As shown by illustrations given in this paper, several purposes of WBL may be more readily addressed through on-campus activities. Linking WBL to the academic curriculum may be easier because teachers are more likely to be in charge, and can therefore find the opportunities to apply and reinforce academic concepts. For instance, it is more feasible in an on-campus enterprise to give students a role in deciding what to produce, and what price to charge for any goods or services that are sold. Other purposes, however, are more successfully addressed off-campus. Some knowledge or skill for employment in a particular occupation or industry can be obtained only by working in an off-campus business or agency, where technology and procedures are up to date.
Teachers have special knowledge about the curriculum and how to work with students.
Many of these teachers, however, have never worked anywhere other than a school. Therefore, a number of high schools and community colleges offering WBL for students have provided internships for teachers in local businesses, to give the teachers some first-hand knowledge of other worksites, and help them structure activities for students that bring out the academic content of work. Even if students' WBL takes place on campus, it is useful for the supervising teachers to know how similar work is done in non-school enterprises. If the purposes of WBL include more than improving students' academic achievement, other adults must also share the supervisory responsibility. Their participation also seems important if the purposes of WBL broaden to include building students' generic work skills, personal and social competence, and broad understanding of an occupation or industry.