This study provides a foundational review of work-based learning (WBL) opportunities offered by colleges and universities to students in higher education cybersecurity (CS) programs in the United States, with the goal of mapping the WBL practices across institutional and program contexts. Integrating WBL into CS curricula is widely recognized as an effective way to strengthen essential skills and address employer concerns about the gap between academic preparation and labor market needs. We first outline the characteristics of institutions and CS programs offering WBL. Next, we examine the range of WBL experiences designed to enhance students’ professional competencies. Finally, we explore characteristics of the partnerships between higher education and industry that support these initiatives. Using a status survey approach, we collected responses from 92 higher education institutions offering CS programs. We analyzed the data using descriptive statistics and linear regression models to explore patterns of association between the type and number of WBL opportunities available to students, institutional characteristics related to the total number of WBL offerings, and program features associated with WBL intensity across Awareness, Exploration, and Direct Experience levels of intensity. Findings reveal a diverse array of WBL opportunities, with notable growth across credential levels. Notably, certificates and associate degrees place particular emphasis on WBL. Both institutional characteristics and program features explain, albeit partially, the number of WBL opportunities implemented and the intensity levels of those WBL. However, results also indicate an ambivalent connection to employers, despite their critical role in providing hands-on, problem-solving experiences. Based on these insights, we recommend expanding WBL beyond internships, strengthening institutional–industry partnerships, and fostering employer engagement through structured WBL collaboration models. These strategies aim to improve workforce readiness and create a more inclusive, scalable system of experiential learning in cybersecurity education.

We investigate the nexus between education spending and education success measured through attainment rate for 50 US states. Our emphasis is mainly to use state-level data on education spending which occur in general and specific terms. The outcome from our finding can be summarized as follows. One, education spending constitutes a significant factor that motivates people for higher education and it is a motivating factor that ensures completion. Two, we establish further emphasis with the types of spending and its differing stance on education success. While general spending plays important roles in this regard, specific (particularly spending on capital project) is found to reverse the success rate. This suggests that capital spending on education necessarily needs to reach a defined threshold to incite positive check in the current nexus. Three, the magnitude of impact for total spending is lower than when general spending is used, which make the impact of capital spending more conspicuous. Lastly, we also establish asymmetric impact of spending across differing categories between Black Belt and Non-Black Belt states. While the spending pattern is significant for both regions, the magnitude is higher for the Black Belt region indicating the tendency of the region to benefit more when spending improves. We further offer important policy stance.