The Work-Based Learning Self-Discovery Model: A Constructivist Grounded Theory

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 3
  In Roundtable Session: Career and Pathway Exploration in Career and Technical Education and Workplace Learning

Abstract

This study develops the Work-Based Learning Growth and Development Framework (WBL-GDF) to understand how students evolve through work-based learning (WBL) experiences. Using a constructivist grounded theory approach, we analyzed 54,463 student reflections from career-focused academies across 34 U.S. states. Findings reveal a four-stage developmental process: (1) Career Awareness and Motivation, (2) Career Exploration and Self-Discovery, (3) Skill Development and Confidence Building, and (4) Professional Growth and Career Goal Setting. The framework highlights how WBL fosters career readiness, identity formation, and well-being through cyclical engagement and reflection. By centering student voice, the WBL-GDF provides a practical tool for educators and policymakers to design intentional, equitable, and developmentally sequenced WBL experiences that prepare students for meaningful and adaptable careers.

Authors

• Michelle E. Bartlett, Old Dominion University

• James Bartlett, Old Dominion University

• Brooke Rice, NAF

• Nicholas Minar, NAF

• Kayla Hollings, NAF