Work-Based Learning: Student Knowledge, Utilization, and Experience in Advanced Technology Internships and Employer Perspectives

• In Event: AERA Roundtable Session 8
  In Roundtable Session: "Learning by Doing": Research on Work-Based Learning in Advanced Technology Fields

Abstract

We examine community college student utilization of internships using data collected from a national survey of community college students enrolled in technician education AS/AAS degree programs. In particular, this study examines how student academic experiences, job and finances, and life changes at enrollment are associated with internship use.

The full dataset includes 3,216 students enrolled in 96 colleges throughout the United States in programs broadly identified as engineering technology, advanced manufacturing, micro & nanotechnologies, and energy & environmental technologies. Students were recruited through program faculty and administrators and completed the survey over three rounds of data collection in 2017 and 2018. Students who completed rounds 2 and 3 (N = 2,777) completed questions about campus resource. The analytical sample is comprised of 45 colleges from which 20 or more students completed the rounds 2 and 3 surveys (N = 2,336) and answered questions about resources at their campus.

The primary dependent variable in this study is the use of internships. The survey asked two questions about internships (as well as other campus resources, too):
(1) “Are the following resources available at your college?”
(2) “Do you utilize them or would you utilize them if they were available?”

We found that 1,605 (68.7%) students knew internship opportunities were available. Among this group only 475 (29.6%) actually use internships. In particular, students were more likely to participate in internships when they 1) reported higher GPAs, 2) were unemployed and looking for a job, 3) were employed only part-time in a job related to their field, 4) paid for college using scholarships, income from a primary job or second job, personal savings, or family contributions, and 5) indicated that changes in their job, finances, and family were important in their decision to enroll.

Overall, we found that internships were underutilized compared to what campus faculty and administrators likely want; however, students who seemingly want and need assistance in getting full-time jobs in their field are most likely to use internships.

Subsequent to this survey analysis, we conducted a qualitative interview sub-study with 97 participants to explore the experiences they had with work-based learning (WBL), and in particular, internships, apprenticeships, and co-ops. About one-third of students participated in WBL and appreciated both the opportunity to apply the skills they had learned in the classroom to real-world situations as well as gaining a sense for what work as a technician was like. Of concern, some students indicated that they would have liked to participate in WBL but could not, either because they could not find a suitable placement or because the opportunities they did have were all unpaid, which they could not afford.

We will conclude the paper with an analysis interview data collected from 26 advanced technology employers. Their industry perspectives reveal that employers are invested in internships and apprenticeships both as a mechanism to train the workforce they need for the future as well as to address workforce shortages they experience in the present.

Authors

• Will Tyson, University of South Florida

• Kristopher Oliveira, University of South Florida