Showing papers on "Cooperative education published in 2012"

Role of work-integrated learning in developing professionalism and professional identity

Abstract: There is an increasing focus on the student as the nexus of integrating classroom and workplace learning. In the university context students are learners and in the workplace context students are pre-accredited professionals and in both contexts they can be facilitators of peer learning. Student participation in professional roles through workplace learning experiences are opportunities for transformative learning that shape professional identity formation and a sense of professionalism. Drawing on a higher education literature review of professional identity formation and a case study that explored how professionalism was understood, talked about and experienced by lecturers and students, this paper explores the role of work-integrated learning and its place in the curriculum to enhance professional identity development and professionalism. (Asia-Pacific Journal of Cooperative Education, 2012, 13(3), 159-167)

Cooperative Learning in Physical Education : A research based approach

Abstract: Introduction - Cooperative Learning As A Pedagogical Model In Physical Education - Ben Dyson and Ashley Casey Part 1 - Context Of Learning Chapter 1. Implementing The Cooperative Learning Model In Physical Education: The Experience Of New Zealand Teachers - Ben Dyson, Alan Ovens, and Wayne Smith Chapter 2. Teacher Action In The Cooperative Learning Model In The Physical Education Classroom - Ingrid Bahr and Jonas Wibowo Chapter 3. Innovative Practice Through The Use Of Self-Made Materials: The Cooperative Learning Model In Spain - Javier Fernandez-Rio and Antonio Mendez-Gimenez Part 2 - Cooperative Learning In The Curriculum Chapter 4. Putting Into Practice Cooperative Learning And Physical Activity With Primary Students - Carlos Velazquez-Callado Chapter 5. Cooperative Learning Through The Eyes Of A Teacher-Researcher and His Students - Ashley Casey Chapter 6. Using Cooperative Learning Model In Physical Education Teacher Education: From Theory To Practice - Sima Zach And Rona Cohen Part 3 - Key Aspects Of Cooperative Learning Chapter 7. Borrowing Strategies From Adventure-Based Learning To Enhance Group Processing In Cooperative Learning - Sue Sutherland Chapter 8. The Cooperative Learning Model As An Inclusive Pedagogical Practice In Physical Education - Michelle Grenier and Pat Yeaton Chapter 9. Cooperative Learning And Tutoring In Sports And Physical Activities - Lucile Lafont Chapter 10. Cooperative Learning And Interactions In Inclusive Secondary School Physical Education Classes In Australia - Wendy Dowler Conclusion- Cooperative Learning In Physical Education - Ashley Casey and Ben Dyson

Assessing student outcomes in fieldwork placements: an overview of current practice

Abstract: The study explored the assessment strategy used in a selection of undergraduate subjects/units which incorporated a fieldwork component All subjects employed multiple assessment points to verify student proficiency Communication skills, discipline knowledge and professional skills were the Graduate Attributes most frequently assessed while international perspectives was not aligned to any assessment tasks While partnerships with industry were highlighted as an essential element of a successful WIL experience, the majority of feedback to students was provided by academic staff The research highlighted a diversity of approaches in preand post-placement activities to enable students to prepare for and reflect upon the placement experience (Asia-Pacific Journal of Cooperative Education, 2012, 13(4), 207-224)

Handbook for research in cooperative education and internships

Abstract: Contents: Preface. Part I: Cooperative Education and Internships in Context. A. Howard, Cooperative Education and Internships at the Threshold of the Twenty-First Century. P.L. Linn, Theories About Learning and Development in Cooperative Education and Internships. Part II: Beginning Phase of Research Projects. G. Grosjean, Getting Started and Achieving Buy-In: Co-op Education Is Continuous, Contextualized Learning. F. Ricks, Identifying Resources: Ethics in Cooperative Education. C. Eames, Researching in Cooperative Education: How a Practitioner Met the Challenge. Part III: Methods and Analysis. P.L. Linn, Combining Quantitative and Qualitative Data: A Lifespan Study of Cooperative Education. G. Van Gyn, Choosing a Research Instrument: Investigating the Benefits of Cooperative Education. P. Gochenauer, A. Winter, Analyzing Data With Statistics: Business Internship Effects on Postgraduate Employment. N. Johnston, N. Angerilli, N. Gajdamaschko, How to Measure Complex Learning Processes: The Nature of Learning in Cooperative Education. M.L. Maynard, Correlation Analysis in a Natural Experiment Design: Seeking the Opportune Grade Point Average Cutoff for Internships. A. Howard, T. Haugsby, Issues in Case Study Methodology: Examining the Influences of Class Status on Cooperative Education Experiences. Part IV: Dissemination, Use, and Application. N. Fogg, M. Putnam, Considering the Needs of Different Stakeholders: The Impact of Co-op Job Quality on Post-Graduation Earnings. M. Mayo, Program Evaluation in a Business Environment: An Employer's Journey With Cooperative Education. B.K. Baker, Dissemination of Research to Reform Practice: Fishing (and Lawyering) to Learn. P.M. Rowe, Writing for Publication: Preparation of the Research Report. Part V: Overriding Considerations. R.K. Tener, Using Theory in Research I: Understanding the Learning Experienced in Structured Internships in Construction Engineering. E. Miller, Using Theory in Research II: Atypical Cross-Cultural Experiences That Lead to Growth. C. Cates, B. LeMaster, Program Assessment I: A Focused Approach to Measuring Learning Outcomes. G. Lee-Thomas, A. Anderson, Program Assessment II: Cooperative Education Objectives Nestled in ABET EC2000 Criterion 3: a-k. A. Howard, Ethical Issues in Experimental and Qualitative Research. Part VI: Implications for Research and Practice. P.L. Linn, E. Miller, Implications for Research and Practice.

‘But I thought you were doing that’ – clarifying the role of the host supervisor in experience-based learning

Abstract: The host supervisor plays a vital and complex role in experience-based learning and the various forms of learning through participation (LTP) such as cooperative education, work-integrated learning, work-based learning, practicum and so on. This paper offers a new resource, the Analysis and Reflection Tool, which is designed to assist all stakeholders to understand and better articulate the roles, responsibilities and activities that an individual host supervisor might be expected to fulfil. The resource, based on an extensive review of the literature, presents a conceptual framework that outlines the four key roles commonly expected of host supervisors: support, education, administration/managerial and guardian. The discussion highlights different emphases used in disciplines such as education, nursing and business , and some of the factors that may lead to mismatched expectations of stakeholders. Clearer understanding of stakeholder roles and better communication are important steps to providing adequate support to host supervisors. (Asia-Pacific Journal of Cooperative Education, 2012(2), 115-134)

An organization overview of pedagogical practice in work-integrated education

Abstract: Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report. (Asia-Pacific Journal of Cooperative Education, 2012, 13(1) 2337)

Apprenticeship in the United States

Abstract: Apprenticeship in the United States in the tradition of master craftsman training plays only a minor role in the qualification and credentialing of employees for careers in the intermediate sector. Although vocational education is common, it operates mainly through school-based programs in high schools and postsecondary education with little related work experience or direct involvement of employers. Schools often offer general work experience for course credit through what is known as “cooperative education” but often the connection with an occupational program is minimal. Formal apprenticeships called “Registered Apprenticeships” and overseen by the Office of Apprenticeship in the U.S. Department of Labor train nearly 500,000 adult workers for occupations though the system is unlinked to high schools and only sometimes linked with community colleges or other postsecondary educational institutions.

Student Attitudes Towards Cooperative Construction Education Experiences

Abstract: This paper reports on the findings of a study that examined the attitudes of students at a historically disadvantaged institution (HOI) compared with those at a previously advantaged institution (PAl) in South Africa. PAis in South Africa have been almost exclusively white in the past while HOls have been predominantly black-both with respect to their academic staffing and student population. It is argued that higher education institutions have given students in general too little that will be of real value beyond a credential that will help them get their first jobs. The opinions of first year students were surveyed before, and third and final year students after, their practical periods of employment in construction. The study concludes that all the cooperative partners in cooperative education can do much more to improve this approach to construction education.

A survey on student satisfaction with cooperative accounting education based on CPA firm internships

Abstract: Purpose – The purpose of this paper is to investigate how cooperative accounting education (CAE) programs jointly activated by an accounting institution and its cooperating CPA firms impact the students’ satisfaction with practising what they have learned in work placement.Design/methodology/approach – A structured equation model is constructed to describe the explanatory framework of the student satisfaction with CAE programs based on the CPA firm internship. The paper also presents a survey of 192 accounting interns at 14 local CPA firms in South China, in order to test how satisfied the intern students are with the cooperative education program.Findings – The results prove that student interns are quite satisfied with the arrangements and learning effects of CAE programs, but they are not much related to improvement of their socialization skills. The findings reveal that the CPA firm culture has considerable influence on the effectiveness of CAE; the student command of accounting expertise has moderate...

An Audit Learning Experience: A Pilot Project Through Cooperation with a Third Sector Organization

Abstract: This paper is a critical evaluation of a pilot cooperative education project conducted with a charitable organization in the UK. An action research approach was adopted. Final level students who are studying auditing have had the opportunity to apply the knowledge and skills they are developing through their studies to a real-life situation in the form of a cooperative education and service learning project. The experience is described and evaluated from the perspective of each stakeholder (i.e. the students, the charity and the lecturer). The main implication of the project is that the experience is of real benefit to all the stakeholders, but brings with it investment and maintenance costs which need to be factored into any potential roll out of the project to other students or other third party organizations.

The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering

Abstract: This study examines the effect of cooperative education, controlling for contextual support and demographic characteristics, on three dimensions of self-efficacy change: work, career, and academic. It is based on a pathways model that links contextual support and cooperative education and other forms of student work experience, such as internships, to self-efficacy as a basis for retention in college and in the engineering major. Of the three forms of self-efficacy, work self-efficacy was found to be the one efficacy form impacted by cooperative education. Since self-efficacy is shaped by performance accomplishments, students’ success in their co-op jobs appears to enhance their confidence in performing a variety of behaviors that are particular to handling the requirements of the workplace. Change in work self-efficacy from students’ second to third years was also affected by change in students’ confidence in their career orientation. It was found that the quality of the co-op placement, in particular such dimensions as the chance to make a difference, to be part of a team, and to apply knowledge from one’s major enhanced students’ subsequent work self-efficacy. The latter placement dimension enhanced both career and work self-efficacy. Co-op students were also found to rely less on support provided by their colleges, friends, parents, and academic advisors. They were also found to value the instruction of their professors less once returning to class after their first co-op experience – perhaps a reflection of the latter’s potential lack of current and real-world understanding. Co-op students’ GPAs were also found to decrease less between the second and third years than those of non-co-op students. The finding regarding the impact of co-op on work self-efficacy is claimed here to open up the so-called “black box of co-op” to articulate the practices and behaviors of cooperative education that shape its contribution to the undergraduate experience. The data pool for this study was constituted of all second year students in the colleges of engineering from four participating universities. Student respondents initially filled out a 20minute survey, among which were assessments of the three forms of self-efficacy. They then filled out a comparable post-survey one year later (as third year students) during which those selecting co-op would have completed their first co-op placement. At the completion of the study, there will be an attempt to determine whether the participation in not only one but two coops can reverse a trend, especially among women undergraduates, to drop out of engineering because of their lack of confidence in continuing their concentration in engineering studies.

A review of research on unpaid internship legal issues: implications for career services professionals

Abstract: Many college students are willing to gain professional experience through unpaid internships as a way to increase their employability after graduation. However, unpaid internships present a number of legal concerns. Very little research has been done to examine the complexity of these legal issues. This literature review analyzes related research and government policy associated with unpaid internship experiences, including compensation, lack of employment protections, possible consequences for international students, and university liability. Recommendations are provided to assist university/college career services professionals and internship supervisors in preventing and managing legal issues related to unpaid internship experiences.

Influence of technology on the leadership of 21st-century career and technical education administrators

Abstract: INFLUENCE OF TECHNOLOGY ON THE LEADERSHIP OF 21st-CENTURY CAREER AND TECHNICAL EDUCATION ADMINISTRATORS Linda Maria Suarez, Ed.D. Fordham University, New York, 2012 Mentor: Sheldon Marcus, Ed.D. The purpose of this qualitative study was to examine how the technology beliefs of New York State Career and Technical Education Board of Cooperative Education Services administrators influenced their leadership behaviors. The participants were from a purposive selection from five suburban and rural Boards of Cooperative Education Services in New York State. All of the career and technical education (CTE) administrators participated in in-depth interviews and provided data related to the transition process of antiquated CTE programs into 21st-century technology-supported CTE learning environments. To assist in triangulation, the participants completed a self-reflective survey developed by the International Society for Technology in Education to identify their perceived technology competencies. And a document review was conducted that examined classroom observations, administrator evaluations budget expenditures for technology hardware, software, and teacher professional development. Analysis of data determined the 21st-century CTE administrator is a self-taught technology immigrant, whose technology beliefs and perceptions have little influence on the transition process of CTE programs. The study results revealed a dichotomy between the technology beliefs and perceptions of the CTE administrators and the actual frequency and efficacy of classroom technology. Recommendations for future research and practice included exploring the

Publishing cooperative and work-integrated education literature: The Asia-Pacific Journal of Cooperative Education

Abstract: The Asia-Pacific Journal of Cooperative Education (APJCE) was founded in 1999, with the first volume published in 2000 The journal strongly adhered to the philosophy of having freely and readily accessible information, and opted to be a free, fully online, open access journal Over the last 12 years, the journal has grown and has become wellestablished in the cooperative (co-op) and work-integrated learning (WIL) community The number of publications per year has steadily increased and the number of submissions has shown strong growth, especially in the last three years APJCE articles are increasingly cited in other journals and significant book publications, and both its author and user bases have become more international This article will discuss the advantages from the APJCE perspective of being an open access journal and provide an analysis of the growth of APJCE The article will also discuss the performance of the journal in the context of co-op/WIL literature internationally and discuss some recent developments for the journal (Asia-Pacific Journal of Cooperative Education, 2012, 13(4), 181-193)

The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

Abstract: A national sample of students with disabilities and their nondisabled peers in rural high schools responded to a survey about their postsecondary plans and how they were preparing for them. The study included 3,318 11th- and 12th-grade students from 73 randomly selected schools. Findings indicate that 78.5% of students with disabilities and 90.7% of their nondisabled peers plan to continue their education after high school. Only 4.5% of students with disabilities were enrolled in a college preparatory program. A greater percentage of students with disabilities participated in career exploration activities such as job mentoring, internships, and cooperative education programs than expected, and they found teachers and school staff important sources of information. Implications of these findings are discussed.

The relevance of workplace learning in guiding student and curriculum development

Abstract: In an attempt to demonstrate the relevance of workplace learning (previously known as 'cooperative education') in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology. Areas of improvement associated with current planning, implementation and evaluation of workplace education are outlined and reflected as student and curriculum development issues. The article calls for an alignment of academic and workplace practices for the mutual benefit of students and workplaces, for the use of the principle that workplace learning should be appropriate for a qualification and for interaction between the university and the workplace. The article also reflects on institutional attempts to address the shortcomings of current practice in response to the Higher Education Qualifications Framework (HEQF). Suggestions for improving workplace learning are also outlined. The article encourages partnerships, collaborative curriculum development and evaluation research and calls for a national strategy for managing the quality of workplace education.

Educating 21st Century Engineers

Abstract: It has been well established that economic growth is stimulated by technology innovation. Most technology innovation is made by engineers. Despite the importance of engineering to the economic growth of the U.S., as the U.S. economy has become increasingly driven by global competition, U.S. citizens are exhibiting decreased interest in a career in engineering. This declining interest is evidenced by a major decrease of U.S. citizen enrollment in U.S. undergraduate engineering programs and an even larger decrease of U.S. citizens in engineering graduate programs. In response to declining enrollment, despite the increase in complexity of engineering, colleges of engineering have decreased degree requirements - typically about 20 credit hours over a generation; yet, declining enrollment continues. Because of the importance of engineering to economic growth and the constraints of the global economy on the salary growth of engineers, (1) it is time for the U.S. government to declare engineering a public good and (2) it is time for U.S. corporations to fill a major role in engineering education. Therefore, we recommend that companies willing to employ cooperative engineering students and direct their on-the-job education be permitted to pay the undergraduate and graduate school tuition of students and deduct their education costs as a tax credit. (Note that Medicare pays hospital for the coop education of medical students and physician residents.) The practical work experience would be a major element of the students' engineering education and the certainty of immediate, secure employment would be a draw to new engineering students.

Integrating experiential learning into a double degree masters program in nursing and health informatics.

Abstract: In Canada there are few nurses who have advanced practice competencies in nursing informatics. This is a significant issue for regional health authorities, governments and electronic health record vendors in Canada who are implementing electronic health records. Few Schools of Nursing provide formalized opportunities for nurses to develop informatics competencies. Many of these opportunities take the form of post-baccalaureate certificate programs or individual undergraduate or graduate level courses in nursing. The purpose of this paper will be to: (1) describe the health and human resource issues in this area in Canada, (2) provide a brief overview of the design and development of a new, innovative double degree program at the intersection of nursing and health informatics that interleaves cooperative learning, (3) describe the integration of cooperative learning into this new program, and (4) outline the lessons learned in integrating cooperative education into such a graduate program.

Nursing students´ Experiences from Their First Clinical Education – a qualitative study

Abstract: This article describes the experiences of 137 nursing students from their first clinical education. The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students' experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practised, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible.

From the classroom to the workplace: a cooperative education stratagem for student transitioning skills

Abstract: Cooperative education students (in Thailand) need to acquire strong transition skills that will enable them to overcome discomfort and difficulties that may occur in the workplace. The objective is to devise a mental strategy for helping students to manage situation that presents itself in an undesired and difficult manner. An appreciative inquiry method was applied to learn from students who managed to succeed in the programme. Results showed that these students were able to learn on their own. Their experiences were converted to a stratagem model for providing a method on successful transition from the classroom and into the workplace.

Cooperative Education Impact on Enhancing Mechanical Engineering Curriculum

Abstract: The engineering practice continues to evolve; yet engineering education has not changed at the same rate. To ensure relevancy, engineering programs must stay abreast and adjust their curricula to the ever rapid changing employer market requirements. Most assessments focus on evaluating curricula utilizing reports and surveys. The intent of this paper is to start conversation among cooperative education professionals and researchers regarding the impact of co-op work on the whole mechanical engineering curriculum. The emphasis is on the importance of site visits.

The Work Experience Component of an Ontario College Baccalaureate Program

Abstract: This chapter describes the results of case study research on the transfer of learning from the classroom to the cooperative education workplace and includes recommendations for curriculum changes to improve the transfer of learning

Developing Global Engineers through Cooperative Education: The University of Cincinnati Japanese Language and Culture Model (2012)

Abstract: Technical education can no longer be the only defining factor in tomorrow’s technical leaders Today’s engineering students must develop global skills to be effective in the global marketplace International experiential education is essential for educating the engineering leaders of tomorrow The need for globallyminded engineers is well recognized and universities are attempting to integrate programs into the engineering curriculum which will prepare engineering students for the international work environment The University of Cincinnati (UC) International Co-op Program (ICP) was created to respond to this need The Asian Studies program at the University of Cincinnati exists as a network function across interdisciplinary fields (such as languages, economics, history, geography, and political sciences) with a focus on Asian countries Students can major in Asian Studies, double major, or minor/certificate in Asian Studies with another major field of study The International Co-op Program (ICP) offers students the opportunity to learn the Japanese language and culture in preparation for an eight-month capstone co-op assignment (internship) in Japan Some ICP students complete additional coursework, above that required to participate in the ICP, and also earn a certificate in Asian Studies at graduation This paper describes: a) background and curriculum of the ICP at UC, b) development of the ICP Japanese program including prior study results with regard to characteristics of engineering students and the suitable syllabus types for ICP students, c) the ICP Japanese course curriculum with the description of four phases of preparation for co-op assignments in Japan, and d) the future direction of online materials using the words included in the engineering terminology dictionary in order to develop ICP students’ autonomous learning abilities and Japanese language proficiency at co-op sites INTRODUCTION ABET criteria for accrediting engineering programs state that students must attain “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context” 1 A reflection of the changing role of engineering, such criteria are deemed a necessary aspect in educating the “Engineer of 2020” 2 Our interdependent global society requires engineering skills to address issues related to health, security, and the environment, as well as international commerce 3 A major RAND research study in the 1990‘s concluded both universities and corporations now believe that students must understand the global nature of economics, speak other languages, and be able to assess decisions in more than one culture The research results suggested that universities must do more than “tinker with the edges of the curriculum” A comprehensive approach is needed, and relevant work experiences should be a prime component 4 Work abroad experiences prepare students for the global market, improve foreign language ability, and enhance employability upon graduation Students living and working in an international location grow personally and professionally and gain vital crosscultural understanding and communication skills Employers benefit by developing strong relationships with key universities that offer these programs, and by attracting highly-motivated students; thereby gaining employees who have technical expertise as well as a global perspective and second language skills When employers hire co-ops or interns to work internationally, they are investing in potential leaders that can impact their growth around the world Universities that provide work abroad options gain world-wide visibility, strengthen ties with major industry players, increase the flow of technology between the institution and industry, and position themselves to attract students who want a value-added education The benefits are clear, but the models for achieving work abroad objectives are extremely varied The challenge is for universities to coordinate these efforts and to open dialogue with industry on how to better prepare tomorrow’s workforce through international programs 1 Elliott and Fujioka-Ito: Developing Global Engineers through Cooperative Education: The U Published by DigitalCommons@URI, 2011 The University of Cincinnati College of Engineering did not believe that study abroad could be integrated into the existing curriculum The mandatory cooperative education (co-op) program, which alternates disciplinerelated work experience with coursework, had already extended the traditional four-year baccalaureate program to five years In addition, students are either in class or on co-op every quarter, including summers, from the sophomore through the senior year It was unlikely that students already in a five-year program would be willing to add another year or even six months to study abroad International experience though the co-op program was the model that UC chose to pursue This paper will provide an overview of the UC Co-op Program and examine one of the language models available: Japanese

The educational value of cooperative education

Abstract: Cooperative education is a kind of work-integrated learning activity that combines the students' learning in classroom into practice in society, it is the innovation of educational ideology and talents-cultivating model, it has become the tendency of higher education in the world. The educational value of cooperative education focus on the students development that are the improvement of students' comprehensive quality, the promotion of students' academic development and professional performance, so the quality of talents cultivating can be improved. The purpose of this study is to expose the educational value of cooperative education based on the literature review.

The role of partnerships in the delivery of transformational international service learning

Abstract: Within Australia (Bradley, 2008), and likewise in Europe and North America (Zemsky, 2006), higher education is being urged to engage and commit to imperatives of social inclusion and equity through a variety of strategies at the local, national and global levels. The agenda of social inclusion, particularly in light of recent government policy in Australia, is conceptualized at two levels; the first being the engagement of a range of students from previously under-represented demographics, and also for the university sector to extend its engagement with broad sectors of society empowering previously disadvantaged communities (Alexiadou, 2010). It is the second understanding in which this paper is located, as universities are realizing the potential value of service learning projects as mechanisms for meaningful student engagement within practice settings. Such experiences are seen as ‘going beyond’ the normal learning that is associated with ‘traditional’ cooperative education programs. Cooper, Orrell & Bowden (2010) conceptualise service learning as an extension of workintegrated learning, where service learning, particularly in a globalized context, facilitates the capacities of students to view themselves as agents of transformation. As contested by Hoekema (2010); “students who spend time volunteering during college, compared to those who do not volunteer, become more convinced that individuals can change society, feel more committed to personally affecting social change, and develop stronger leadership skills” (p. 10).

Comparing the Attributes of Students in Cooperative Education or Work-Integrated Learning Programs in Four Countries.

Abstract: New technologies, the internalization of markets, and higher numbers of university graduates have led to greater competition for employment and greater needs for higher-order employment skills, practical experience, and a strong sense of competence. An increasing number of students are turning to work-integrated programs of learning (WIL) –where they can gain the necessary skills to enhance their future employment and career prospects. The aim of this international project was to examine the relationship between work-integrated learning and the psychological variables believed to play a role for success in the transition to the labour market. Students from four countries (Canada, Sweden, England, and the USA) completed the same online questionnaire measuring self-concept, self-efficacy, hope (goal-setting, goal achievement), procrastination, motivation, study skills, and work ethic. Results indicated there were many attitudes and behaviours shared by WIL and non-WIL students in the four countries – however there were also significant differences that shed light on WIL outcomes and/or the type of students who select WIL, regardless of where they reside. WIL students appear to have a stronger math self-concept and problem-solving self-concept. Non WIL students appear to have more confidence to attain academic and career goals, but it decreases by the end of their studies. On the other hand, confidence increases substantially for WIL students. Gender effects and achievement differences between the two groups will also be discussed. In summary, Students in WIL programs –regardless of where they reside -appear more similar than different.

Getting bench scientists to the workbench

Abstract: In the Australian University sector today, the separation of the ‘world of work’ from formal education is becoming more artificial. Since the mid-eighties, the voices of Government and Employer bodies have combined to demand more workplace-relevant skills and attributes from university graduates (ACNielson, 1998, 1999; NBEET, 1992; Tomas, 1997). Variously referred to as generic skills, capabilities, key skills or graduate attributes, these include literacy, numeracy, computer skills, time management, written and oral communication, interpersonal skills, teamwork, leadership, creativity and problem solving (ACNielson, 1999) amongst others. Universities have responded, to a greater or lesser extent, by revisiting their curricula with the aim of integrating the development of such work-relevant skills and capabilities into their degree programs. A related response has been to establish or enhance already established industry-university linkages through research partnerships and work placement programs. A work integrated learning (WIL) program (cooperative education, work experience, internship) has the potential to assist students to develop these skills, and more. Student motivation, classroom learning and course completion are enhanced when a WIL program is implemented effectively, whilst at the same time students develop an awareness of the ‘world of work’, confirm or redirect career decision-making, and improve their job opportunities (NCCE, 2002). This paper explores the issues that need to be addressed in the sciences, before an effective WIL program can be developed so that all partners in the process can achieve useful outcomes.

Secondary work-based learning students' perceptions of their course and work and career-related issues

Abstract: This descriptive survey study examined the influence of gender, race/ethnicity, and Career and Technical Student Organization (CTSO) membership on secondary workbased learning students’ perceptions of their course and work and career-related issues. The Student Perceptions of Work-based Learning Questionnaire was used to examine student perceptions. The survey consisted of 14 demographic questions, and 36 Likerttype questions, 14 related to student perceptions of their work-based learning course and 22 questions concerning work and career-related issues. The Chronbach calculated was 81.7, suggesting strong internal reliability. Secondary work-based learning students within two Georgia school districts served as the sample. A total of 135 students participated in completing the online questionnaire, for a response rate of 34%. Descriptive and inferential statistics were utilized to determine student characteristics and perceptions. Demographic data describing the sample in more detail was captured using descriptive statistics. One-way analyses of variance (ANOVA) were used to compare students based on gender, ethnicity, and CTSO membership. No significant differences were found for student perceptions of their course or work and career-related issues. Students believed that their work-based learning course was valuable. Their perceptions were positive overall concerning their educational experience and work and career-related issues. This study provides valuable insight into the beliefs of secondary students toward their work-based learning course and work and career-related issues. INDEX WORDS: Work-based Learning, Work-related Learning, Work-oriented Learning, Work Experience Programs, Youth Apprenticeship, Cooperative Education, Career and Technical Education, Perceptions, Gender, Race/ethnicity, Career and Technical Student Organizations, Work, Career, Secondary Students, School-to-Work SECONDARY WORK-BASED LEARNING STUDENTS’ PERCEPTIONS OF THEIR COURSE AND WORK AND CAREER-RELATED ISSUES