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Linking College and Work: Exemplary Practices in Two-Year College Work-Based Learning Programs (MDS-795)

Edited by D. D. Bragg and R. E. Hamm

Two-year colleges in the United States have a long history of providing work-based learning, especially in association with occupational-technical education. Recently, the nation has placed greater priority on strengthening school-to-work transition programs involving work-based learning by linking secondary and postsecondary curriculum. The federal School-to-Work Opportunities (STWO) Act has stimulated increased activity in the form of local- and state-level work-based learning policy and program implementation. Given this trend, it is important to examine existing work-based learning in the context of two-year college education. Understanding the features of highly effective programs can assist policymakers, practitioners, and scholars in the development of new work-based learning policies, practices, and programs.

This study was conducted over a two-year time period from January 1, 1993, to December 31, 1994. The overall purpose of the study was to obtain a better understanding of existing work-based learning policies, practices, and programs in community, junior, and technical colleges in the United States. Phase One of the study, conducted in 1993, was a census survey of the nation's 1,200 two-year colleges to describe the scope and character of work-based learning programs already in existence, including the key features of what local administrators considered their best health and non-health programs. Readers interested in results of Phase One of the study are referred to Work-Based Learning in Two-Year Colleges in the United States (Bragg, Hamm, & Trinkle, 1995).

The purpose of Phase Two of the study, conducted in 1994 and documented in this report, was to gain a more in-depth understanding of selected exemplary work-based learning programs. The Phase Two research involved field-based case studies designed to provide qualitative observations and in-depth analysis of two-year college work-based learning programs in the United States. The study examined a range of work-based learning models and occupational-technical education programs, and it documented the quality of the programs from the perspective of various stakeholder groups, especially students, faculty, and employers.

Using survey data gathered during Phase One of the study, eight two-year colleges were identified for further in-depth analysis using qualitative methods. Case studies were conducted by a ten-member team made up of personnel representing the National Center for Research in Vocational Education (NCRVE) and the National Council for Occupational Education (NCOE). A data collection protocol and semistructured interview procedures were introduced to all team members during a two-day training session. Field visits were conducted by a two-person NCRVE-NCOE team to each of ten work-based learning programs in eight two-year colleges. Following the field visits, case study reports were drafted by each team to provide the basis for a day-long debriefing session held in conjunction with the NCOE annual meeting. At this meeting, the major findings, conclusions, and recommendations of the study were generated. Following the debriefing, the case study reports were finalized and combined to create this report.

Based on a careful, multistage selection process, involving extensive data collection and a panel of experts, the following ten work-based learning programs were identified for the study:

The programs ranged in size from only ten students in a Manufacturing Youth Apprenticeship Program in Illinois to over 300 students in the Early Childhood Education program in North Carolina. Students who participated in work-based learning programs in two-year colleges are primarily adult students ranging in age from 25 to 35 years. This was true for all the programs except the Youth Apprenticeship Programs where the students were 18 to 19 years old. Enrollments in particular occupational programs were related to gender. Nearly all the students in early childhood education, management/ marketing, and the health occupations were female. The vast majority of students in Tree Fruit Production (agriculture) and the Manufacturing Youth Apprenticeship Programs were male. Minority students were enrolled in all of the programs, but not to the extent one might expect in some locations. For example, in one region where a large minority population resides and works in the dominant industry, only 4% of the students in the work-based learning program associated with that industry were minority. A similar phenomenon was identified in other settings, although not to such an extreme. Finally, although the percentage of Pell grant recipients was known for only a few of the programs, in all of these, approximately 20% of the students received Pell grants.

Although quantitative results regarding program effectiveness were sketchy, some information was accessible. Outcomes data provided by local administrators portrayed the programs as highly successful at transitioning students into the labor force in training-related employment, often into the same firms used for work-based learning placements. Four programs reported 100% job placement rates, and two others provided rates of 95% and 80%. A health program indicated a 100% licensure passage rate. These outcomes are very positive and local leaders were eager to share them. In fact, most of the local stakeholder groups showed pride and enthusiasm for their work-based learning programs, even when outcomes related to educational or academic attainment were less apparent. For example, program completion or graduation rates ranged from 4% to 67%, but most programs reported graduation rates below 15%. The rate of matriculation from high school to a two-year college was 67% for one Youth Apprenticeship Program. Only two programs reported a transfer rate to the four-year college level. The Nursing Technology Program showed a 21% and the Restaurant Management Program reported a 35% transfer rate. Little or no data was provided regarding other educational outcomes such as academic, occupational-technical, or workplace skill attainment.

The research team documented numerous strengths as well as limitations for the ten selected work-based learning programs. A very important objective of the study was to identify common factors, elements, phenomena, activities, and issues that could help to distinguish or explain exemplary policies and practices of two-year college work-based learning programs. The research team focused attention on this objective from the start and was successful in identifying a set of factors thought to contribute to the overall effectiveness of two-year college work-based learning programs. These factors are described briefly here and in more depth later in this report.

The factors associated with work-based learning provide insight into the key features of successful programs. We would be remiss, however, to fail to report some of the more troublesome concerns that emerged from our field research. Many of the issues identified by the research team were not altogether unique to this study, but reinforce concerns already known. Yet, in some of the cases, the issues raised are different from those reported in extant literature sources because they address concerns with promulgating work-based learning within the two-year college setting. The issues identified by the research team relate to the proper positioning and sequencing of work-based learning within students' learning programs; problems with too few, inadequate, or poorly prepared and monitored worksite organizations; employer preferences for adult workers and perceptions of problems with engaging youths in serious work-based learning experiences; potentially discriminatory practices associated with selecting students from large pools of applicants; and excessive demands on students because of the extension of college curriculum beyond normal expectations.

Finally, six recommendations are offered by the NCRVE-NCOE research team, primarily to policymakers at all levels of government as well as to local practitioners. These recommendations take into consideration the unique needs and contributions of two-year colleges relative to the creation of coordinated workforce preparation systems at the local, state, and national levels. The recommendations are directed toward the provision of adequate and stable funding; the need for educators to play a more prominent role in preparing employers and employees to provide meaningful work-based learning experiences; the increased recognition of postsecondary work-based learning opportunities, especially for adults; the merits of reconfigured and strengthened co-op education models where adult students take responsibility for monitoring more of their own learning as well as that of others; the need for senior college administrators to show more active and visible support for work-based learning; and the need for more systemic approaches involving the creation of standards and credentialing mechanisms and state or regional delivery strategies.


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