Journals

  • Journal of Apprenticeship and Work-Based Learning

    Journal of Apprenticeship and Work-Based Learning (JAWBL) is an international, peer-reviewed journal committed to advancing scholarly and practitioner knowledge concerning sustained and structured forms of work-based learning, with particular emphasis on degree apprenticeships and long-term industry-integrated education. The journal prioritizes models that extend beyond short-term or isolated experiences to embed learning within formal academic curricula and workforce development pathways.

    JAWBL publishes contributions in two principal sections:

    • Research Section: This section encompasses empirical investigations, theoretical and conceptual analyses, policy examinations, and program evaluations that address the design, implementation, and outcomes of apprenticeship and work-based learning initiatives. Submissions are expected to contribute to the development of evidence that informs cross-sector collaboration among higher education institutions, industry partners, and governmental bodies.

    • Practice and Insights Section: This section serves as a forum for practitioners to disseminate field-based innovations, case studies, and critical reflections derived from the implementation and management of work-based learning programs. Contributions may include practice-based research, programmatic models, reflective essays, and book reviews relevant to educators, workforce development professionals, and training organizations.

    Collectively, these sections provide a comprehensive perspective on both the theoretical foundations and the applied dimensions of apprenticeship and work-based learning. The journal seeks to facilitate rigorous dialogue and knowledge exchange among researchers, educators, employers, and policymakers, thereby advancing the field and informing future practice and policy.

  • Journal of Workforce Education and Talent Development

    The Journal of Workforce Education and Talent Development is a peer-reviewed, interdisciplinary journal advancing scholarship at the intersection of workforce education, career and technical education (CTE) across secondary and postsecondary contexts, community college leadership, and human resource development. The journal provides a venue for research and analysis that strengthens education-to-workforce systems and informs institutional, organizational, and economic decision-making.

    The journal emphasizes scholarship that examines the systems, processes, and workflows through which workforce education and talent development initiatives are designed, governed, implemented, and evaluated. Areas of focus include CTE program design and evaluation, workforce-aligned curricula and credentials, program and pathway development, work-based learning and apprenticeship models, faculty and leadership development, labor market analysis, employer engagement, and cross-sector partnerships that support workforce alignment and economic development.

    The Journal of Workforce Education and Talent Development maintains a developmental orientation that is welcoming to graduate students and early-career scholars, while remaining fully appropriate for senior researchers and experienced practitioners. The journal publishes empirical research, integrative and synthesis reviews, conceptual and theoretical work, methodological studies, and practice-based analyses that contribute to understanding how workforce education and talent development function across educational, organizational, and labor market systems.

    Through constructive peer review and active editorial leadership, the journal seeks to advance research, policy, and practice in workforce education and talent development while supporting scholarly growth across the full academic and professional career continuum.  The journal is published by Workforce Development Press and administered and editorially led by the Center for Workforce Development Research and Practice at Old Dominion University. This structure ensures professional publishing stewardship alongside active academic leadership, editorial oversight, and alignment with applied research and workforce practice.