Cooperative Education

... Eddy SW Ng, Management and Human Resources Department, College of Business Administration, California State Polytechnic University, Pomona ... an abundant of literature that focused on applicant attraction strategies and organisational recruitment practices (eg Barber ...

Wisconsin's Youth Apprenticeship Program in printing (YAP) features the following elements: competency-based curriculum and assessment systems; 2-year, part-time paid training and work experiences at one or more printing companies; work-based mentoring; technical college instruction in printing technology and some academic courses; integrated academic and vocational instruction; and collaborative school and industry oversight. The YAP was subjected to a 2-year evaluation of its short- and long-term effects. The evaluation compared the experiences of the following groups at five YAP sites: all graduating YAP seniors; all printing co-op seniors; all seniors who had been or were currently enrolled in at least one printing-related course; and students in one subject class who were not enrolled in a college preparation or vocational program. The following were among the data collection activities conducted: interviews with samples of students, graduates, employers, principals, and pr...

The Sustainable Development Goals of the United Nations represent a universal response to current global challenges that include climate change, poverty, political instability and the massive displacement of people worldwide. The central role of education in achieving sustainable development has been internationally acknowledged and successfully promoted: Global enrolment rates are now 90 percent for primary education and over 70 percent for secondary education. Building on these achievements, this paper focuses the role of tertiary education in contributing to sustainable development. This study reviewed recent theoretical and empirical research relating to the field. Conclusions from theoretical studies confirm that building on human capital is crucial for achieving the sustainable development goals. The majority of empirical studies also confirm a positive correlation between tertiary education and sustainable development. This study highlighted, however, that the full benefits of tertiary education to society may have been underestimated and that there are significant research gaps in the field. Furthermore, current challenges including funding, equity and market relevancy in tertiary education need to be addressed. Given the pressing global issues and the mounting evidence of positive impacts, this paper calls for more research and attention to be devoted to tertiary education in the sustainable development debate.

To cite this paper:  Ford, Chris. (2003). “The Gap and Its Effect on Architectural Education” In Proceedings of Finishing School: Inquiries into the Completion of an Architectural Education. 2003 ACSA-SE Regional Meeting, University of South Florida, Tampa FL. November 2003. p.72-78.

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In plain view, the Gap is defined by the edges of where an individual’s formal architectural education ends and where one’s contribution to the profession begins. The Gap has interesting implications for architectural education. A degree in architecture signifies the completion of a curriculum that refines one’s ability to create and hones their ability to problem-solve. It is the role of the academe to create critical thinkers equipped with the sensibilities and skills to become architectural-minded problem solvers. Such a position on part of the academy has not only yielded capable
architects, but also individuals who ultimately choose to pursue sibling design disciplines. The receipt of an architectural degree signifies the acquisition of a particular abstract set of skills, and not the acquisition of the technical know-how
necessary to be an immediate contributing force to the architectural profession.
It is the role of the profession, not the academe, to educate young architects to the realities of the profession. As suggested by the atelier studio model, the profession must be reminded of its own responsibility for (and proficiency with) the education of recent graduates and interns. (The NCARB IDP program, at least in principle, is indicative of this realization.) While architectural education was first institutionalized by American universities in the late 1800s, a formal education was not required for professional licensure. The “greenlight” for professional proficiency was awarded only after having served significant time in a professional office. Yet, schools of architecture have recently been showing signs of extreme self-consciousness. Polls in architectural trade journals as well as the Carnegie / Boyer Task Force have prompted many schools of architecture to undergo both an individual and collective self-examination. The title of this very conference -- “Finishing School” – reiterates an
implied need to make a figurative distinction, however fine or broad, between the end of preparatory education and the start of professional practice.

One must recognize architectural education is the result of both our discipline’s academy and profession, together. Each serves a different role and, as such, teaches the future architect in different, yet equally beneficial ways.

"If you are trying to transform a brutalized society into one where people can live in dignity and hope, you begin with the empowering of the most powerless. You build from the ground up." -Adrienne Rich, "Going There and Being Here," Blood, Bread and Poetry: Selected Prose, 1979-1985

In this paper, we explore the lessons learned from the work of the York University Rover Team (YURT), which designed, built, and operated two prototype rovers for the University Rover Challenge (URC) in 2008 and 2009, placing third in the first year, and winning first place in the second year. We outline the competition, the team, and briefly describe the York University space engineering program. Both of the rovers are described with evaluations of each major component and the resulting design changes. A general trend toward design modularity, purpose-driven customizations, and better critical thinking in the design process is evident as the team gains experience. Also, the value of this project as an educational medium is evaluated with respect to traditional classroom learning. Participating students from a wide range of disciplines gained realworld experience in both ''hard'' engineering skills such as mechanical and electronic design, fabrication, and testing, and ''soft'' skills such as project management, systemlevel thinking, creative problem solving, and interpersonal skills. Lessons learned from this include the necessity of good financial management, the importance of marketing and outreach, the use of short and simple development steps, and the need for comprehensive contingency planning. We conclude that the URC provided an interdisciplinary, cooperative educational environment, and that student engineering projects such as this can provide ''soft'' skills through experiential education that are normally difficult to teach in the classroom.

The Electro-Mechanical Design Engineering programme has been in place as a five-year combined interdisciplinary programme in mechanical and electronics engineering at the University of British Columbia since 1994. The students take almost all mechanical and most of the core electronics engineering courses during the first four years. They spend at least two four-month-long summer terms in industry as cooperative education students, where they receive training in practical design, drafting, manufacturing and instrumentation. The fifth year is dedicated to the complete design and manufacturing of a computer controlled machine in industry. Teams of students design the complete mechanical system with actuators, sensors and computer control units under the joint supervision of a faculty member and a qualified engineer designated by the sponsoring company. Upon the completion and testing of the full electro-mechanical machine and four graduate courses, the students receive a Bachelor and Master of Engineering in Electro-Mechanical Engineering. The Electro-Mechanical students receive academic and industrial training in mechanical, electronics and software engineering, and are in high demand in industry and academia upon graduation. The present status and future of this programme, including the proposed expansion of the programme to the M.A.Sc. Degree (currently under faculty review), is discussed.

In this paper, we explore the lessons learned from the work of the York University Rover Team (YURT), which designed, built, and operated two prototype rovers for the University Rover Challenge (URC) in 2008 and 2009, placing third in the first year, and winning first place in the second year. We outline the competition, the team, and briefly describe the York University space engineering program. Both of the rovers are described with evaluations of each major component and the resulting design changes. A general trend toward design modularity, purpose-driven customizations, and better critical thinking in the design process is evident as the team gains experience. Also, the value of this project as an educational medium is evaluated with respect to traditional classroom learning. Participating students from a wide range of disciplines gained realworld experience in both ''hard'' engineering skills such as mechanical and electronic design, fabrication, and testing, and ''soft'' skills such as project management, systemlevel thinking, creative problem solving, and interpersonal skills. Lessons learned from this include the necessity of good financial management, the importance of marketing and outreach, the use of short and simple development steps, and the need for comprehensive contingency planning. We conclude that the URC provided an interdisciplinary, cooperative educational environment, and that student engineering projects such as this can provide ''soft'' skills through experiential education that are normally difficult to teach in the classroom.

Northeastern University and the University of Wyoming are investigating whether the participation of sophomores (with particular attention to women) in formal undergraduate engineering programs that provide work experiences while enrolled (e.g., cooperative education and internships) is related to enhanced self-efficacy. While self-esteem is a global concept and self-efficacy refers to confidence about a particular content area or set of tasks, general self-esteem tends to be related to an individual's feelings of self-efficacy. Research suggests that decreased self-esteem and self-efficacy of women in engineering majors are significant obstacles to persistence. Indeed, consistent findings reported through the Assessing Women in Engineering Project have reported that the persistence of women in engineering is highly related to efficacy. Thus, this study was designed to add to the body of literature on the retention of women in undergraduate engineering.

WoPeD (WoPeD Petrinet Designer) is a Java-based software tool being developed as an open-source project at the University of Cooperative Education (BA) Karlsruhe, Germany. WoPeD uses the Petri Net Markup Language (PNML) as interchange format and is able to edit, simulate and analyse workflow Petri nets (WF-nets) as originally introduced by Wil van der Aalst.

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates productive work into the curriculum as a regular and integral element of a higher education course. The present model involves three cooperative partners namely, the university, student and employer. It should, therefore, be evident that cooperative education has two main components, namely an academic component and an experiential learning component, both of which are integral to its success. To enable students to understand the relationship between academic subjects and the world of work, cooperative education involves restructuring the educational experience. For some time, industry employer representatives have suggested that education and training offered at Universities of Technology do not always address the needs of industry. They argue that graduates lack the necessary theoretical skills, training a...

The purpose of this study was to examine students' perceptions of mentoring in a university cooperative education (co-op) program. Within this setting, students report to a supervisor. This supervisor has direct responsibility for the student and may influence the quality of the co-op experience by providing a mentoring role. A need existed to examine the interactions between students and supervisors during this transitional phase between school and work. Results from this study could be used as a source of information for enhancing student-supervisor interactions in co-op and for increasing awareness of the role mentoring may play in shaping the co-op experience.

Dellaportas, Steven 2002, The effect of the work environment on accounting students' moral reasoning and development, in ABSTRACT Puxty et al. (1994) claim that professional accountants are induced to act ethically through two aspects of their socialisation, the education process, and the influence of work experience and role models who show what it means to be ethical. The education of accountants is not simply a matter of becoming technically competent, it is also a process of internalising accepted norms of professional conduct. Student accountants learn acceptable behaviour by learning the principles of good conduct in their education, and receiving advice and observing what significant others do in the workplace. The purpose of this paper is to explore the effect of the work environment on accounting students moral reasoning and development by comparing the DIT Pscores of accounting students pre and post cooperative education. Cooperative eduction is an industry placement program where students are required to work in commerce and industry for one year. Findings indicate that DIT P-scores decrease during cooperative education suggesting that accounting students, whilst in the work environment, do not reason according to their capability as measured by their pre-test scores.

The paper sets selected definitions of terms which are important to apply for the interactions of all participants in a cooperative and educational training program COOP. It describes details how the COOP program is developed to closely match the National qualifications Framework designed by the Saudi National Commission on Academic Accreditation and Assessment (NCAAA). Within this applied research results of the COOP Program at King Saud University, an infrastructure is developed and applied on students registered for the associate degree program in the medical equipment technology. This covers time planning and skills to be acquired during the training and most important departments and medical devices that must be accessible to the student. Analysis, results and statistics are presented and discussed as well as ways of improvement.

WoPeD (WoPeD Petrinet Designer) is a Java-based software tool being developed as an open-source project at the University of Cooperative Education (BA) Karlsruhe, Germany. WoPeD uses the Petri Net Markup Language (PNML) as interchange format and is able to edit, simulate and analyse workflow Petri nets (WF-nets) as originally introduced by Wil van der Aalst.

System requirements: Adobe Reader. Mode of access: World Wide Web. Thesis (Ph. D.)--University of Alabama at Birmingham, 2006. Includes bibliographical references (p. 121-132). Description based on contents viewed Jan. 25, 2007; title from title screen.

Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning.

Purpose -The purpose of the paper is to explore the views, career expectations, and job search behaviours among a sample of business students. It also aims to examine the role of campus career services in shaping students' careers and how cooperative education influences their expectations and aspirations. Design/methodology/approach -A field survey involving 20,771 students across Canada was conducted by a strategic consulting firm. This research is a part of a broader research project commissioned by a consortium of large Canadian companies to understand better the views of university students on jobs, organisations, careers and perceptions of their organisation. Findings -The study found that cooperative students appear to have more realistic expectations, have better self-insights into their own abilities and desires, and report higher self-confidence. They also placed greater emphases on the "people" and "work" dimensions of a firm. Students with higher abilities also reported similar characteristics and preferences to those of cooperative students. These characteristics are important because they have been linked to greater recruitment success. Additionally, the job search process among students appears to have shifted from more traditional approaches to electronic channels such as the internet. Practical implications -University students continue to be a significant source of hiring for professional and managerial jobs. Employers should connect with university students to understand their views, expectations, and job search process. Employers are also well advised to create a familiarity with university students, and to participate in cooperative education since it can highlight the realities of job and careers in contemporary organisations. These strategies in combination can assist employers with greater recruitment success and long-term organisational performance. Originality/value -This research, based on a large field survey of university students, builds on Cable and Turban's employer knowledge framework, and provides valuable insights into the workforce of the future and strategies for greater recruitment success.

Successful implementation of a new Associates Degree program depends on developing an appropriate curriculum, determining the demand for graduates by employers and garnering local industry support. The Develop a Curriculum (DACUM) process was an effective needs-assessment tool for proposed Associates Degree programs in Horticulture Technology at Kent State University. Results of employer surveys indicated that 95% and 90% would encourage offering the proposed program; 81% and 90% would encourage employees to enroll in the program; and 75% and 70% intended to hire a technician in the next five years, for Salem and Geauga campuses, respectively. Based on these positive findings, focus groups were of horticulture industry leaders were established. These groups met to (1) identify duties and related tasks required of trained horticulturists, and (2) verify and refine tasks for the core program curriculum and course content. Since programs were initiated in 1991 and 1999 at Salem and Geauga, respectively, internship placement rates of students with employers have been 100%. A 1999 survey of Salem graduates indicated that 83% had full-time work in the industry whereas 33% had part-time work.  Among those working part-time, all were continuing their education or would be in the near future. The DACUM process had a long-term positive impact on the quality of programs at both campuses. The benefits of a close working relationship between industry and university personnel included establishment of advisory boards, offers of equipment, services and supplies to the campus, recruiting of students, internship opportunities and a favorable public relations value.

Maritime industry and academia constantly battle to provide seamless transition from undergraduate to professional engineer. Co-operative education (co-op) programs endeavour to bridge this divide by ensuring undergraduates experience current industry practices and procedures throughout their undergraduate program, confirming co-op graduates ability to ‘hit the ground running’ upon completion of undergraduate studies. Success of co-op type programs as a form of Work Integrated Learning (WIL) is reliant on structured development of skills and authentic assessment. The challenge exists to ensure this is maintained within the academic program and work placements which occur outside the academic institute.

The cost of accessing higher education is expensive causing students to juggle the demands of paid work with study responsibilities. Whilst some work can be beneficial to student leaning this research seeks a more accurate understanding of why students undertake paid experience work to the level that they do. This paper examines the extent of work and study during an undergraduate program in construction at RMIT University Australia. Students responded to a questionnaire on the duration and nature of their work and study times. The results indicate that students who were involved in paid work do in excess of 20 hours per week, whist also enrolled as full-time undergraduates. The results of the study show that students in the early years of the program seem to be more engaged with study and spent slightly less time at work. This is contrasted with students in the final two years of the course spend considerable more time in paid work and less time undertaking study.

In the context of the revision of traditional education methodologies, and the increasing use of computers and the Internet in education, this work describes the project and the construction of a Computational Cooperative Games Site (www.comp.ufla.br/pjcc/), which can be used as learning tool in basic education schools.

When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the ‘newcomer’ works alongside a practising expert (the ‘old timer’). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance c...

This study examines overexcitability in 100 gifted university students. Females scored higher on emotional and sensual overexcitability (OE), and males scored higher on intellectual, imaginational, and psychomotor OE. When examined by orientation within gender, however, nonheterosexual females scored higher than heterosexual females in psychomotor, significantly higher in intellectual, slightly higher in sensual, and slightly lower in emotional and imaginational OE. Heterosexual males scored significantly higher than nonheterosexual males in psychomotor, higher in sensual, slightly higher in imaginational, lower in intellectual, and slightly lower in emotional OE. Each population appears to be unique, and sexual diversity is one of those factors that seems to have a significant effect on the lives of gifted students.

Studies on the identification of necessary skills and attributes for Construction Management graduates present mixed findings, with the main two schools of thought being the fact that industry employers representatives suggest that education and training offered at universities of technology do not always address the needs of industry. The other school (academia), claiming that the construction management graduates are adequately prepared for industry. Thus the motivation for this paper is to address the identified omissions. The objective of the research presented in this paper is to determine if construction management graduates from the Universities of Technology within South Africa were meeting the expectation of industry, and identify the mismatch between industry and academia. The paper also reports on the aspects of the experiential learning component of the cooperative education programs designed to produce technologists in construction management. Keywords: Cooperative Educ...

International High School, New York (New York) is a secondary school for students who have been in the United States less than 4 years and who score below the 20th percentile on an English language proficiency test. The 310 students of 1988 came from 37 nations, and spoke 32 languages. An evaluation conducted in the 1991-92 school year indicates why this school is successful in keeping students, all of whom are considered at-risk in school until graduation. Classroom observation, portfolio committee conferences, interviews with faculty and students, and review of school documents, portfolios, and curricula show that the school is committed to a collaborative, experiential approach that combines reflection and authentic assessment with instruction. Developing English skills while using the native language as a resource for the student and society, using multiple learning contexts, providing career education, and involving teachers in decision making were cornerstones of the school&#3...

Basing cooperative education in a behaviorist view of learning fails to link curriculum, work experience, and learners. A better approach is Gardner's concept of cognitive apprenticeship: structured experiential learning that recognizes multiple intelligences and is based on the psychology of learning.

This article discusses the effects of the Regional Technology Assistance Program (RETA) on the teaching practices and collegial behaviors of its participants and instructors. We present findings that suggest that, as a result of their involvement in RETA's ongoing, peer-directed, constructivist-based professional development workshops, teacher participants and teacher instructors have:

Successful implementation of a new Associates Degree program depends on developing an appropriate curriculum, determining the demand for graduates by employers and garnering local industry support. The Develop a Curriculum (DACUM) process was an effective needs-assessment tool for proposed Associates Degree programs in Horticulture Technology at Kent State University. Results of employer surveys indicated that 95% and 90% would encourage offering the proposed program; 81% and 90% would encourage employees to enroll in the program; and 75% and 70% intended to hire a technician in the next five years, for Salem and Geauga campuses, respectively. Based on these positive findings, focus groups were of horticulture industry leaders were established. These groups met to (1) identify duties and related tasks required of trained horticulturists, and (2) verify and refine tasks for the core program curriculum and course content. Since programs were initiated in 1991 and 1999 at Salem and Gea...

The United States has no coherent strategy for helping noncollege-bound students develop the competence for middle-level jobs. The need for more emphasis on the needs of noncollege-bound students became apparent during the 1980s as lesr-educated workers began encountering more wage and employment difficulties and as occupations requiring higher-skilled workers began growing faster than those relying on lower-skilled workers. Among the options that have been explored as ways of preparing these students for middle-skill jobs are the following: cognitive apprenticeship, tech prep, integrated vocational and academic education, career magnet schools and academies, work-based youth apprenticeship, cooperative education, and school-based enterprise. The development and implementation of each option has varied widely. Seven criteria for assessing models for preparing noncollege-bound students for middle-skill jobs have been proposed. The first six focus on the nature of the learning arrangement, and the seventh addresses replication and diffusion of the arrangement. (The bibliography lists 81 references. A separately-published executive summary is appended.) (MN)

Despite the proven record of cooperative education (CE) in high school vocational programs and professional college-level programs, several barriPrs must be overcome before CE can be spread in its current form or used as a model for enlarged school-to-work transition efforts. Among the barriers identified are the following: the diminished status of high school CE because of its links to vocational education, which is perceived as a dumping ground for low-achieving students; the high cost of CE because of the large amount1; of time teacher/coordinators must spend marketing cooperative programs and screening, placing, and monitoring students; the gradual disappearance of preservice courses to train CE teacher/coordinators; and difficulties in gaining employer support for either CE or apprenticeship programs. Cooperative education has been demonstrated to produce measurable benefits in the following areas: social development, school persistence, and economic outcomes. The insights cf several studies suggest features of successful CE programs: high quality placements, teacher/coordinators with appropriate occupational experience, close supervision at the worksite, strong links between job training and related instruction, frequent and specific informal and formal evaluations of students' progress, parent/guardian involvement, and strong administrative support. (Contains 23 references.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document.

This literature review describes the theoretical basis for developing a pedagogical model of higher education/industry engagement for the built environment and related design disciplines, with a focus on architecture. In particular, attention is given to the conceptualisation informing the development of such a model as a form of work integrated learning (WIL). In the discussion, the use and development of WIL in architecture will be placed in the historical context of Cooperative Education as a whole. The objective of the paper is to present ideas about the way in which design education relocated to practice might better prepare students for professional life. Aiming to capitalize on the work place as a location for authentic learning, the paper will propose a form of WIL that will be termed "Teaching in Practice" (TiP). A prime aim of such a model is to bridge the growing gap between academia and the profession by enabling students to learn design from practitioners within a practice environment. The paper will argue that TiP allows practitioners to have a direct influence on design education, and thus establishes connections between academia and the professions that ensure built environment education remains relevant to industry needs.

Purpose -The purpose of the paper is to explore the views, career expectations, and job search behaviours among a sample of business students. It also aims to examine the role of campus career services in shaping students' careers and how cooperative education influences their expectations and aspirations. Design/methodology/approach -A field survey involving 20,771 students across Canada was conducted by a strategic consulting firm. This research is a part of a broader research project commissioned by a consortium of large Canadian companies to understand better the views of university students on jobs, organisations, careers and perceptions of their organisation. Findings -The study found that cooperative students appear to have more realistic expectations, have better self-insights into their own abilities and desires, and report higher self-confidence. They also placed greater emphases on the "people" and "work" dimensions of a firm. Students with higher abilities also reported similar characteristics and preferences to those of cooperative students. These characteristics are important because they have been linked to greater recruitment success. Additionally, the job search process among students appears to have shifted from more traditional approaches to electronic channels such as the internet. Practical implications -University students continue to be a significant source of hiring for professional and managerial jobs. Employers should connect with university students to understand their views, expectations, and job search process. Employers are also well advised to create a familiarity with university students, and to participate in cooperative education since it can highlight the realities of job and careers in contemporary organisations. These strategies in combination can assist employers with greater recruitment success and long-term organisational performance. Originality/value -This research, based on a large field survey of university students, builds on Cable and Turban's employer knowledge framework, and provides valuable insights into the workforce of the future and strategies for greater recruitment success.

This study investigated the effectiveness of a performancebased assessment (DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses)) in identifying gifted minority middle school students. Research questions focused on examining the alignment between DISCOVER and Gardner's theory of multiple intelligences (MI), as well as assessing gender and ethnic differences. Middle school students (n=395) were mostly Mexican American and Native American from lower socioeconomic backgrounds) in Arizona. Analysis showed low inter-rating correlations, indicating a good fit between DISCOVER and MI theory in that students identified as gifted in one intelligence were not necessarily identified as gifted in other intelligences. Multiple analysis of variance showed no significant interaction effect or main effect for ethnicity, although a main effect for gender was found. Univariate analysis showed that males outperformed females in the mathematics activity of DISCOVER. However, no overall gender or ethnic differences in identification were revealed. In total, 12.4% of the participants were identified as gifted, suggesting that using DISCOVER for identification purposes might help in diminishing the problem of minority underrepresentation in programs for the gifted. (Contains 27 references.)

Debates have been taking place in Canadian higher education between defenders of liberal education and promoters of neoliberalism. One development not addressed is the growth of co-operative education (co-op). The origins of co-op may reside in John Dewey’s ideas about experience and democracy, but co-op also resembles a neoliberal phenomenon. We reviewed the North American literature on co-op from 1990-2014 to see if and how the rise of co-op has posed a challenge to liberal education. Analysis revealed a dominant focus on instrumental and economic purposes reflecting neoliberal reforms, strands of philosophical and empirical inquiry consistent with liberal education, and a notable absence of critical, emancipatory outlooks. Co-op researchers need to rediscover the socially progressive promise of experiential education, informed by other educational subfields. Researchers interested in neoliberal challenges to liberal education need to tap co-op as a site of inquiry.

In this paper we will try to demonstrate that the educational institution is a cultural artifact, a living entity that also develops a different way of teaching. We will try to imagine another type of school where interpersonal relations are also a teaching aim; a school that goes from being obsessed with teaching for PISA testing to a school that, in addition to transmitting knowledge, is devoted to educating for life: i.e. a cooperative school , and we will describe the process of that change.

WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered a point of difference in developing graduate employability by enhancing skill outcomes, such as team-working, communication, self-management and problem solving; employment prospects and student understanding of the world-of-work. This paper investigates the role of WIL in improving undergraduate employability skills; gauging its impact on a range of skills and identifying variations in outcomes for certain demographic, study background and placement characteristics using survey data from 131 WIL students in an Australian university. Results indicate a significant improvement in undergraduates’ perceived ability to perform all ten employability skills following placement. Demographic, study background and demographic characteristics produced minor variations in skill outcomes, both in general and specific to the complet...

This article provides both a current and a historical perspective, as well as describing the journey of a distance education institution. It contains a synopsis of the imperatives pertaining to work-integrated learning within higher education in South Africa. The article gives its ...

The question of how some high school students succeed in reconciling school and work was examined through a review of research on the topic. Special attention was paid to the comments made by students responding to the National Center for Research in Vocational Education's longitudinal study that followed approximately 1,500 students in high schools and two-year colleges from fall 1988 through spring 1992. When asked to compare work (paid or unpaid) and school, some students saw school and work as mutually reinforcing, whereas others did not. The question of the relative importance of school and work elicited a continuum of responses, ranging from the view that jobs are valuable only as a way to make money but school is more valuable to the view that jobs are more valuable than school. The intermediate position was that both school and work have value because they demand responsibility and develop various capacities. A number of students acknowledged that combining school and work requires careful management of time. Most students indicated that parents' education is not the only factor influencing students' decision to attend college. Students' own opinions of the relative value of school and work are also important. (Contains 17 references.) (MN)

The problem and the solution. This study addresses the gap in the literature on learning and mentoring. A descriptive case study was conducted to explore what and how protégés learn from their mentors. Participants were cooperative education students and interns who were assigned mentors while working for a large public agency. Consistent with the dynamic process model of formal mentoring, protégés' learning outcomes included cognitive, skill-based, and affective learning. Protégés primarily learned through observation, explanations from their mentors, and interactions with their mentors but also used other processes to learn from their mentors. Certain learning outcomes were associated with particular learning methods. The favorability of learning experiences (positive/neutral vs. negative) also was explored. Implications for human resource development professionals involve using mentoring to support diverse organizational interventions, aligning formal mentoring policies and practices with program goals, and preparing mentors and protégés for their roles. Recommendations for future research are suggested.

One remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a coop-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers’, governors’ and teachers’ perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely.

Swaffield, S., & Major, L. (2019). Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning. International Journal of Inclusive Education https://doi.org/10.1080/13603116.2019.1629164