Hills McBeth pointed out the structural misalignment in higher education, noting that many institutions design programs around faculty interests rather than student or employer needs. This has contributed to declining college enrollment rates and increasing skepticism about the value of higher education. She called for a “fundamental reshaping of traditional higher ed institutions to put students' needs first” and warned that "affordability, flexibility, personalization, and connection with career outcomes must become priorities for all higher ed institutions."

Engaging Employers: The Heavy Lift and the Business Case

Employer engagement emerged as a recurring theme, described as a "thicket" of challenges but also as the linchpin for successful work-based learning programs. Kane highlighted the necessity of framing apprenticeship programs as a worthwhile employer investment, saying, "Employers need to want to do this from their bottom line, not just as a corporate social responsibility." The panelists agreed that, for the number of available apprenticeships and internships to grow, companies need to recognize the benefits and clear return on investment and embed these programs into their existing talent development model.

Kane also shared insights from Bloomberg Philanthropies’ work with high school students, particularly in healthcare, where demand for workers is acute. She discussed the importance of co-designing curriculum with employers to ensure students gain skills that make them immediately employable without the need for retraining. The two-year paid apprenticeship programs also ensure students graduate with real work experience.

Scaling Work-Based Learning: The Role of Intermediaries

One of the key strategies to increase the number of available apprenticeships and internships involves intermediaries—organizations that bridge the gap between employers and educational institutions. Craig underscored that employers are unlikely to invest heavily in these programs without significant support. He explained, "Employers will do something if you serve it up on a silver platter with no risk and a clear return on investment."

Apprenticeship intermediaries often manage the administrative burden, such as payroll and onboarding, making it easier for companies to participate. Panelists noted that while the apprenticeship ecosystem is somewhat more developed, the internship space remains informal and inequitable. Organizations like Riipen are pioneering project-based, short-term work experiences that offer lighter-touch engagement for employers and valuable opportunities for students.

The Supply-Demand Gap and Quality of Opportunities

The panelists agreed that, despite growing interest, there remains a significant shortage of quality apprenticeships and internships. Hills McBeth shared data from WGU where 731 student applicants competed for 300 internship spots, illustrating the vast unmet demand. National statistics reinforce this: Craig added that, according to Business Higher Education Forum, out of 8.3 million undergraduate students seeking internships, only 3.6 million secured them, and fewer than 3 million were considered high-quality experiences.

This gap highlights the need to rethink what counts as valuable work experience. The panel encouraged embracing micro-internships, project-based learning, and other formats that provide meaningful exposure without overwhelming employers. Hills McBeth stressed, "Employers hire for experience, not GPA or major." To close this gap, programs must be scalable, flexible, and aligned with real-world employer expectations.

The Future of Higher Education and Work-Based Learning

A lively debate unfolded about the future role of traditional higher education institutions. While some panelists, like Hills McBeth, emphasized the potential for universities to adapt and innovate—citing WGU’s acquisition of Craft Education as an example of disruptive innovation—others expressed skepticism, even predicting a bifurcation in the sector, with some institutions thriving by integrating work-based learning deeply and many others facing extinction if they fail to evolve.

Dwinal-Palisch warned, "Higher ed is going to see itself get left behind if it cannot move faster than the pace of employer skill needs." Craig noted that many students graduate with degrees that do not align with available jobs, creating a "giant swirl" of mismatch that must be addressed through strategic unbundling and innovation at the program level.

The panel also discussed how non-traditional pathways, including direct-to-employment models and online universities, are gaining popularity among working adults who seek flexible credentials that align with their careers. Hills McBeth highlighted a growing trend where students "vote with their feet" showing they still value degrees but choose institutions that offer experiential learning tied directly to employment.

Policy and Funding: Unlocking Potential for Apprenticeships

Policy frameworks and funding mechanisms are critical to scaling apprenticeships and work-based learning. Craig advocated for moving from ineffective grant-based funding to formula-based models that subsidize the cost of training and apprentice wages, similar to approaches in other developed countries. He also pointed out the potential of federal work-study programs as underutilized resources that could be better aligned with career-related employment opportunities.

He added that accreditation and regulatory bodies could play a pivotal role by mandating work-based learning as a condition for funding, pushing institutions to innovate. Some emphasized the need to reduce bureaucratic hurdles that currently complicate dual enrollment and work-based programs, calling for waivers and streamlined compliance reporting.

The panelists also called attention to historical inequities in apprenticeship funding, noting that while trades like welding and plumbing have long been supported with paid apprenticeships, fields like nursing and teaching have not. This disparity has contributed to workforce shortages and inequities that must be addressed through intentional policy reforms.

Looking Ahead: Success, Failure, and the Birth of a New Industry

As the discussion drew to a close, the panelists reflected on what success and failure might look like in the decade ahead. Craig predicted the emergence of a robust new industry around apprenticeships and work-based learning, regardless of the challenges: "This is the birth of a whole new industry."

Dwinal-Palisch summarized the stakes succinctly: "Success will be when there are no more skilled labor vacancies in the United States, and the individuals filling those positions reflect the nation's diversity."

She stressed that achieving this requires making apprenticeships a viable business strategy for employers, not just a charitable endeavor.

Hills McBeth envisioned a future where experiential learning is the norm. "In 10 years, the majority of students will be doing a for-credit paid experiential learning internship or apprenticeship and graduating with a high return on investment."

She encouraged all stakeholders to work toward this goal with urgency and collaboration.

 A Call to Action for Expanding Apprenticeships

The panel at ASU+GSV 2025 provided a thought-provoking and comprehensive exploration of how apprenticeships and work-based learning can transform education and workforce development. The consensus was clear: these opportunities are critical for preparing students for the realities of the modern labor market, particularly as AI reshapes job requirements.

Increasing the number of available apprenticeships requires overcoming significant challenges, including employer engagement, funding, and institutional inertia. However, with innovative intermediaries, supportive policy frameworks, and a commitment to aligning education with employer needs, there is a path forward.

As the panelists underscored, the time to act is now. By expanding the spectrum of opportunity through apprenticeships and work-based learning, we can build a more inclusive, adaptable, and prosperous future for learners and employers.