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Technological disruption, extended working lives, and the rapid growth of non-standard employment are eroding front-loaded education models and intensifying the need for continuous, work-based learning. Within this context, polytechnic institutions face growing pressure to prepare learners for careers characterized by volatility, hybridity, and ongoing adaptation. This study examines the hybrid career, an intentional combination of traditional employment and independent contracting, as a vehicle for work-based continuous learning (WBCL) and career adaptability. Guided by two research questions, the study asks: (1) how hybrid careers can be intentionally structured to maximize continuous learning, and (2) what competencies are required to sustain such pathways. Using a phenomenological research design, semi-structured interviews were conducted with 17 professionals in the Canadian creative industries, including hybrid workers, employers of hybrid professionals, and long-term independent contractors. Data were analyzed through a six-stage phenomenological process, yielding five composite themes with high inter-coder reliability. The findings show that hybrid careers function as self-reinforcing learning systems when deliberately designed. Maximizing learning requires: (a) cultivating a multi-functional relational scaffold of mentors, peers, advocates, and clients; (b) engaging in disciplined, self-directed learning routines; and (c) strategically navigating the specialist–generalist tension. Sustaining hybrid careers further depends on a distinct competency portfolio encompassing entrepreneurial and financial literacy, client management, and the psychological capacity for identity adaptation and resilience. Full abstract in PDF
Finch et al. (Tue,) studied this question.