2025/06/13 by Oana Andrei, Matthew Barr, Syed Waqar Nabi +1 · 1 voice
Business, Management and Accounting · Social Sciences · #Higher Education Learning Practices #Higher Education and Employability #Human Resource and Talent Management
paper · doi:10.1145/3724363.3729119
openalex publication_date 2025/06/13 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Work-based learning (WBL) programs in Software Engineering provide students with opportunities to apply academic knowledge in the workplace. However, how students navigate the transition between knowledge and skills acquired at university and their application in the workplace remains largely unexplored. We implemented a WBL Software Engineering program in which students spend most of their time in the workplace rather than at university. Reflective student essays were used to examine how our implementation supports the integration and transfer of learning between academic and professional contexts. University modules - such as those on software design patterns and programming - offered directly applicable skills, while foundational knowledge and problem-solving frameworks supported further development. Workplace experiences reinforced understanding, provided context, and enabled practical application. However, skills such as project management, leadership, and context switching were primarily developed in the workplace, revealing gaps between academic team projects and industry needs. Difficulties in transferring some advanced technical skills also point to a disconnect between academic instruction and industry application. Our findings suggest a cyclical relationship between university and workplace learning, with each enhancing the other. We propose key considerations for WBL program design, including curriculum alignment, structured skill development, and integrated delivery. Finally, we underscore the value of reflective essays in observing and supporting skill integration.