Understanding the practical implications of work-based learning opportunities (WBLOs) is complex. Although WBLOs are not new learning environments, understanding and clearly defining them is increasingly necessary. In Kentucky, WBLOs are part of the political discourse in post-secondary education. The Council on Postsecondary Education (CPE) and local/regional economic and workforce development agencies have incorporated strengthening and growing WBLOs into their strategic plans. By interviewing students that have completed WBLOs at three colleges in the Kentucky Community and Technical College System (KCTCS), this study intended to explore student perspectives of WBLOs by asking the following research questions: 1) What role do WBLOs play in transmitting dominant workplace cultural capital and how has that transmission impacted student career pathway decisions? 2) What impact do WBLOs have in developing workplace expectations post-graduation? The dissertation is produced in three manuscripts, including a companion piece written in collaboration with Lauren McCrary, examining faculty perspectives of WBLOs in Kentucky. The second manuscript is an essay addressing the concept of workforce mis-alignment between the skills possessed by post-secondary graduates and the need of industry. The third manuscript is a review of the research, which was conducted to explore student perspectives of WBLOs in relation to the research questions.

Understanding the practical implications related to experiential learning is complex. It is important to first view experiential learning as an umbrella term under which work-based learning (WBL) is housed. To further particularize, there are different avenues for students to pursue work-based learning opportunities (WBLOs), with internships and cooperative education being two. Although these are not new learning environments, understanding and clearly defining them (to both internal and external bodies) is increasingly necessary. In Kentucky, WBLOs are part of the political discourse on postsecondary education. The Council on Postsecondary Education (CPE) and local economic development agencies have incorporated strengthening and growing WBLOs into their strategic plans. This demand is echoed by students and parents. By interviewing faculty with varying enrollments in their WBLOs, this study set out to explore influences on the development and implementation of these experiences from their perspective. The dissertation is written in three manuscripts, including a companion piece written in collaboration with Robert Boone that examines WBLOs from a complementary faculty (McCrary) and student perspective (Boone). It situates the problem of practice (WBLOs) in the current landscape of Kentucky Community and Technical College System. The second manuscript describes anticipated and unanticipated findings related to the development and implementation of WBLOs drawn from my interviews with WBLO coordinators across the state. Selected examples include the role of the advisory board and faculty background on the development of WBLOs and stakeholder preparation and conveying benefits to the community during implementation. The third manuscript explores obstacles encountered and offers potential avenues to circumvent or overcome said obstacles based on information collected through the interviews of this qualitative, exploratory study. This dissertation will be of use to both senior administrators interested in increasing WBLOs at their institution and to faculty who are interested in offering the opportunities to their students. This study offers insight to current practices related to WBLO development and implementation and offers potential avenues to overcome obstacles.