Showing papers on "Cooperative education published in 2018"

An exploration of employer perceptions of graduate student employability

Abstract: Purpose The purpose of this paper is to explore employer perceptions of graduate student employability. This study is novel since existing research focused on employability is largely theoretic, remains focused on defining employability of undergraduates and largely fails to determine employer perceptions of factors that increase or decrease employability of graduate students. Design/methodology/approach Using a two-phased approach, the authors analyzed 122 employer assessments of graduate students at a Canadian university who completed a work-term with the employer in either 2014 or 2015. The authors also collected individual data (e.g. academic achievement, work experience) from student files at the university. Phase 1 involved an exploratory factor analysis to derive factors influencing employer perceptions of employability. Phase 2 expand on factors identified in phase 1 through assessment of 153 written comments using a critical incident technique. Findings Phase 1 results demonstrate that professional maturity, soft skills + problem solving, continuous learning and academic achievement secure a positive relationship with employer perceptions of graduate employability. Phase 2 results indicate that employers consider generic skills (time management, working in a team, attention to detail), general mental ability, subject-specific knowledge, willingness to work, attitudes and behaviors, and responsiveness to feedback when assessing employability of graduate students. Research limitations/implications Collectively, the results of phase 1 and 2 provide a comprehensive awareness of the factors that employers consider when assessing employability of graduate students. Researcher, educational institution, and employer implications are presented. Originality/value The authors provide a holistic and empirically grounded understanding of employer perceptions of graduate student employability through reviewing quantitative and qualitative indicators of employability from the employer perspective.

Recognizing and Resolving the Challenges of Being an Insider Researcher in Work-Integrated Learning.

Abstract: Insider research studies are common in work-integrated learning (WIL) research, yet little has been written about the methodological and ethical dilemmas that WIL researchers face. Using a case study narrative, the position of an insider researcher is justified, and the challenges faced, when a researcher undertakes an in-depth study of their own WIL program is examined. The unique perspective of the history and culture of the researcher’s program was the most significant advantage, enabling a deep level of understanding and interpretation. Key challenges included: minimizing the potential for implicit coercion of the participants; acknowledging the desire for positive outcomes; ensuring tacit patterns and regularities were not taken for granted; and awareness of the potential conflicts of being an academic and researcher within the same context. In this paper, strategies to assist WIL researchers minimize these challenges are suggested. Insider research provides a valuable contribution to the theory and practice of WIL from a different perspective than may be obtained by someone not deeply embedded and involved.

Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education

Abstract: Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society Following TH Marshall's conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world The paper presents a theory-based, value driven and practical orientated framework for innovation in education The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper

Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

Abstract: Work-integrated learning options—or experiential learning—(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future employability. However, community service learning (CSL) placements and co-operative education (co-op) programs, among other forms of experiential learning, offer so much more than the practical outcomes of skills-development and resume-building. They provide a space for reflexivity on the student’s positionality in relation to privilege and national and/or global citizenship identity-formation; for critical reflection on ethical issues; for the promotion of social justice; and for praxis (the application of knowledge). The research presented in this article is an evaluation of two sets of experiential learning reflection assignments: co-op work-term reports (from 2nd, 3rd, 4th year and graduate students) and CSL papers (assignments submitted for a fourth year class I taught in winter 2016 on experiential learning). I examine the common themes and differences between these two sets of assignments with particular attention to the preparation and facilitation of learning in both instances, and the difference this preparation makes in terms of the student’s critical reflection.

The Utility of Case Study as a Methodology for Work-Integrated Learning Research.

Abstract: PATRICIA LUCAS1 JENNY FLEMING JULIE BHOSALE Auckland University of Technology, Auckland, New Zealand ________________________________________________________________________________________________ Work-integrated learning (WIL) research is heavily steeped in particular contexts making it highly suited to flexible, multiple perspective methodologies, such as case study. However, case study methodology is often criticized for being too specific, not generalizable and limited in what it can contribute to theory. In addition, there is often confusion between the meaning and application of the terms method and methodology. This paper presents an argument to help guide and support researchers who are considering a case study approach to their WIL research. Two vignettes demonstrate how researchers overcame some of the alleged limitations of case study as a methodology and utilized the benefits to advance the theory and practice of WIL. Case study provides a sound methodology that can reflect the variability of research contexts and enables a flexible approach to address a wide range of research questions that are relevant to the evolving nature of WIL.

Hospitality cooperative education: what are the benefits for industry partners?

Abstract: Cooperative education programs were incorporated into undergraduate hospitality degree programs to help students prepare for their future careers within the hospitality industry. It is well known that cooperative partnerships between industry and academia are of paramount benefit to associated educators and students. This study, however, identifies pertinent benefits to hospitality industry partners of a cooperative education program. The implications of these benefits may lead to the improvement of hospitality cooperative education for all parties involved, but especially for industry partners, as they may offer opportunities for redesigning cooperative education programs so as to highlight and maximize benefits.

Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

Abstract: Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted using Web of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.

Quantifying the Impact of Entrepreneurship on Cooperative Education Job Creation.

Abstract: This paper investigates the impact of entrepreneurship on cooperative job creation in a large North American post-secondary institution. The data-driven analysis is enabled by two unique datasets: a list of companies started by the institution’s engineering students and faculty, and a database of the institution’s cooperative education (co-op) placements. Over the past 10 years, companies started by the institution’s engineers have created at least 9,000 co-op placements for the institution’s students, paying a total of at least $115 million in salaries (Canadian dollar; CAD$). Furthermore, students working for these companies were more likely to receive high performance evaluations than their peers and were more likely to be satisfied with the cooperative experience. Finally, students who went on to start companies did not always take entrepreneurship courses or excel academically, but they were rated highly by their workplace supervisors.

The Gap Between Engineering Schools and Industry: A Strategic Initiative

Abstract: The long-standing gap between engineering education and the industry (the Gap) has been acknowledged in literature extensively. In this paper, the Gap has been addressed philosophically from three different aspects: the demarcation between science and engineering, the causes of the Gap, and the strategy for bridging the Gap. The targeted education level in this paper is the bachelor level. The Gap is caused by the absence of feedback from the industry to engineering schools. This paper contributes to the philosophy of engineering education by proposing a strategic initiative to bridge the Gap. The expected outcomes of the proposed initiative are the following: Reclassification of the majors available in engineering schools and redesigning the knowledge taught in these schools to match industry needs. These outcomes could be achieved by firstly giving engineers the opportunity to write about their own experience at an industry level in engineering journals and, through their writing, schools get an idea of what is going on in the industry. Secondly, accrediting agencies such as ABET should grant a higher rank to engineering schools based on what they have done over time to bridge the Gap. Lastly, PhD research could be utilized to improve the undergraduate curriculum. A PhD student could work for a company, then return to school two years later to present their findings and observations.

Experimental Exploration of Multimodal Teaching Mode in College Russian Teaching Under the Mode of Sino-Russian Cooperative Education

Abstract: This article applies the multimodal teaching method to college Russian teaching Under the Mode of Sino-Russian cooperative education. Through multimodal classroom teaching experiments, a multimodal teaching model was established. This paper explores the feasibility and effectiveness of this teaching idea in the Russian teaching. The results of experiments show that Under the Mode of Sino-Russian cooperative education the multimodality of Russian teaching helps to fully mobilize the students’ enthusiasm for learning, and develop Russian language skills.

The Influence of Values on Supervisors' Satisfaction with Co-Op Student Employees.

Abstract: While a growing body of literature in cooperative education (co-op) has seen an increased focus on what makes for a quality work term for the student, few studies investigate the satisfaction of the co-op supervisor. This paper seeks to address how supervisors perceive the role of the co-op student in the workplace and understand how these values influence satisfaction with a hired co-op student. A self-report survey was sent to supervisors who had hired co-op students from one Canadian academic institution. The results showed a significant correlation between attributes valued by the supervisor and supervisor rating of the student when those attributes were exhibited; however, this was only the case after the attributes were weighted for importance. The results demonstrate the importance of expectations in influencing satisfaction and reinforce the need for preparation of the student for the workterm, a clear alignment of expectations between the student and supervisor, and the value of onboarding in creating a successful work term.

Using Data Mining Methods for Research in Co-Operative Education.

Abstract: This paper describes two classes of advanced data mining methods that can obtain actionable insight from cooperative education data: text mining of job descriptions and graph mining of job interview data. While these methods are not new in general, they have not been widely used in co-operative education research. A technical overview of each method is provided, followed by a case study using real data from a large North American university. The case study illustrates that the proposed methods can enable students, employers and institutions to make better data-driven decisions. For example, text mining of job descriptions can reveal sought-after skills while graph mining of interview relationships can characterize the extent of competition for jobs.

Literacy in the cooperative sector evaluated through the reserve for cooperative education and training

Abstract: This study aims to evaluate the degree of legal-accounting literacy in cooperatives, having as an indicator the reserve for cooperative education and training, since this reserve is exclusive to the legal regime of cooperatives and which, due to its very specific purposes, presented itself as a mechanism that seeks to prevent or eliminate possible phenomena of illiteracy. This reserve — which implements the cooperative principle of education, training and information — addresses members, leaders and workers and aims to contribute to the development of the cooperative, by allowing the education of cooperators, an active membership, the professionalization of the employees and members of the management and supervisory bodies, as well as raising community awareness of the advantages of the cooperative model. The empirical study has shown that, in Portugal, there are cooperatives that do not have established the reserve for cooperative education and training or, despite having established the reserve, admit possibilities that the law does not allow, namely both the destination of the reserve as well as its sources, and even its distribution. In addition, cooperatives are not adequately accounting for this reserve. There is, therefore, a significant degree of legal and accounting illiteracy regarding the reserve for cooperative education and training, which difficult or limits the achievement of its purposes.

Using a Project Blog to Promote Student Learning and Reflection

Abstract: Research on the use of blogs in higher education suggests that students who blog as part of a course requirement demonstrate increased reflection, heightened feelings of connection, and increased course-related knowledge. Blogging provides a promising medium for students to engage in reflection on their participation in a cooperative education work term. Blogging can help guide a project by providing an encouraging place for team members to communicate clearly, document their work and other resources, and brainstorm ideas. In this paper, we describe a qualitative analysis of blog posts written by three students during a co-op placement. The students used the blog extensively and with multiple purposes: to reflect, to communicate, to brainstorm ideas, to evaluate literature, and to document team creations. We discuss the characteristics of the project and blog that may have contributed to its extensive use and provide recommendations for individuals interested in implementing a blog in similar projects.

Cooperative social entrepreneurship: reflecting on a decade of embedding cooperative studies in social enterprise courses

Abstract: In this paper, I examine how the rise of social enterprise (SE) offers opportunities for cooperative education and cooperative social entrepreneurship (CSE). Internationally, the impulse for SE arose out of changing attitudes to charity trading, sustainable development and the cooperative movement. In England, it has specifically cooperative origins dating back to 1979 at Beechwood College (Leeds). By the 1990s, worker cooperatives and their development agencies were collaborating to create the first SE support organisation and regional SE agency (Ridley-Duff and Southcombe, 2012). Up to 2002, SE was tightly integrated with cooperative development. After 2002, it was reframed to align with charity and public sector reform plans. I examine how CSE expresses a commitment to integrating and extending the application of cooperative values and principles into a wider range of SEs. CSE focuses on collaborative action that broadens the notion of the common bond through new approaches to cooperativism to build a social solidarity economy (SSE) (Curl, 2010; Ridley-Duff, 2015). In doing so, CSE gives more active consideration to the interests of labour, the local community and society in the design and development of co-operative enterprises.

Job Description Mining to Understand Work-Integrated Learning.

Abstract: Work-integrated learning, also known as co-operative education, allows students to alternate between on-campus classes and off-campus work terms. This provides an enhanced learning experience for students and a talent pipeline for employers. We observe that co-operative job postings are a rich source of information about the required skills, working environment and company culture. We present a text mining methodology to extract and cluster informative terms from unstructured job descriptions, and we demonstrate the utility of our methodology on a co-op job posting corpus from a large North American university.

A Cooperative Education Model for Promoting Oral Health and Primary Care Integration within a Health Care for the Homeless Program.

Abstract: This report describes an innovative cooperative education model for promoting the integration of oral health and primary care in a safety-net setting for homeless populations. The model situates health sciences students as change agents within the health care team to facilitate interprofessional collaboration and medical-dental integration.

Expanding Our Understanding of Ethical Considerations in North-South Student Mobility Programs: Insights for Improved Institutional Practice

Abstract: North-South student mobility programs (including internships as part of academic studies, education abroad, cooperative education, and field schools) offer immense opportunities for fostering cross-cultural understanding, mutual learning, and capacity building for students and partners. Drawing on diverse bodies of literature, we examine perspectives of host institutions and organizations in the Global South and the breadth of ethical considerations to be analysed in North-South student mobility programs, offering considerations for improved institutional practice.

Determining the Factors That Impact Enrollment in Cooperative Education at the Community College Level.

Abstract: Determining the Factors that Impact Enrollment in Cooperative Education at the Community College Level by Lawrence R. Miller Jr. MLA, Auburn University, 2005 BS, Auburn University, 2003 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2018 Abstract The benefits of involvement in work-integrated learning programs, also known as cooperative education have been touted since inception in 1899. Unfortunately, little research has been published related to the factors that impact enrollment within these programs. The purpose of this study was to examine the factors that have influenced the historically low enrollment numbers within the cooperative education program at a public community college located in the southeastern United States. Guided by Kolb’s experiential learning theory, the conceptual framework provides a direct link between classroom learning and work experience. A qualitative phenomenological study examined the lived experiences of 11 cooperative education program alumni. Data were collected via a semistructured interview process using open-ended questions during focus groups. The data collected were transcribed for coding and triangulated for validation by comparing the multiple data results. Through data analysis, 3 fundamental themes emerged: recruitment, communication, and experiences. A 4th theme, website development, was highlighted within the policy development as an essential part of the initial 3 themes. The results may allow administrators to gain insight into how cooperative education enrollment numbers are being influenced by specific variables within the classroom, college, industry, community, program marketing, and programThe benefits of involvement in work-integrated learning programs, also known as cooperative education have been touted since inception in 1899. Unfortunately, little research has been published related to the factors that impact enrollment within these programs. The purpose of this study was to examine the factors that have influenced the historically low enrollment numbers within the cooperative education program at a public community college located in the southeastern United States. Guided by Kolb’s experiential learning theory, the conceptual framework provides a direct link between classroom learning and work experience. A qualitative phenomenological study examined the lived experiences of 11 cooperative education program alumni. Data were collected via a semistructured interview process using open-ended questions during focus groups. The data collected were transcribed for coding and triangulated for validation by comparing the multiple data results. Through data analysis, 3 fundamental themes emerged: recruitment, communication, and experiences. A 4th theme, website development, was highlighted within the policy development as an essential part of the initial 3 themes. The results may allow administrators to gain insight into how cooperative education enrollment numbers are being influenced by specific variables within the classroom, college, industry, community, program marketing, and program experiences. The implications for social change reach far beyond the study site. Through the determination of factors that impact enrollment numbers within a specific program, other institutions may be provided guidance in how to address the enrollment issues within the institutions’ programs. Determining the Factors that Impact Enrollment in Cooperative Education at the Community College Level by Lawrence R. Miller Jr. MLA, Auburn University, 2005 BS, Auburn University, 2003 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2018 Dedication I would like to dedicate this qualitative case study to everyone that inspired and helped me throughout my educational journey. Without all of you, I would not be where I am today. To my students, workers, and tutors within L.C.F., you guys are one of the main reasons I began and have continued this education endeavor. To my father, Lawrence Sr., thank you for making me the man I am today, and there is not a day that goes by that I do not miss you. To my mother, Joanne, thank you for always supporting me in all my endeavors. To my wife, Megan, thank you for pushing me to obtain this degree, and thank you for not letting me quit (even when I wanted to). Finally, to my daughter, Callie Ray, you are my true inspiration, and I hope that I can make you as proud of me as I am of you! Daddy loves you!!! Acknowledgments I would like to personally thank Dr. David Mathieu, Dr. Richard Braley, and Dr. Sidney Parent for being patient with me throughout this entire research process. While it has not been easy, it has been a wonderful learning experience that I will always treasure. I truly value all of your guidance and insight throughout this process. Thank you all!!!

What value do stakeholders place on the academic standards and grading practices in work-integrated learning

Abstract: Assessment is said to drive student learning, though the value of a 'grade' within work-integrated learning (WIL) is still not clear and most field placement students do not want their learning to be assessed beyond a pass/fail grade. Is then, the 'learning' in WIL as important as 'learning' in non-WIL courses? The focus of this paper is on the ‘value’ stakeholders place on the academic standards and grading practices in WIL. Data from a small qualitative constructivists grounded theory study undertaken in the Human Services sector will be used and how to grade ‘reflection’ will link learning, assessment and grading practices, identifying the difficulties and challenges to mainstreaming WIL. The importance of employability from a WIL experience will be the focus of a future paper.

Reflections on the Integration of Innovative Entrepreneurship Education and Professional Education

Abstract: In order to meet the needs of the development of new economy, new technology and new industry, China's higher engineering education circle has reached a consensus on the construction of "new engineering", and has inspired the construction of "new engineering". It requires that the education system of "new engineering" should be established in the personnel training system featuring openness, integration and innovation and takes positive results. Conduct effective measures, change the educational concept, optimize the curriculum system, strengthen the construction of teachers, reform the teaching methods, pay attention to the cooperation between school and enterprise, cooperate with people, and build a teaching platform for the integration of production and education. Local colleges and universities should actively connect with regional economic development and industrial transformation, build a guarantee mechanism of integration of production and education, integrate production and education through the whole process of talent training, and explore a new mode of talent training for local colleges and universities to meet the requirements of "new engineering" construction. Keywords—New engineering; Local undergraduate universities; Integration of production and teaching; School-enterprise cooperation; Cooperative education

Importancia de la educación cooperativa. Una experiencia cubana

Abstract: This paper deals with the importance of cooperative education of the members and actors linked to the cooperative sector. It is intended to highlight the need for education on the values and principles of cooperativism, at the same level as the economic development of the cooperative. The results of an education process are exposed to associates and actors related to the cooperative sector in a Cuban municipality. The results are related to the educational proposal developed. The actions were deployed on two levels: at the level of local actors and inside the cooperatives. In the latter case, cooperatives from the non-agricultural sector, recently established or formed in Cuba. In the process, local actors and cooperatives are made aware of the importance of seeing cooperativism as a movement whose ideology is based on its values and principles. These results were part of the actions of the project "Promotion of local and territorial economic development from the Municipal Governments and local institutions in the updating of the Cuban economic model", deployed from 2012 to 2015 and financed by Norwegian Popular Aid.

The Impact of Cooperative Education: Considering Employability and Career Advancement of New Graduates

Abstract: This study aimed to compare the employability and the career advancement of cooperative students and non-cooperative students, including to identify the correlation among cooperative education program attendance and initial job, started income and period to get the job. The population was 1,807 new graduates who graduated in academics year 2015 from the faculty and the college that has the cooperative education in the curriculum at Burapha University, Thailand. The questionnaire was employed to gather the data and the questionnaires were sent to the population by e-mail. For data analysis, the Independence Sample t-Test and Chi-square test were used to analyze the data. The findings revealed the employability and career advancement of cooperative students and non-cooperative students were not different. Except, the employability in term of problem-solving skill and leadership had the difference between cooperative students and non-cooperative students. Regarding the correlation analysis, the cooperative education program attendance statistical significant related to the initial job, started income and period to get the job at 0.05. The cooperative students have been worked in the field or related filed more than the non-cooperative students. Moreover, the cooperative students received the started income more than 15,000 Bath and had the period to get the new job below 3 months.

Research on Risk Prevention and Control of Sino-foreign Cooperative Universities — Based on ERM Comprehensive Risk Management Framework

Abstract: Cooperation between Chinese and foreign universities is an inevitable trend of the internalization of higher education. With the expansion of school-running scale in China, there hasn’t been a complete set of theoretical system of risk prevention and control management of Sino-foreign cooperative education universities. This paper will explore the possibility of applying the ERM framework in China’s higher education, based on the ERM framework which is the most widely accepted risk management framework at present and the case of the University of California which has already applied this framework. Keywords—comprehensive risk management framework; higher education; risk management; cooperative education

Boosting professional competences and IT companies’ innovation in a Master Degree in Informatics Engineering

Abstract: This Innovative Practice Category Work In Progress presents a singular experience of a cooperative education program in a Master Degree in Informatics Engineering in Spain, which is so far unique in the country at master level. This Master provides the students with the competences, attitudes and skills necessary to direct and carry out innovating projects in the area of information technology and communication in national and international companies. The usage of Problem Based Learning methodologies in different courses infers a decidedly practical-oriented nature to the program. This character has been reinforced introducing the co-op model, which involves companies in the overall learning process. The program started in 2015 and the first results are showing very encouraging in terms of students’ satisfaction with their education and the high competence level of these students from the companies’ perspective.

Teacher Resource Network Evaluation System Research Based on Competency Model

Abstract: Given the background that the Sino foreign cooperative education project is increasing, this research is devoted to the construction of a teachers’ resources network. Through interviews and questionnaires, we collected teachers’ evaluation indexes and made a further investigation, and then constructed a teachers’ resources network evaluation system based on competency model. This evaluation system will combine Chinese teachers, foreign teachers, and enterprise mentors together and build the teachers’ resources network, which can select the suitable teachers from the network and make the teacher system of the Sino foreign cooperative education more reasonable and diversified.