Work-Based Learning: Bridging Education and the Workplace

Work-based learning (WBL) is an essential tool for developing the future workforce, transforming learning by connecting the classroom to hands-on, real-world experiences. Through school-business partnerships, WBL prepares young people for success in a dynamic economy.

Defining Work-Based Learning

Work-based learning (WBL) is the umbrella term used to identify activities that collaboratively engage employers and schools in providing structured learning experiences for students. These experiences focus on assisting students in developing broad, transferable skills for postsecondary education and the workplace. WBL is supported in the school and at the work site.

As more students equate the value of a college education with its ability to improve their future job prospects, colleges and universities are adding career preparation more intentionally into their academic and co-curricular activities. This confluence of career and curriculum has generated increasing interest in work-based learning (WBL), a pedagogic strategy that provides students with opportunities to apply their curricular learning in real-life settings with employers.

While there is general agreement that WBL can be an effective and important pedagogy, it is not a singular practice. Understanding the various manifestations of work-based learning is important to maximizing its potential impact on students’ academic and post-graduation experiences. Each type requires different resources and stakeholder support to be implemented properly, and when faculty, staff, or students lack clarity or familiarity with the terminology, buy-in and engagement in the practice can suffer.

Key Components of Comprehensive WBL Programs

Recent research, policy literature, and federal legislation suggest that comprehensive WBL programs contain three key components:

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The alignment of classroom and workplace learning
Application of academic, technical, and employability skills in a work setting
Support from classroom or workplace mentors

Types of Work-Based Learning Experiences

While WBL experiences can be classified along several different dimensions, there are no universally accepted standards or frameworks for such classification. One of the most common and easily identifiable aspects of any WBL experience is how much time a student spends participating, both in terms of duration and intensity. WBL experiences can last from just a few hours to several years and can be pursued on a full-time or part-time basis. The outcomes or impacts of any given WBL experience should be calibrated to the amount of time a student spends, but that can vary dramatically from experience to experience.

Another common element of WBL is relevance to the student’s academic and career goals. As with time commitment, there are no standard metrics to measure that alignment, and any such attempt is likely to be highly contextual to the student and the WBL experience. There are ways to build in greater relevance, such as embedding WBL in courses and degree programs, or providing students with professional advising as they select WBL experiences that, ideally, align with future employment opportunities.

Compensation is also an important consideration of the WBL experience. Certain kinds of WBL experiences may offer college credit, fulfill an academic requirement, and/or provide a salary or stipend. The specific compensation for a WBL experience can have important equity implications for who is able to participate. It is important to note that in most cases, WBL opportunities or expectations are part of the academic curriculum, not simply employment while enrolled. While faculty members, administrators, advisors, and others may all be involved in identifying and facilitating WBL experiences, it is the integration with students’ academics that distinguishes WBL from employment or engaging in other developmental activities.

As noted above, there is no standard framework or hierarchy within which to organize a list of different kinds of WBL experiences. That lack of standardization also means that there is often overlap between how WBL experiences are defined and described. Governmental agencies, educational institutions, and employers create their own categories for the WBL experiences they offer, support, or endorse, so any list of such activities is inherently somewhat arbitrary. The categories and descriptions offered below are generally ordered from the highest duration and intensity experiences to those that often require less time and intensity.

Here are some common types of WBL programs:

Apprenticeships

Perhaps the most immersive and most regulated WBL experience, these opportunities are on-the-job training programs, often under the close guidance of an experienced mentor, that can last up to three years of full-time or close to full-time work. Such programs are most common, but not exclusively, in the skilled trades. The US Department of Labor and State Apprenticeship Agencies oversee Registered Apprenticeship Programs, which certify that apprenticeship programs with specific employers meet certain quality standards. Apprenticeships may be a growth area for WBL in the future as supporting more such opportunities is a bi-partisan issue. Apprenticeships are progressive training and wage advancement opportunities for students to learn while they earn money through an experience directly tied to a business. Apprenticeships provide a model that guarantees student compensation during the learning. It is important to diversify apprenticeship opportunities to align with the interests and needs of students.

Cooperative Education (Co-op)

Co-ops are another WBL example that typically involves full-time work, during which semesters of full-time work are interspersed with semesters of a full course load. These three-to-six month opportunities are usually paid and associated with a specific academic program or degree requirement. Given the relevance of co-op placements and students’ academic or career goals, many colleges and universities employ administrators to identify co-op opportunities and advise students in the process of selecting and applying for such positions.

Internships

Often confused or conflated with co-ops because of their many similarities, internships are more likely to be part-time, shorter in duration, and less well integrated into the employing organization. Internships are, however, much more common than co-ops, and the positive impacts of internships on post-college earnings are well documented. That value, however, is not available to all students as many internships are unpaid, leading to substantial equity gaps in who can participate in them. In addition, as part-time experiences, many internships are place-specific and inaccessible to students attending college in localities with fewer businesses. High school internships provide valuable experience, easing the transition to post-secondary education and career paths. These experiences can be customized to build on the student’s knowledge and experience while supporting aspects the business needs. Through orientation, training and portfolio-building projects, internships help students advance their careers.

Practicums

While practicums are often confused with internships, these WBL experiences have more in common with apprenticeships. Practicum experiences are closely tied to a specific academic program and are often a required element of licensure for a profession, such as nursing. These highly structured experiences center around observation of professionals in the field and will occasionally involve low stakes hands-on activities.

Project-Based Learning (PBL)

While many students take on projects as part of a course, not all participate in PBL, which calls for sustained and instructor-supported involvement in real-world, authentic tasks, often in partnership with outside employers or organizations. While PBL is often associated with skill development in areas that employers find valuable, there is not yet conclusive evidence as to how much or how many PBL experiences lead to the most positive outcomes. Industry-led projects enable students to see the value of what they are learning. It is important to utilize the industry professional to connect more than just talking about the career. Authentic project-based learning with employers is a valuable WBL experience.

Externships

Largely focused on observation of a workplace or professional setting, externships most often involve job shadowing and attending meetings in order to be introduced to a field or industry. These experiences are usually unpaid and last for a day to a few weeks.

School-Based Enterprises

School-based enterprises enable student leadership advancement as students make key entrepreneurial decisions to ensure the success of the business venture. It is important to structure learning before the school-based enterprise opens to ensure students have foundational knowledge for effective decision-making. Rethinking the traditional school-based enterprise to seek out new ventures that fulfill a community need is also important.

Clinical Experiences

Clinical experiences are short-term, structured training opportunities for students in the healthcare field that balances observation with hands-on application to advance student skills. It is important to offer support for managers overseeing students in clinicals.

Program-Aligned Placements

Program-aligned placements are entry-level work experiences directly connected to a student’s career field of interest. Placements must align with student goals and provide opportunities that the student would not likely secure independently. Program placements offer entry-level opportunities for students who are not yet ready for a full professional experience. It is important to create pathways that connect program placements to high-skill, high-wage career opportunities.

Mentorship

A structured, career-focused relationship where a student is paired with an experienced professional who provides guidance, insight, and support. Mentorship provides structured, guided support through a sequence of interactions that increase student knowledge, skills and confidence to pursue a professional career.

Resume Lab Experiences

Resume lab experiences offer a valuable opportunity for students to develop skills necessary to access a professional career. Human resources and other industry professionals offer valuable insight into the trends and industry perspective that students should leverage for successful preparation and transition into the workplace. The skills required for applying, interviewing and meeting daily expectations in a professional workplace differ significantly from those in part-time student positions. It is important to use volunteer time efficiently by scheduling visits strategically and connecting learning across multiple sessions. Generate value for the labs by utilizing professionals as part of the instructional model.

Mock Interviews

Mock interviews give students a chance to practice professional interview skills with a business professional, gaining valuable feedback to help them improve. This practice experience enables students to gain the skills needed to transition into a professional career to close the gap in understanding the key differences between part-time jobs and professional careers. This experience closes the gap in students’ interview preparation by preparing them for the professional interview process, which differs from part-time job interviews.

Career Expos

Career expos are more effective than traditional career fairs as each interactive booth is designed for students to try out different careers. It is important to support industry professionals with options for interactive booths related to their career prior to the event. Consider efficiency options to minimize school day disruptions, maximize industry partner time and directly connect students to degree programs for the careers represented.

Job Shadows

Job shadows offer experiences to observe and advance a deeper understanding of a career path, typically lasting between a few hours to one full day. Job shadows allow students to observe a career path in a work setting and ask in-depth questions about their career. A job shadow is likely the first one-on-one experience a student has had in a professional setting. Ensure students are prepared for the experience by discussing transportation, attire, expectations during the job shadow, and having a pre-made list of questions ready for the time allotted to ask informational interview questions. Group job shadows can provide peer support for students anxious about this experience and can address the students’ interests with limited industry partner time. To ensure the experience doesn’t lose value, limit group job shadows to three or fewer students.

Guest Speakers

Guest speakers provide an interactive opportunity for students to dig deeper into understanding related careers that real people have in their community. Educators can amplify the impact of guest speakers by requesting the professional share real work samples that don’t violate confidentiality. Focused career questions allow students to learn more about a career beyond the typical information found online. Many students have limited experience with industry professionals. Work with industry professionals to arrange for students to rotate within the business at different workstations to provide depth to a variety of career paths.

Benefits of Work-Based Learning

When implemented well, WBL provides many benefits to students, employers, and institutions. One of the most important benefits for students is enhanced employability and a competitive edge in the job market after graduation. As many students have experienced, “…it’s hard to get a job without previous work experience, and it’s hard to get work experience without a job.” More specifically, paid internships have been associated with higher post-college earnings even when controlling for graduate demographics and academic discipline. Project-based learning is also associated with a wide variety of positive outcomes for students, although most of the supporting research is quasi- or non-experimental.

One of the primary benefits for employers is early access to talent as many graduates return to the employers or industries in which their WBL experiences were based. Some institutions believe that offering robust WBL opportunities may help with student retention. There is some evidence to support such beliefs for specific kinds of WBL opportunities, such as internships and cooperative education in particular disciplines, but the quality and context of those experiences are also an important factor.

WBL helps students identify their strengths and interests, foster a sense of belonging, and strengthen their occupational identity. Ultimately, it equips them with the skills and mindset needed for career readiness and empowers them to pursue meaningful, fulfilling lives.

The Role of Educators and Industry Partners

Educators play a critical role in guiding students and engaging industry partners, as managers often won’t open their networks without intentional, educator-led collaboration.

Collaborate with industry professionals to design an impactful work-based learning experience. Collaborate with educational professionals to design an impactful work-based learning experience.

Ensuring Success in Work-Based Learning

Success with work-based learning is a result of the expanded list of individuals fulfilling their role to reach the intended goal of the experience. Reflect on the experience to effectively make academic decisions to ensure the next steps provide clarity on individual career decision-making. This may result in exploring new courses, programs, or additional work-based learning experiences.

Connect with the educator and if applicable, the industry professional, on any concerns for their student learner in regards to safety, health, or other factors that may restrict success. Educational institutions have a responsibility to ensure the learning and safety of their students. Institutions where minors are sent to worksites independently for work-based learning experiences are expected to provide regular site visits and oversight. The educational institution has a responsibility to provide the educator with adequate time during working hours to fulfill this responsibility. Advance student skills.

Work-Based Learning in Federal Legislation

WBL in Perkins

Perkins V defines WBL and uses the term in many sections, including in reference to state plans, programs of study, and collaboration among secondary schools, postsecondary institutions, and employers. The law also includes participation in WBL as one of three indicators of program quality that states may select to report.

WBL in ESSA

ESSA references WBL in three separate sections. In Section 1112, the legislation states that local education agency plans should describe support for WBL programs to provide students with exposure to industry professionals and the option to earn academic credit. Section 2103 includes professional development for teachers and administrators on WBL instruction as an allowable use of local funds. Finally, Section 4203 lists WBL as a possible indicator of career readiness at the secondary school level for the purpose of state applications for federal funds.

WBL in WIOA

WIOA mentions WBL in reference to Job Corps and Vocational Rehabilitation programs. Section 148 describes WBL as a required activity of Job Corps centers, with WBL provided in locations that comply with occupational safety and health guidelines (Section 159). Additionally, Section 418 amends legislation on the use federal vocational rehabilitation funds for training and services for employers to include working with employers to design WBL activities for individuals with disabilities. Section 422 amends the description of pre-employment services for individuals with disabilities to include WBL as a required activity.

Addressing Gaps and Ensuring Equity

As with many aspects of higher education, there are often gaps in which students can access WBL and its benefits, depending on their backgrounds and the types of institutions they attend. These gaps can be especially pronounced for community college students who often have existing employment and family responsibilities.

Assessment and Evaluation

As with all educational experiences, the only way to know if programs are working as intended is through systematic assessment and evaluation. Systematic evaluation of WBL opportunities is, unfortunately, uncommon in higher education, leaving students with opportunities for these experiences at risk for inconsistent, inequitable, or ineffective WBL practices. Any evaluation strategy should focus on the experiences and outcomes students are having with the WBL opportunities.

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