Work-Study and the development of Career Skills

 

Participating in research also increased retention and persistence among students of color in STEM (Palmer et al., 2011). "Not only does participating in research help attract and retain students in science, but it also enhances the educational experiences of undergraduate students and serves as a linchpin to careers in science." (Palmer et al., 2011 p. 493) 

As shown in West and Stirling's (2021) qualitative study on work-integrated learning in Canada, the researchers found that when it came to working integration and academics, students indicated that structured learning support in their work position aided and gave them a better appreciation of and increased success in their academic studies. In addition, students indicated that structured learning support improved their understanding and technical skills related to their area of study (West & Stirling, 2021).

A qualitative study by Kenny et al. (2015) of a high school work-study program revealed that reciprocally supportive interactions between nonparental adults and racially and ethnically diverse youth resulted in positive growth and a meaningful work experience for both youth and adult participants. In addition, Kenny et al. (2015), West & Stirling (2021), and Lim et al. (2020) described participants in both programs as having had significant and meaningful work experiences where students acquired an improved understanding of technical skills related to their area of study.

Zhang and Schmidt-Hertha (2020) used a mixed methods approach to determine whether a work-study model utilized in Germany, called the dual study model, could function in universities in China. According to Zhang and Schmidt-Hertha (2020), the German model of dual studies pertains to students gaining work experience while studying. In this model, the interrelation between professional training and academic education occurs in two learning places; the university and the company. Students gain direct experience working in a company, dealing with process-oriented tasks, and acquiring specialized knowledge, which may be essential in their future professional careers (Zhang & Schmidt-Hertha, 2020). Companies that directly hire eighty percent of students who complete this work-study program (Zhang & Schmidt-Hertha, 2020). Students were reportedly satisfied with the practical skills they attained at the university and university courses (Zhang & Schmidt-Hertha, 2020). The German interviewees emphasized the comprehensive occupational skills students who completed dual work-study programs attained and how this program prepared many for professional life (Zhang & Schmidt-Hertha, 2020). The Chinese interviewees emphasized the political differences between China and Germany and the economic differences between east and west China; many argued for testing a dual program in the cities. Some Chinese interviewees expressed an interest in employing students who went through a dual program in the future (Zhang & Schmidt-Hertha, 2020). Work-study can produce positive outcomes for students, university staff/faculty, and external stakeholders (Zhang & Schmidt-Hertha, 2020; Kenny et al., 2015; West & Stirling, 2021; Lim et al., 2020).

West and Stirling (2021), Ramos et al. (2021), and Owen et al. (2018) substantiate the skill transferability between academics and employment and the positive impact work-study had on academics. Zhang & Schmidt-Hertha (2020) offer evidence of the success of programs composed of work and academic requirements. It is clear that doing research and tutoring can also enhance career skills.

Scott-Clayton et al. (2017) and Akos et al. (2021) evidenced future gains for those who participated in the work-study. According to Scott-Clayton et al. (2017), Federal Work-Study may positively affect post-college employment. In a study by Akos et al. (2021), over 75% of students reported having benefited from participating in work-study. In addition, some participants claimed that "Participation in FWS increased my critical thinking/problem-solving competency" (Akos et al., 2021).

Marx and Wilson (2020) implemented a program called Professional Readiness Opportunities for Roos (PRO Roos) to reinvent the University of Missouri-Kansas City (UMKC) Federal Work-Study (FWS) program to encourage the development of career-readiness skills. After much research on the campus, researchers discovered a need for career-readiness skill development and higher-quality customer service, meaning a reduction in studying during work hours (Marx & Wilson, 2020). The PRO Roos program had three goals: (1) Improve the campus's customer service culture, (2) Improve and mentor students' professional development, and (3) Provide resources for supervisors who are mentoring students (Marx & Wilson, 2020). The students worked closely with supervisors to customize their work situations (Marx & Wilson, 2020). As a result, students received more tasks as their skills increased (Marx & Wilson, 2020).

Such programs aid the development of work-related skills (Lim et al., 2020; Marx & Wilson, 2020). For example, in Lim et al.'s (2020) study of students' perceptions of work-related skills developed through participation in an integrated work-study program (IWSP) at the Singapore Institute of Technology (SIT), the researchers compared pre-integrated work-study program (IWSP) ratings to post-integrated work-study program (IWSP) ratings. As a result, students and supervisors reported an improvement in work-related skills (Lim et al., 2020).

Women participating in STEM research similar to the dual study model in Germany or the Professional Readiness Opportunities for Roos (PRO Roos) at the University of Missouri-Kansas City could aid in increasing self-efficacy among women. Through participation, women would gain transferable skills they can use in both academics and at work and increase retention and persistence among women students in STEM (Palmer et al., 2011).