What Would Make Work-Based Learning More Appealing to Community College Students?

Paid, work-based learning opportunities are crucial for securing well-paying jobs, yet many community college students struggle to find time for them and often question their value. Because most community college students balance employment with coursework, paid work-based learning programs remain underdeveloped.

What would it take for community college students who are already working to either leave their current job or take on an additional paid work-based learning opportunity more aligned with their academic interests?

Our new focus group data reveals that the most important factors are wages and flexibility. During three focus groups in Boston, Phoenix, and rural areas, students emphasized the need for flexible schedules that allow them to manage other responsibilities, such as child care and schoolwork. They also expressed a strong need for complete and transparent information about compensation and benefits before seriously considering any opportunity. They appreciated aspects of work-based learning programs that could help them in their careers but these were consistently ranked second to pay and flexibility.

We presented participants with six proposals, one at a time, to make paid opportunities more appealing. For each, we facilitated several minutes of discussion about what they liked, disliked, or what additional information they would need to fully evaluate it.

Proposals that were favored by a majority of participants

Paid positions that earn college credit. The idea of earning both money and college credit simultaneously resonated across all focus groups, with some students describing it as a “win-win” situation. However, several students raised concerns about potential hidden costs, specifically whether they would be required to pay tuition or fees to receive the credit. For many, this would significantly reduce the appeal of the opportunity and could effectively cancel out the value of the wages earned. Students also questioned whether scholarships or financial aid would cover these credits, and some expressed skepticism about paying to convert a work experience into academic credit.

“If you have to pay for it, that just completely gives you a big con, but if not, then that would be great. I mean even if you had to pay for it and it just helped you accelerate that learning experience, then maybe. But even then, paying for it is still pretty bad” - rural student.

Flexible hours – positions that offer flexible schedules with supervisors that adjust students’ work schedule to accommodate college obligations. Participants across all groups strongly valued flexibility, consistently citing time management as a major source of stress. Nearly everyone responded positively to this idea. In the rural focus group, while the flexibility was appreciated, students emphasized that flexibility alone wasn't enough, adequate pay is just as important. One participant specifically noted concern over the lack of any mention of wages, underscoring that compensation and scheduling must go hand in hand.

Renewable opportunities – paid on-campus internship positions that begin with one semester commitments, but can be renewed until a student graduates, as long as the student meets eligibility criteria. Students across all groups responded positively to the idea of a stable, multi-semester paid position that continues as long as they meet eligibility requirements. They appreciated the stability it offers and the built-in flexibility of having the position renewed each semester. However, students in the rural focus group highlighted an important caveat. For this kind of opportunity to be feasible, it would need to offer pay comparable to their current jobs and fit within their course schedules. Without meeting those conditions, they felt it could add to their existing burdens rather than relieve them.

Paid clinical rotations – allowing colleges or employers to pay students for their work on clinical rotations. Unsurprisingly, students, especially those in medical or healthcare programs, unanimously supported the idea of paid clinical rotations. They felt strongly that clinicals deserve compensation, as they require substantial time and effort and contribute meaningfully to patient care. For many, paid clinicals would help ease the financial strain caused by having to cut back on other paid work to meet the demanding requirements of clinical placements.

“I love this idea just because clinical rotations are already 12 hours a day every day, and it rotates from facility to facility. So, I feel like getting paid for it will be very helpful for me because you’re already doing something in the healthcare world and it’s like, you’re not just standing there, you’re working, so nobody wants to work for free” - Boston Student.

Several students questioned why licensure boards restrict payment, especially when students are actively involved in patient care under supervision and may already possess related certifications.

Proposals that were the least desirable

Employer designed projects – embedding (unpaid) employer-designed projects into existing curriculum. This proposal was met with considerable skepticism across all focus groups. While some students acknowledged potential benefits, such as gaining hands-on experience and building relationships with employers, many voiced concerns about exploitation. The lack of compensation was a major drawback, with several students questioning whether employers would end up benefiting more than the students themselves. Some said they might be willing to overlook the absence of pay if the experience were one-time or short-term and offered clearly valuable learning opportunities, but overall enthusiasm for this option was limited.

“I've seen so many companies who just kind of take advantage of other people's hard work. So, I definitely set a boundary in receiving some type of recognition or any compensation for my own hard work.” – Phoenix Student.

Evaluation of current job to connect it to field of study – programs that evaluate students’ current employment and aim to better connect it to their course of study. Students in Boston and Phoenix responded positively to the idea of earning credit for work they are already doing, viewing it as a win-win situation. However, rural students were more hesitant, expressing concerns about potentially being left behind if they didn't have access to the same credit opportunities as their peers. One student raised a concern about the fairness of the program, particularly if their current job lacked relevant connections or experiences, which could place them at a disadvantage compared to others who had more closely aligned work opportunities.

As policymakers and administrators design paid work-based learning programs for community college students, it is crucial not to assume these opportunities will automatically attract students. To engage students who may be skeptical of such programs, these opportunities must be appealing and relevant to their needs. Beyond being directly connected to their field of study and future career goals, the most ideal opportunities offer a living wage and flexibility to accommodate students' other responsibilities. Additionally, opportunities like paid positions that also earn college credit, without requiring students to pay for the credit, are seen as particularly attractive than others.