THEMATIC DESCRIPTIVE
Obstacles related to WBLOs Faculty are disillusioned and lack confidence
in students’ abilities to successfully navigate a WBLO.
Challenging students
Faculty skepticism and buy-in towards offering their programmatic WBLOs
Soft skill development Lack soft skills
Online concerns
Improve soft skills through WBLO No desire to use a WBLO
Student perspective toward WBLOs
Faculty do not feel supported to utilize WBLOs.
Level of involvement from senior leadership No support but not bothered by it No support and faculty question why
they are doing it
Not doing it because of lack of support Support geared towards manufacturing Varying degrees of backing for support staff
Have support staff
Role of the support staff Don’t have support staff
See the need for support staff Do not see the need for support staff Slow decision making/ processes by senior administration
Compensation
Overload pay or part of course load No compensation or internal service How does this impact course offerings (see faculty motivation)?
176 Logistics play an integral role in
WBLOs utilization.
Coordination WBLO availability Available credit hours
Time and prioritization based on demands made of faculty
Time and prioritization based on student’s personal obligations
Liability WBLOs hold faculty accountable by ensuring
the program curriculum is current/relevant or highlighting classroom complacency.
Faculty accountability Developing the WBLOs
Accessibility to WBLOs is influenced by faculty background and work experience, particularly in the locality of the college
Faculty background/ employment history Insider
Speaking the technical and hometown language (who knows who)
Outsider Demographics Faculty who work closely with the advisory
board and community are more likely to support WBLOs.
Composition of advisory board (is it a box to check or is the coordinator actively seeking input?)
Active members Maintain the status quo
Participation obstacles related to logistics
Students and former students The role of the advisory board
Maintain program relevancy
Soft skill and employability development Encourage WBLOs
Relationship with business partners Community support
Faculty who utilize WBLOs are internally motivated (student benefits) not externally (course reduction or monetary gain).
177
Faculty goals for the student Student benefits
Increase confidence
Develop a network and strengthen employability
Job Placement Career clarity
Faculty actively using the WBLO maintain that it is labor-intensive.
Marketing/ recruiting for WBLOs Word of mouth
Using a success story Communication Avenues Recruitment personnel Do not promote or recruit Proactive advising
Treat it as a requirement Discuss it as an option Tie it to a job
Do not discuss
Faculty involvement at the site Frequency offered/ delivery method Flexibility
Receptive to student circumstances Adaptable to industry needs Placements
Placing the “good” students
Placements driven by all stakeholders Placement process
Implementing the WBLO Stakeholder preparation increases likelihood
of satisfaction from all involved (versus leaving it up to chance).
Program and the site relationship Interaction with people in the field Student responsibility
Orientation
178 There are high impact practices related to WBLOs
Business and Industry benefits
“Test drive” the student
Develop talent in current employees Develop future employee pipeline WBLO student requirements (forms, assignments, hours)
Reflection Paid/unpaid/co-op Poor site
Other (parking lot)
Cross disciplinary coordination Requiring WBLOs
On campus opportunities AA/AS WBLOs
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