Diverse Models of Work-Based Learning: Strengthening Higher Education’s Career Value

• In Event: Toward effective and equitable career-based learning: Multidisciplinary perspectives on the college-to-career transition

Abstract

Session Purpose & Perspectives.

Eighty percent of freshmen say that “getting a better job” is a very important reason for enrolling, and 74 percent say “gaining training for a specific career” is very important in their decision to go to college (Freeman et al., 2024). However, only a quarter of recent graduates from public universities had participated in a paid internship, with participation even lower among graduates in the liberal arts, social sciences, and psychology (Strada Education Foundation, 2024; Burning Glass Institute and Strada Institute for the Future of Work, 2024). Despite persistent student interest and growing emphasis in the rhetoric from education leaders and policymakers, internship participation rates have remained steady since 2013, with evidence showing considerable problems with equitable access to high-quality, paid internships (Clayton et al., 2023). Thus, innovation and the expansion of the scale and scope of work-based learning (WBL) opportunities are needed to enable more students to have experiences that bridge academic and workplace learning.

Despite the diversity of WBL available to students, most research to date has focused on internships. This study takes a first step in filling that gap by exploring students’ perceptions of the value and benefits of a range of WBL models. Student experiences and perceptions can deepen the field’s understanding of these models and inform steps for improvement.

Modes of Inquiry & Data Sources.

This study analyzes an online survey fielded to a nationally representative sample of seniors enrolled at public four-year universities and colleges. More than 2,000 (n=2,131) individuals completed the survey between October and December 2024. The survey was developed by a foundation and a university research center focused on college workforce transitions. This report descriptively explores students’ responses to questions about seven different experiences that blend academic learning and work-based experiences, including internships, practica, project-based learning, undergraduate research with a faculty member, on-campus jobs, and off-campus jobs.

Overview of Results and Arguments.

Across all models, most students pursued WBL opportunities to build skills for their planned career. Paid internships, undergraduate research, and practica received the highest rating for career value, while on- and off-campus jobs were rated lower. The most powerful WBL experiences were those that developed both technical and professional networks. Paid internships provided the strongest boost in social capital and technical skills. Mentorship quality was an important factor, particularly in internships, practica, and undergraduate research. Barriers to participation included a lack of pay, heavy courseloads, and limited structured opportunities to connect learning and work.

Scholarly Significance of the Work.

This study compares diverse models of WBL and identifies key mechanisms that drive perceived career value for students. It calls for embedding career-aligned skill development and professional network building into commonly accessible activities such as on-campus jobs and project-based coursework. The findings inform higher education policy and practice by suggesting strategies to broaden access to high-quality WBL, reduce inequities in career preparation, and better support students’ professional success.

Author

• Nichole Torpey-Saboe