discusses resilience in students at the college level, suggesting that social trends are over-encouraging risk-aversion and an inability to deal with failure. Topics addressed include an extended example of Coleman Fitch, who failed in classes but was reinstated due to the interventions of his parents, commentary on why students are so risk-averse in the 21st century, and advice on how to promote grit in students rather than entitlement.

The article focuses on the innovative-design course taught by professor Jack V. Matson at the University of Houston, Houston, Texas. The objective of the course is to teach students ways to be innovative and entrepreneurial. It emphasizes the role of failure in the process of learning and creativity. Matson has been teaching this course to undergraduate and graduate engineering students since 1983. In this course, students are asked to create a consumer product or service and market it. INSET: A Required Course in Failure.

The author reflects on how being rejected from an academic job, tenure or publication can lead to feelings of failure and psychological pain. She notes that the large time commitment of applying to positions and sending dossiers along with customized letters can make accepting rejection more difficult. To address these feelings, the author suggests that academics have more compassion for themselves.

The article discusses the concept of failure and argues that college students should be encouraged to fail as it means they are trying to be innovative. Topics discussed include developmental psychologist Angela Lee Duckworth's work and her declaring of grit as a personalty trait, tips for using teaching methods that encourage failure while ensuring high standards of learning, and the inclusion of failure in grading.

The article analyzes the failure of the 2013 pilot program launched by the massive open online course (MOOC) provider edX to provide job-placement services for its enrolled students.

The article presents information on the winners of the 2013 U.S. Professor of the Year awards. The author looks at French professor Ann L. Williams of the Metropolitan State University of Denver, math professor Robert A. Chaney of Sinclair Community College in Dayton, Ohio, and physics professor Steven J. Pollock at the University of Colorado at Boulder. The article also discusses the impact that failure had on the professors' performance.

The article presents multiple responses to the question of when giving up and moving on is the right decision when applying for jobs in academia.

A personal narrative is presented by a former dean and chief academic officer of a small college in which the author explores reasons for lack of success in the deanship.

Interviews law professor Jules Lobel on his book "Success Without Victory: Lost Legal Battles and the Long Road to Justice in America." Discussion on the fear of failure by several people in the U.S.; Views on success.