The Influence of Collegiate Experiential Learning on New Professionals' Construction of Meaning of Work

Abstract

The pursuit of meaningful work in today’s rapidly evolving professional landscape is a paramount concern for college students, higher education leaders, and employers alike, particularly within the United States. This study explores the influence 
of collegiate experiential learning on new professionals’ construction of meaningful work. While numerous studies have 
showcased the skill development and economic gains associated with collegiate experiential learning, questions remain 
about how experiential education prepares students to construct meaning in their work after graduation. Grounded in psychological constructivism and career construction theory, this study sheds light on the potential for experiential learning to 
enhance holistic career development. The findings reveal that experiential learning can foster a meaningful awareness of self 
and work, inspire meaningful work aspirations through connections, facilitate access to meaningful employment, and 
empower meaningful work enactment. These findings have implications for higher education policymakers, higher education administrators, experiential learning educators, and future researchers.