Shaping swine career identity through Pork Prospect: a mixed methods study in Minnesota and Ohio

This study examined Pork Prospect, a three-component swine-focused experiential learning program designed to support food-animal veterinary workforce development by scaffolding learners' career exploration, occupational fit appraisal, and professional identity formation. The program was evaluated using the PIG Pathway Framework, which integrates Possible Selves Theory, Social Cognitive Career Theory, and Experiential Learning Theory across three developmental stages: Exploratory (high school), Formative (college), and Immersive (early career).

Using a qualitatively driven mixed methods design, we evaluated program outcomes among 167 participants in Minnesota and Ohio, including high school students (n = 91), college students (n = 58), and advanced undergraduates or early-career professionals, including graduate students and recent graduates (n = 18). High school and college participants attended a one-day "Swine Discovery Day" consisting of educational presentations and a visit to a swine research facility. Early-career participants completed a "Swine Bootcamp," consisting of individualized, professionally mentored experiences lasting 2 days to 2 weeks and tailored to participants' career interests in swine production, veterinary medicine, research, extension, and other industry settings. Pre- and post-program Likert-scale surveys were analyzed using Wilcoxon signed-rank tests for high school and college groups. Post-program survey data and open-ended responses were analyzed descriptively and thematically.

High school participants showed significant gains in comfort around pigs, swine industry knowledge, and career awareness, suggesting that early exposure expanded possible career selves. College participants demonstrated significant increases in industry knowledge, career awareness, and consideration of swine-related careers, indicating that structured experiential contact supported appraisal of occupational fit, perceived barriers, and career possibilities. Early-career participants reported strong satisfaction, perceived knowledge gains, and greater clarity and confidence regarding swine-focused career pathways, suggesting that mentored immersion supported professional rehearsal and identity consolidation. Across program components, qualitative themes highlighted the importance of hands-on learning, mentorship, reflection, and embodied encounters with swine work in shaping motivation and professional commitment.

Findings suggest that developmentally sequenced experiential programs may support food-animal career development by matching learners' educational stage with appropriate forms of exposure, reflection, mentorship, and immersion. The study contributes a theory-informed model for understanding food-animal veterinary career development as a staged process of professional becoming rather than a linear pipeline from exposure to career choice.