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Against the background of increasing internationalization, Chinese-foreign cooperative education programs are growing in the Chinese higher education sector. With the international teaching environment combined with the local IC education concept, Chinese-foreign cooperative education programs are potentially the ideal platform for the complete realization of the entire process of intercultural language teaching and learning in higher education. Nevertheless, there is a lack of research on intercultural communication (IC) teaching in Chinese-foreign cooperative education programs. Moreover, the contents of IC courses offered in Chinese higher education, including the Chinese-foreign cooperative education programs, is not conducive to developing Chinese learners' intercultural communication competence (ICC). To investigate the effectiveness of IC teaching on developing students' ICC in Chinese higher education, this paper focuses on a Chinese-Hong Kong cooperative education program, adopting a qualitative approach to conduct in-depth interviews in two undergraduate curriculums, "Language and Intercultural Communication" (LIC) and "English Oral Communication" (EOC), to reflect on the strengths and weaknesses of intercultural teaching in the program and to find out the reasons why learners of the courses have difficulties in mastering ICC and preparing for overseas study from a pedagogical perspective. This paper finds that both the two courses neglect the role of translanguaging practices in developing learners' ICC. Meanwhile, there is also an excessive focus on essentialist perspectives and Euro-American cultures in the LIC and EOC courses, respectively. Furthermore, both courses also neglect the importance of various forms of practice and, more critically, intercultural contact in developing learners' ICC. Such reflective issues that do not play to Chinese-foreign cooperation education program strengths and have a negative impact on cultivating learners' ICC. The shortcomings demonstrated by these courses also reflect a series of shortcomings in the IC teaching of Chinese higher education. Based on the research findings, this research proposes that the IC teaching in Chinese universities should be transformed from the Euro-American IC model as the main content and the essentialist perspective. Moreover, IC teaching in China should also attach importance to the role of translation competence in facilitating learners' ICC. In addition, the role of intercultural contact in the IC class for cultivating learners' ICC also needs to be emphasized.

International students represent a large talent pool in America's higher education sector and labor market; however, their experiences and unique needs during the school-to-work transitions remain an area with limited exploration in both research and practice. The purpose of this Action Research study was to examine and strengthen the support practices of co-op educators at the engineering school of Hope University (pseudonym) for international graduate engineering students' workplace integration in the United States. Participants and data collected in Cycle 1 consisted of co-op faculty members who supported international graduate students in the co-op search and on-the-job experiences. Action steps, including developing a Community of Practice initiative and creating a resource repository, were designed, implemented, and evaluated in Cycle 2 to enhance co-op faculty's cultural competence for working with international students and their instructional capabilities in effectively teaching professional competencies in the classroom. The study concluded that the Community of Practice initiative was an effective professional development for co-op educators, increasing the understanding of international students' workplace challenges and expanding the repository of culturally responsive support at both the individual and organizational levels. Implications for the organization included continuously and actively seeking student voices, generating a culturally responsive support repository, developing a consistent Community of Practice, and scaling it at the university level and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Institutions of higher education currently face serious challenges, including high costs for learners, demand for return on investment from students, and expectations from employers to produce work-ready graduates. Skills desired by employers are shifting as technology advances, putting further pressure on colleges and universities to adapt and meet these challenges. Experiential learning and new academic programs could offer students the opportunity to build in-demand skills and enhance their marketability post-graduation. Students should also have equal access to programs that provide these benefits. This mixed-methods study examined entrepreneurship students participating in a cooperative education program (co-op) at one private research university to understand the population, co-op process outcomes, and factors contributing to professional development during college. Secondary data about entrepreneurship student demographics and co-op process outcomes from the study site were analyzed using descriptive statistics, t-tests, one-way ANOVAs, and chi-square testing. Semi-structured interviews with graduates of the entrepreneurship degree program who participated in cooperative education were conducted, transcribed, and coded. The results of this study showed little diversity in the population of entrepreneurship students, but varied co-op process outcomes based on student demographic characteristics. Most students were male U.S. citizens enrolled in the 5-year/3 co-op program, with some variation in GPA among students. Unpaid co-op status analysis showed that female students, non-citizen students, and students securing employment in later recruiting rounds were statistically significantly more likely to hold unpaid co-op positions. Co-op salary statistically significantly differed based on time to employment. Additionally, descriptive statistics showed meaningful differences in co-op salary, unpaid co-op status, and time to employment based on student sex, citizenship, GPA, and co-op experience level. Interviews with graduates of the entrepreneurship program who had participated in cooperative education revealed factors influential to their professional development during college. Academic preparation helped students build transferrable knowledge and skills, though, at times, the entrepreneurship graduates viewed their major as a detriment to professional growth. Experiential learning, primarily cooperative education but also co-curricular and outside work experiences, positively impacted graduates' career development. Finally, graduates identified relationships critical to their development and a feeling of community among their peers. It is advised that the entrepreneurship program work to enhance access to beneficial aspects of the program among underrepresented groups and enhance course offerings to support students further. Further, the cooperative education program should seek to examine inequities in co-op process outcomes and implement practices to eliminate barriers for students. Further research into co-op process outcomes based on factors like race, ethnicity, sexual orientation, and gender identity, along with comparisons between entrepreneurship students and students in other disciplines, is also recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study examined how undergraduate engineering students studying in the U.S. experienced failures during their cooperative education (co-op) and how they recovered from them. Six students attending a private research university in the Northeast participated in two semi-structured interviews via Zoom. The narrative inquiry approach was used to analyze the data. Four superordinate themes emerged from the data: (1) students' view of failure evolved from childhood to post-co-op experience, (2) learning from failures during co-op, (3) self-advocacy during the recovery process, (4) family, friends, and colleagues as students' main resources during co-op. Resilience was the theoretical framework in this study. The findings align with literature about the standard grading system in the U.S., learning from failures, self-advocacy, resources that helped students develop resilience, and the impact of the COVID-19 global pandemic on students' co-op experiences. The findings and literature suggest opportunities for co-op faculty and advisors to teach students about failure and resiliency. There are also opportunities for future research involving students, co-op supervisors, and co-op advisors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Employers expect to hire college graduates who are prepared for their careers with strong skillsets prior to entering the workforce. The purpose of this action research study is to explore the perceptions of undergraduate engineering students' career readiness competencies and supervisors' expectations to further enhance the skills necessary to be successful in the workplace. The Cycle 1 data collection consisted of interviews with the engineering students and supervisors and the Cycle 2 data collection was obtained from participant surveys and focus groups to explore the perceptions of career readiness competencies. The Cycle 2 action step activities were developed and implemented to expand students' knowledge surrounding career readiness competencies and identify areas for skill development based on the expectations of the supervisors. Findings included students and supervisors identified communication as a soft skill that is highly valued in the workplace, students and supervisors indicated that professionalism is an area for improvement that students need to further develop, and students expressed interest in participating in professional development opportunities to educate them about soft skill development. Students benefited from their supervisors' feedback to become aware of the skills needed to further develop in the workplace. Recommendations for the organization include creating a systematic approach of incorporating online modules for students to expand their knowledge on career readiness competencies based on supervisors' expectations, developing mechanisms for supervisors to provide feedback to students to identify strong skillsets, developing strategies to improve soft skills, and establishing a formalized mentorship program to support students' transition into the workplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Undergraduate STEM (science, technology, engineering, and math) students are graduating with insufficient communication skills, thereby diminishing their employability and upward socio-economic mobility. The purpose of this action research study was to explore ways of improving the alignment between academic outcomes and employer needs related to communication skills for undergraduate STEM students at a large, private university in the northeastern United States. Participants for Cycle 1 of this study included academic advisors and career services/cooperative education (CS/CE) staff members experienced in assisting undergraduate computer science and information technology (CSIT) students at the research site. Based on Cycle 1 findings and a review of the extant literature, an action step was designed, implemented, and evaluated in Cycle 2 to explore potential changes to a required first-year experience (RFE). A Recommendations Working Group (RWG) comprising students, alumni, staff, and faculty convened to achieve these outcomes. Evaluation of the study's results was based on RWG members' feedback on the efficacy of the group's constitution, facilitation, and process as well as College101 administration assessments of the RWG's co-created recommendations. The study concluded that peer modeling and interaction are valuable for strengthening undergraduate student communication skills, high-quality facilitation and instruction are critical for effective cultivation of undergraduate communication skills, and holistic institutional commitment to developing undergraduate student communication skills may improve outcomes. Implications for higher education institutions include that undergraduate STEM student communication skills development can be supported by leveraging peer modeling and interaction; attending to the qualifications, training, and support of associated facilitators and instructors; and ensuring that existing programming and units charged with cultivating these skills are aligned and sufficiently supported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine the lived experiences of women engineering students through socialization processes during their cooperative education, co-op, experience., in which students gain work experience in their chose industries. Semi-structured interviews were conducted with female engineering students who have completed at least one co-op experience. A hermeneutic phenomenological inquiry was conducted to understand the participants' lived experiences. The main findings of this study relate to background, academic and non-academic university experiences, co-op, and future career directions. Findings from this study highlight the importance of support systems, creating inclusive classroom and co-op work environments for female students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine the extent to which professional development experiences like cooperative education (co-op) may influence undergraduate students' sense of professional identity as engineers. Researchers surveyed 97 baccalaureate engineering students using a modified engineering identity survey first developed by Meyers (2009), which was based on Arnett's (1994) Theory of Emerging Adulthood. Exploratory factor analysis responses generated two factors of identity development explaining 43.8% of the variance among respondents. The first factor (tasks) is composed of tasks students perceive they need to complete in order to become an engineer, while the second reflects behaviors that project confidence in being an engineer (confidence). The task factor showed weak predictive utility in differentiating fifth-year and first-year students and was found to be negatively correlated with the number of academic semesters and co-op experiences completed. The confidence factor did not have any correlation with either metric. Results of the study call for researchers to continue efforts to explore the dimensions of engineering identity and seek to understand the separate and reciprocal effects of classroom learning and co-op work experiences on student identity development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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 relationship between student achievement and a CTE technology-supported environment as well as the implications and value of bring-your-own-device (BYOD) technology policies. The following are appended: (1) Administrator Self-Reflective Survey; (2) Permission to Use ISTE [International Society for Technology in Education] Rubric; (3) Interview Questions; (4) Focus Group Questionnaire; (5) Invitation Letter; (6) Informed Consent Form; (7) IRB [Internal Review Board] Approval; and (8) Analysis of Research Findings. (Contains 2 tables and 7 figures.)

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 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Cooperative education (co-op) enables students to alternate periods of classroom study with periods of employment related to their academic major. A key educational goal of co-op is for students to integrate classroom learning with workplace learning. The aim of this study was to give voice to and to make sense of how college students who have co-op education experience perceived the notion of integrative learning competency. The methodology of Interpretative Phenomenological Analysis (IPA) was employed, and eight students were enlisted to participate in the study. The participants completed a questionnaire and were interviewed one-on-one. Inductive analysis of the texts revealed that participants expressed beliefs about integrative learning competency primarily from the perspective of their expectations to gain workplace experience. The analysis also revealed that participants believed that integrative learning was fostered in the due course of their school and work experiences without having to intentionally aim to become competent at it. Participants supposed that certain challenges would need to be overcome in order to become competent integrative learners; those challenges reflected themes of needing to be capable of being open-minded, meeting higher performance demands, deepening discernment of meaning relationships, resituating knowledge and/or skills across situations, and owning the development of one's meaning-connecting capacity. Comportment of these beliefs with select formal learning theories and/or constructs is discussed. Considerations for fostering the development of student integrative learning skills through a course of study or counseling-support are also posed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to examine which measures of technical skill attainment and program hours predict positive post-program placement of secondary Pennsylvania career and technical education (CTE) students who completed a Phase I or Phase II program of study. Predictor variables included performance on the end-of-program assessment, earning at least one industry-recognized certification, completing the program of study task list, participating in cooperative education, and program hours. An ex post facto study was conducted to determine which of these measures best predict a positive placement of CTE students one year after graduation. A positive placement was defined as working in a field related or somewhat related to their CTE program, enrolling in post-secondary education, or serving in the military. Using statewide student-level data from 2016 CTE graduates, the researcher used correlational statistics and logistic regression to determine which measures of technical skill attainment predicted positive post-program placement. The statistical analysis concluded that end-of-program assessment performance, which is measured by the National Occupational Competency Testing Institute (NOCTI), and participating in cooperative education were the only statistically significant (at p < 0.05) predictors. Participating in cooperative education was a slightly stronger predictor than NOCTI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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. The design of the study utilized both quantitative and qualitative methods. In the quantitative component, a web-based version of Raymond Noe's (1988) "Mentoring Functions Scales" was used to examine the psychosocial and career-related functions of mentoring. Factorial ANOVA and one-way ANOVA techniques were used to test the null hypotheses and to determine interactions between the independent variables of gender, ethnicity, and length of time in the co-op program and the dependent variables of the psychosocial and career-related functions of mentoring. In the qualitative phase, interviews were conducted to illuminate the findings from the quantitative phase. Data analysis was conducted using content analysis and emergent themes. The six themes that emerged included psychosocial support, career-related support, time as a factor, differing experiences by gender and ethnicity, explanation of scores, and others as mentors. Data analysis revealed that most participants experienced a moderate level of psychosocial and career-related mentoring from their supervisors. Within the interviews, students spent more time reflecting on the quality of their relationships with their supervisors and co-workers than the variables of gender and ethnicity. There were, however, several accounts by female students that highlighted the challenges of working in male-dominated work environments. All of the students identified at least one individual, other than their supervisor, who had served as a mentor for them throughout their placement. A model was presented to help participants better understand the interdependent concepts of relationship, task, and readiness. Additionally, an expanded version of mentoring beyond student-supervisor interactions was recommended. Ten appendixes are included: (1) Conceptual Framework for Study; (2) Situational Leadership Model; (3) Visual Diagram; (4) Recruitment Letter; (5) Web-Based Survey and Informed Consent; (6) Interview Protocol; (7) Instructions for Telephone Interview and Informed Consent; (8) Institutional Review Board Approval Form; (9) Sample Interview; and (10) Sample Interview Analysis. (Contains 15 tables and 2 figures.)

This action research study examined the problem of the lack of work placement skills with a focus on time management, and an attitude of indifference on the part of the students. Student in the targeted vocational classroom were exhibiting a lack of preparation for learning that not only interfered with academic achievement but also possible future job performance. The study also reviewed a variety of strategies to improve student learning and students' view of themselves as learners and to develop a higher self-esteem. The probable causes for the lack of work placement skills were: ineffective time management skills, lack of responsibility, poor planning skills, and poor attendance. After reviewing the research literature, these intervention strategies were selected: direct instructions of work placement skills, and direct instruction in the use of time and strategies to improve time management skills. Postintervention data indicated a decrease in work placement skills, little effort to arrive to work on time, arrive at class on time and be prepared for the day's activities. There was little apparent improvement in student responsibility. Seven appendixes are included containing surveys, checklists, the pretest, and posttest. (Contains 33 references.) (GCP)

In this study, North Carolina Community College System (NCCCS) graduates from 1986-1987 were examined 10 years after graduation to see if they had gained additional education and salary. The study's primary purpose was to address the accountability of community college co-op education. Within the study, the term, co-op refers to an educational program integrating classroom studies with paid, productive work experiences related to a student's academic or career goals. A total of 674 surveys were sent out and 259 were returned, yielding a 38% response rate. The respondents were divided into three groups: (1) co-op graduates from a college offering cooperative education; (2) non co-op graduates from a college offering cooperative education; and (3) non-co-op graduates from a college not offering cooperative education. The study found no significant differences among the three groups in terms of their completion rates of additional education in latter years. Moreover, the proportion of graduates who indicated that their employers required them to complete additional education to receive a salary increase was also nearly equal among all three groups. Overall, the study showed that participation in co-op education had little effect on the rate of additional education or salary increase. The investigator suggested the need for further research on this topic and possibly development of new co-op education models. (Contains 158 references.) (GC)

The world has progressed at unprecedented rates in recent years, but a majority of teaching styles and the delivery of instruction has barely changed since the inception of education. How can higher education institutions prepare students for a new age, when they continue to use outdated techniques? The intended exchange for college tuition is the receipt of useful knowledge that contributes to securing financially and self-fulfilling employment upon graduation. However, substantial changes in the workforce due to a declined economy, unsteady hiring trends, and the increase in globalization have left many debt-burdened students unemployed or underemployed. There is a theoretical and practical misalignment in cultivating workplace readiness and global citizenship in students because partnerships are not being optimized between stakeholders. It is well known that cooperative education and internship increases employment prospects, and community service nurtures civic engagement, but what else can be done to support these initiatives while students are on campus and in class? The opportunity for strategic partnerships to collaboratively manage project-based learning (PBL) offers an innovative curricular solution that integrates the needs and resources of multiple stakeholder groups. The purpose of this descriptive case study was to understand the long-term partnership between a university and a non-profit organization by describing the interactions and influences of stakeholder engagement. While partnerships are becoming the norm in higher education, this case study described how stakeholders engaged in an inter-organizational arrangement which contributed to over a decade's worth of PBL to revitalize a Rhode Island cultural center. This study has implications for higher education institutions, industry, community groups, and government agencies, as well as current students, recent graduates and alumni. The key findings of this research concluded that: (A) stakeholder alignment deepens engagement by increasing the longevity of partnership and maximizing the reach of impact; (B) the effectiveness of partnership is enhanced when resources are shared within the university and across the non-profit organization; and (C) faculty are the driving force of pedagogical change and are central to the sustainability of partnership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The perceptions of cooperative education held by the students, teachers, and employers participating in cooperative education programs in Ohio and Ontario, Canada, were examined through six parallel case studies conducted in one urban, suburban, and rural school in each country. Data were gathered through site visits to each school, participant observations, document research, and open-ended interviews with 66 individuals (5 students and their employers and 1 teacher from each school). The research focused on participants' perceptions of the following: meaning and characteristics of work, intrinsic and/or extrinsic rewards, curriculum, and cooperative education's benefits. The participants perceived cooperative education as positive. It was credited with helping students become more mature, improve their self-esteem, communicate better, and develop organizational skills. Cooperative education was found to benefit employers by allowing them to train students and observe their work habits and to benefit schools by linking education and business. Students in Ontario received school credit for participating in cooperative education, whereas students in Ohio received school credits and at least minimum wage. Different models of cooperative education were noted in each country. (Appended are the student, employer, and teacher questions and study-related correspondence and forms. The bibliography contains 52 references.) (MN)

This practicum addressed the attitudes and behaviors of 10 adolescents with severe behavioral and emotional problems participating in a cooperative job training program. The intervention used an adventure approach to help the students replace aggression and misconduct with job-related social skills. A needs assessment was conducted to identify specific student deficits. A 12-week adventure-based cooperation (ABC) training program focused on transitioning students from school to work was developed and implemented. The ABC program involved three phases: group acceptance through awareness adventures, cooperative group interaction adventures, and career initiatives through adventures. Although several of the intended outcomes were achieved, overall evaluation suggested that students needed more than 12 weeks to develop the target employability skills. An additional finding was that aggressive and violent student behaviors abated substantially when the teaching team developed a communicative relationship with students. Appendices provide survey forms and background information. (Includes 38 references.) (DB)

The Businesses as On-Site Schools (BOSS) program was established as a dropout prevention effort combined with employability training for at-risk high school students. The setting was a vocational/educational alternative center in Florida. Businesses were contacted, and verbal intent to provide on-the-job training and an onsite mentor was established. Fifteen students interested in job openings completed the application requirements and interviewed with the business partner. Once matched with a business partner, the student, researcher, and mentor began to look at possible job training skills exclusive to the job site and the development of employability skills. These three participants also coordinated academics and work-related experiences. Students were required to attend academic classes in the morning to participate in on-the-job training in the afternoon. A formative evaluation was completed 2 weeks after program implementation. The summative evaluation involved calculating students' grade point averages prior to BOSS enrollment and determining entry-level employability skills. Results indicated an improved level of employability skills, significant level of promotion to the next grade level, improved grade point average, awareness of school-to-work relationship, and a self-evaluation of educational achievement and career opportunities. (Appendixes include 26 references, evaluation instruments, position and job description, anecdotal records, and training agreement.) (YLB)

A study investigated the impact of cooperative education on the amount of starting salary attained by participating graduates when compared to nonparticipating graduates. A literature review focused on the history of cooperative education, program designs, and general student benefits. Career Planning and Placement Center survey results for the graduating classes of 1987-88 and 1988-89 from a large, Midwest university were used to determine the starting salary of its graduates (n=774). Cooperative education placement records were used to identify and isolate the experimental group of co-op graduates (n=152) from the control group of nonparticipating graduates (n=622). Applied instruments were a one-way test for homogeneity of variance, a mean salary computation by year, and a T-test. Results revealed a significant relationship between cooperative education participation and higher than average starting salaries. The experimental group acquired significantly higher starting salaries than the control group. (Contains 37 references.) (Author/YLB)

The German Dual System is a model educational and employment approach that other nations could emulate. The ability of young apprentices to work and study at the same time to gain both practical and theoretical skills leads to more meaningful education and decreased dropout and youth unemployment rates. The collaboration of the government, agencies, Chambers of Commerce and Industry, Chambers of Crafts, unions, employers, and vocational school stakeholders helps build a robust system that would increase youth qualification for employment. More important, the system benefits a country that is dependent on a skilled workforce to boost its export-intensive economy. The exploratory, multi-source, single case study focused on how the German Dual System curricula led to advantages in education and employment that Germany's young apprentices are experiencing. Future researches should include the Dual Systems of the German-trained developed and developing nations to see whether the same outcomes are experienced by youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Work-based learning in college--in the form of internships, cooperative education programs, and apprenticeships--sit at the crossroads of education and employment. It can play a crucial role in shaping a student's transition from school to work. This study explores the extent to which college students participate in work-based learning and the degree to which it is associated with positive outcomes in the labor market. While previous research has examined the role of work-based learning for non-college bound and sub-baccalaureate students, no study to date has conducted a systematic assessment of work-based learning among four year college students. Reports of a widespread increase in internship participation among college students and concerns about their uncertain quality and benefits make a close examination of the characteristics, contexts, and trajectories of work-based learning in college timely and useful. I use two nationally-representative longitudinal data sets (Baccalaureate & Beyond Survey, 1993-97 and Beginning Postsecondary Survey, 1995-2001) to examine the patterns of work-based learning among college students and college graduates. The data sets contain a comprehensive set of variables that capture personal background, academic achievement, major, work experience, college characteristics and economic contexts. Analyses of participation patterns reveal that internships are more common at four year colleges, among full-time college-goers students, and somewhat more concentrated in service sector majors. In contrast, coops and apprenticeships are more prevalent at less-than-four year colleges, more beneficial to employees going to school part-time, and concentrated in technical and applied science majors. I then examine the association of work-based learning with labor market outcomes of college graduates. I employ linear and logistic regression as well as propensity-score weighted models to compare outcomes for similar students. I find that internships, coops and apprenticeships are positively associated with salary but not with likelihood of employment. Furthermore, coops and apprenticeships have twice as large an association with salary as internships. Analyzing subpopulations, I find that for both salary and employment outcomes: a) work-based learning at very selective colleges is associated with the largest benefits; b) work-based learning in larger institutions and larger labor markets are associated with better outcomes and; c) work-based learning in applied technical fields yields larger benefits than work-based learning in service sector fields. The significance of these three dimensions implies that the benefits of work-based learning may vary due to curriculum integration, the institutional networks formed, economies of scale, and the skills required of the work involved. The final empirical chapter examines whether work-based learning plays a role in career outcomes four years after college. While the overall association of work-based learning with salary is no longer significant, for some sub-populations WBL continues to be associated with positive outcomes. The patterns are similar to those found one year after graduation. The best outcomes are produced for students at very selective colleges, students who attend large schools in large cities, and students in academic and applied science majors. Conversely, students at the least selective colleges, students outside of large cities, and students in service sector majors are all less likely to benefit from work-based learning opportunities. I conclude with a discussion of the research and policy implications of these findings. The lack of positive associations of work-based learning for students at less selective colleges and in service sector majors is concerning, as these students are often the least advantaged and most reliant on a college education for economic mobility. To the extent that work-based learning opportunities help the already educationally advantaged, they may be increasing inequality between educational and occupational strata. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The relationship between student social-media use and community participation was examined. The study included 47 matched pairs of electrical engineering students, primarily Caucasian male, from a large urban research university. The treatment and control groups completed the existing curriculum, the treatment group participated in the WIL community in Blackboard® and completed a social-media use survey and community evaluation questions. I found a significant negative correlation between students' who perceived themselves as having strong leadership skills and the level of participation in the wiki. I found no significant correlations (with bloggers) and a negative significant correlation (without the bloggers) in the relationship between social media use and the level of blogging and the overall participation in the WIL community. The level or type of WIL community participation did not affect perceived performance, perceived learning, or measured learning. Students did not believe the community enhanced their learning nor did they enjoy participating; however, they liked to read about or comment on other students' experiences. They did not like Blackboard® or the weekly posting requirement and suggested these items change in the future. Implications for instructional designers/distance educators are the perceived difficulty using Blackboard® potentially affecting student use, the need for tools/interfaces that notify the user of new community content or participants, and that instructional technology should be piloted for student ease of use and perceived usefulness. Experiential learning practitioners need to promote the academic focus of work experiences to frame assignments, such as an online community and assessment, as important for student learning through work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this phenomenological study was to provide insight into Liberal Arts and Sciences (LAS) graduates' reflections on their cooperative education (co-op) experiences and resulting career self-efficacy. Wichita State University houses a cooperative education program, the only one of its kind in the state of Kansas. This program helps students in all academic disciplines find work experiences related to their major for which they can earn academic credit, and sometimes even get paid. Engineering and business students typically identify immediate benefits of participating in cooperative education; however, LAS administrators, faculty, and students have been slower to accept and include this experience in their academic programs. The two research questions that guided this study were: (a) How do former LAS students describe their co-op experience? and (b) What did these students gain, with regard to career self-efficacy, through their co-op experience? Because LAS students may not learn skills specifically related to a career due to the general nature of an LAS degree program, the current study focuses more on the graduates' reflections of their own experiences within co-op as well as the skills that were developed. Data analysis revealed the following nine themes: (a) resume-building and interview preparation were essential skills learned to aid in their co-op search; (b) the ability to "try out" various settings and areas of interest was experienced; (c) participants' initial anxiety was gradually replaced with greater comfort and confidence; (d) participants were able to learn from positive as well as negative characteristics of their co-workers; (e) positive feedback, support, and networking opportunities were received from co-workers and clients; (f) interviewing confidence as well as increased resume-building skills were useful in obtaining a full-time job; (g) an increased sense of professionalism was gained, along with job-specific skills, and communication skills; (h) positive attitudes were experienced, along with a perceived ability to handle success and challenges in a new job; and (i) participants gained leadership and supervisory skills, enabling them to take on responsibility in their current full-time work after receiving their degree. It was determined that participating in cooperative education is beneficial to students and that the graduates still consider it an integral part of their college experience. The students also shared that they were able to use the skills and knowledge learned from their co-op in the job search as well as in their current full-time job. Therefore, it is determined that the study supports the idea that career self-efficacy is in fact developed by recent LAS graduates while participating in co-op. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This applied research project was developed to examine the social value return of investment (SV-ROI) of a community rehabilitation provider (CRP) in order to identify services that may optimize employment outcomes, better understand the associated factors affecting the employment outcomes and retention, and explore how vocational rehabilitation partnerships addressed, managed, and met employment and retention outcomes for people with disabilities in the Fresno, California, community. There was ample research literature that addressed the linkage of supply-side factors, vocational interventions, and employment outcomes for people with disabilities, but little research related to interventions that could be viewed as evidence-based practices. There was also a growing body of literature focusing on the demand-side factors. Job placement staffs were recruited from the local CRP employment program and cooperative education and mental health programs. The SV-ROI of the Fresno CRP was found to have measurable community social services cost savings and a high rate of successful placement and retention within their employment program, along with a well-developed job placement infrastructure from which success factors were identified. Using an appreciative inquiry approach, interviews were conducted with job placement staff personnel to obtain their perspectives in working with consumers toward achieving successful employment and retention outcomes. Four themes related to employment issues emerged from the participant responses: Employer Perceptions, Environment Issues, Systemic Issues, and Individual Impediments. All of the participants provided vocational services, and significant time was spent addressing their perceptions of individual impediments. The consumer individual impediments appeared to be a necessary preparatory stage toward becoming employable and sustaining employment. The "ideal job ready" consumer was best described as showing congruency between his or her words and behavior. The job placement staffs held altruistic values in wanting to help consumers and had positive regard for their personal roles in assisting consumers toward achieving self-sufficiency. These values were mirrored among their descriptors of work, organization, expressed peak experiences and wishes. The results of this applied research project indicated that both the supply- and demand-side factors were important. It also revealed another lesser known factor, Individual Impediments, which appears to warrant further examination. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the relationship between cooperative education (co-op) and the early career outcomes of graduates at Missouri University of Science and Technology, a science and technological research university in the Midwest. The study's primary purpose was to provide university leadership with a quantitative evaluation of the university's co-op program to determine the program's effectiveness regarding post-graduation employment outcomes. The study data on 2008 to 2010 graduates which included level information such as major, GPA, citizenship, gender, and ethnicity/race, as well as job attainment and full-time annual starting salary at graduation. In addition to descriptive statistics, analysis of variance (ANOVA), logistic regression, and multiple regression analysis were used to investigate the relationships between cooperative education and early career outcomes. Results from the investigation showed significant differences in co-op participation across student-level characteristics. Further, co-op participants were found to have a higher likelihood of having secured employment at graduation and have higher starting salaries. Following the study, the researcher provided university administrators with the results which are being used to provide a measurable methodological approach to program review and base line evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the factors that may relate to engineering faculty engagement in Cooperative Education (Co-op). My intent was to identify specific personal attributes and environmental conditions that relate to faculty engagement in cooperative education. I compared the engagement level of engineering faculty from programs with similar characteristics. A web-based instrument was used to survey faculty from ten universities. Follow-up interviews were completed with select faculty survey respondents. The selection process guaranteed a blend of faculty representing two institutions, one high in faculty engagement, and one low in faculty engagement. The faculty from each institution represented both high and low levels of engagement. Findings from this study indicated some significant factors that relate to faculty engagement in co-op. The statistical analysis showed a positive relationship between the faculty co-op engagement score and the respondents' engineering (industry-related, outside of higher education) work experience. The other personal attributes or experiences examined, major/engineering discipline, academic rank, or years of teaching had no statistically significant relationship to level of co-op engagement. The analysis indicated a positive relationship between level of engagement and the perceived level of environmental support for co-op from the department, college, and the institution. The research did indicate that faculty who feel that they are adequately compensated for engaging in co-op are actually less likely to be involved, and as the faculty level of engagement increases, faculty are more likely to perceive that compensation is not adequate. Overall, co-op is valued by the survey respondents. A majority of the faculty surveyed indicated that: (1) students benefit from cooperative education; (2) co-op enhances the quality of the interaction between students and faculty; (3) classroom learning is enhanced by cooperative education; and (4) co-op helps students to understand engineering concepts. However, the findings show that valuing co-op does not necessarily translate into faculty engaging in co-op activities. Finally, the research tells us that faculty engagement in co-op is not an indicator of student participation in co-op. College and university administrators need to evaluate their orientation procedures and promotion and tenure practices in relation to their support of cooperative education activities. Co-op program administrators also have opportunities to enhance faculty engagement in cooperative education through several additional actions. One strategy for increasing faculty engagement in co-op is through educating faculty regarding their co-op program, student experiences in co-op, and benefits to students, the college, and the faculty. There has not been any published research related to the visibility of the co-op program within the colleges and the influence that may have on student participation. We may also need to consider the reputation of the co-op program among students and employers and the availability of co-op positions within the region, just to name a few of the factors that may contribute to strong student participation in co-op, with or without strong faculty engagement in cooperative education activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study was to describe the learning outcomes of the cooperative-education experience from an Information Technology student's perspective at a large Fortune 500 manufacturing/sales company located in the Midwest United States. Open-ended interview questions were developed based on the four-component model of cooperative education, which includes career development, academic/achievement development, professional/work-skills development, and personal development during the co-op experience. Students reported positive changes in knowledge, communication, work experience, and skills/abilities across all four developmental components. Students entered the co-op experience with classroom knowledge related to IT; however, having the opportunity to gain practical knowledge or "hands on" knowledge provided the opportunity to meld theoretical and practical knowledge together. Students learned the importance of verbal and written communication across the organization. The co-op provided an opportunity to accumulate significant work experience, which plays a critical role in the hiring process. The opportunities to develop skills/abilities needed in the workforce also provided co-op students with a competitive advantage. Study results support the inclusion of personal development in the four-component model of co-op education developed by Parks et al. in 2008 although the construct needs refinement. Results suggest that higher education and employers should continue to develop cooperative education programs and improve ways of measuring students' learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of Business Career Development Center's cooperative education program. The population sample included 184 college business graduates, from the years 2006 through 2008, from the Sam M. Walton College of Business, including 92 former co-op participants and 92 non-program participants. An independent samples t-test was conducted to evaluate post-graduation starting salaries of co-op participants and non-program participants. No statistically significant difference was found from the data, (t (91) = 0.64, p less than 0.05). Interviews of co-op employers were conducted to gather data about their recruiting and hiring practices, as well as their purpose for being involved in co-op programs. An extensive literature review includes a historical summary of cooperative education, current co-op models and employers' interests and motivation for program participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Female enrollment in engineering has been historically low. Researchers claim chilly classroom environments and societal expectations of gender and work as reasons why so few women pursue engineering. This qualitative study explores the effects of required cooperative education on a female student's choice of and persistence in an undergraduate engineering program in the context of gender bias, socio-cultural norms regarding appropriate fields of study for women, and the social reality of a chilly environment for female engineering students. Four themes emerged from the data: (a) the role of co-op in choice of major and in retention, (b) the role of external support in choice of major and in retention, (c) the role of the social construction of gender, chilly environment, sexual harassment, and generational differences, and (d) the role of relationships. This research suggests we need to educate young women, parents, counselors, and teachers about opportunities for women in engineering. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Cooperative education (co-op) and internships are forms of experiential education that allow students to complement their classroom experiences with work experience. This study examines the influence of co-op and internships on engineering problem-solving skills by answering the following research questions: (1) Does experience in cooperative education or internship programs influence students' self-perceptions of their engineering problem-solving skills? (2) How do students with cooperative education or internship experience differ in their perception and understanding of their engineering problem-solving skills as compared to students with no experience? The design of this study included a quantitative and a qualitative component. I conducted a quantitative analysis to answer the first research question utilizing multivariate regression and multi-nominal logit models to examine whether significant differences existed between students with engineering work experience and students with no engineering work experience with regard to assessments of their (1) basic skills, (2) design and problem-solving skills, and (3) engineering thinking skills. The key variables came from a set of three scales and their respective items from the nationally representative "Engineering Change" (EC2000) dataset, which contains survey responses from 4,461 senior engineering students from the class of 2004 in seven engineering disciplines (aerospace, chemical, computer, electrical, industrial, and mechanical) from 39 accredited institutions. The second research question was addressed through qualitative data collection and analysis. I interviewed three groups of senior electrical engineering students at a single research I university: (1) students who completed three rotations in the co-op program, (2) students who completed at least one internship, and (3) students who completed neither co-op nor internship. In total, I interviewed 17 undergraduate engineering students, including (1) four students who completed at least three cooperative education rotations, (2) eight students who completed at least one internship, and (3) five students who completed neither cooperative education nor internship. The quantitative analysis indicates that students who spent more time in a cooperative education or internship program rate their understanding of engineering problem-solving more highly than those who have not participated in such programs. The more time spent in these work-related experiences, the more highly students rated their understanding of essential aspects of the engineering design process, and their abilities to apply systematic design procedure to open-ended problem; design solutions to meet desired needs; ensure that a process or product meets a variety of technical and practical criteria; and compare and judge alternative outcomes. The qualitative analysis suggested that students' classroom and work (co-op and internship) experiences differentially influenced three types of knowledge: theoretical, practical, and procedural knowledge. "Theoretical knowledge" refers to the theories, laws and principles of the field. The majority of the students reported that classroom experiences in solving textbook problems helped them develop this type of knowledge. Students with work experience described how their work assignments often required them to consider contextual factors as well as technical ones when solving problems on the job. This kind of "practical knowledge" encouraged students to address a variety of relevant factors when solving problems. They contended that these contextual factors were not always prominent in classroom assignments or homework problems. Finally, "procedural knowledge" can be defined as knowledge of how to solve problems. When comparing the groups, students with co-op and internship experiences were more likely to understand the importance of problem-solving processes (such as defining the problem or applying systematic procedures) than students without work experience. The findings from both the qualitative and quantitative components of the study are consistent. The quantitative analysis showed that time spent in a co-op or internship was significant for the majority of survey items related to procedural knowledge but not significant for items related to theoretical knowledge. This aligns with the findings from the interviews. Coop and internship students reported that their work experience taught them that in order to succeed on the job, they needed to develop both procedural knowledge and theoretical knowledge. Procedural knowledge gained through engagement in engineering practice at a co-op or internship increased students' confidence in their problem-solving ability. Understanding how cooperative education and internship program influences students' perception of their engineering problem-solving skills has practical implications. For curricular designers, knowing how individuals perceive their different types of knowledge necessary to solve problems allows for a more intentional design of curricular and co-curricular activities to develop students' competency within an academic domain. I recommend curricular designers focus on strengthening and enhancing students' theoretical knowledge, practical knowledge, procedural knowledge through classroom activities such as writing assignments that ask students to explain their problem-solving process. Program-level recommendations include incorporating more project-based or lab-like courses into the curriculum, so students have more opportunities to actively engage in solving real-world problems. Future research should examine the long-term effects of co-op and internship programs on students' perception of engineering problem-solving skills once they have graduated and worked in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A study explored the attitudes of marketing education cooperative training students at 10 Houston area high schools to determine their perceptions of the program and their reasons for enrolling. A three-page instrument was developed, tested in a pilot study and then revised and distributed to the 10 schools. Data were collected from 82 male and 82 female students. Findings indicated the majority of students agreed with all positive statements related to career and job skills. Little difference was found between male and female responses and between students whose families owned their own businesses and those whose families did not. Students indicated they were interested in marketing education because of future opportunities available to those who possess the skills taught through the marketing education program. It was recommended that: (1) research be conducted to determine what students know about marketing education programs before they enroll; (2) coordinators develop an intensive program for recruitment; (3) Distributive Education Clubs of America officers and members become actively involved in the future of their chapter; and (4) a positive image and attitude be created in the community. (Numerous tables and charts are included in the paper and in the appendix; there are 12 references.) (YLB)

The relationships among the leadership styles of cooperative education directors, the organizational characteristics of cooperative education programs, and program outcomes were investigated through a survey of a random sample of 139 cooperative education directors in two- and four-year colleges and universities in the U.S. Cooperative education involves the placement of students in productive work as part of the curriculum. Data on directors' perceptions of their leadership styles were gathered using the Leadership Opinion Questionnaire, which measures leaders' consideration (rapport with subordinates) and "initiating structure" (active arrangement of roles to attain goals). Other variables covered on a second questionnaire included director characteristics; geographic region; two- or four-year institution; organizational characteristics, including centralization, role configuration, program position within the organization, and procedural standardization and formalization; and five measures of program effectiveness, including costs per student placement and the ratio of cooperative to regular students. Statistical analysis revealed that two-year colleges and Northwest colleges were higher on program formalization and configuration, that standardization was positively related to placement costs, and that leadership consideration was positively related to the ratio of cooperative education students. The 16 appendices include a copy of the second questionnaire and additional data. (RW)

Calls for improved educational practices within the field of engineering are focusing on content delivery, suggesting that authentic engineering tasks will better prepare students for engineering in the 21st century. Co-operative education (co-op) can provide such experiences. Studies indicate students who have participated in co-op programs typically graduate with higher GPAs, have an easier time transitioning into full-time work, and begin working at higher starting salaries. Although successful outcomes of co-op have been documented, little is documented on the ways in which co-op provides these benefits. The purpose of this embedded mixed-methods study is to document student perceptions of what and how they learn while on co-op. This was achieved using an analysis approach that was designed to systematically measure and document perspectives or viewpoints known as the Q-methodology. Twenty-eight students sorted 42 statements related to learning on co-op and were interviewed to better understand their perspective and interpretation of the statements. Results of this study indicate four unique views about learning on co-op. Twenty-two of the participants factored into one of the following groups: The Problem Solvers, The Apprentices, The Doers, and The Deciders. The remaining six participants expressed views that aligned with more than one of the four groups. This process identified student-driven language centered around learning in co-ops, which can help researchers build better instruments that measure aspects of learning on co-op or other experiential learning opportunities. Additionally, this work can provide co-op administrators a language for students and mentors to utilize when discussing roles, expectations, and responsibilities.

The purpose of this study was to determine the extent to which professional development experiences like cooperative education (co-op) may influence undergraduate students’ sense of professional identity as engineers. Researchers surveyed 97 baccalaureate engineering students using a modified engineering identity survey first developed by Meyers (2009), which was based on Arnett’s (1994) Theory of Emerging Adulthood. Exploratory factor analysis responses generated two factors of identity development explaining 43.8% of the variance among respondents. The first factor (tasks) is composed of tasks students perceive they need to complete in order to become an engineer, while the second reflects behaviors that project confidence in being an engineer (confidence). The task factor showed weak predictive utility in differentiating fifth-year and first-year students and was found to be negatively correlated with the number of academic semesters and co-op experiences completed. The confidence factor did not have any correlation with either metric. Results of the study call for researchers to continue efforts to explore the dimensions of engineering identity and seek to understand the separate and reciprocal effects of classroom learning and co-op work experiences on student identity development.

Collaborations to produce innovative models that link postsecondary education to workforce development initiatives have increased as multiple stakeholders respond to the call to develop a diverse, well-prepared STEM workforce. University and industry stakeholders in engineering agree that collaborating to share expertise and implement programs that aim to support the school-to-workforce transition for engineering graduates is critical. However, in light of existing efforts, a more nuanced view of university-industry partnerships from the student participant perspective is needed to provide data to engineering educators and professionals to support effective partnership design and use of resources. The purpose of this qualitative single case study was to understand how experiences in the Co-op Development Program (CDP) influence student participants’ subsequent career decision-making with respect to pursuing engineering industry positions. Guided by Social Cognitive Career Theory (SCCT), this study examined the role that cooperative education experiences have on how students view and act on the potential employment opportunities that university and industry partners anticipate. Semi-structured interviews with eight former CDP participants, employed in industry at the time of the study, served as the primary data source. Additionally, program related documents, a profile questionnaire, and a conference proceeding were utilized to provide in-depth context of the CDP. Results indicate that all participants voiced a desire to work in the aerospace industry to explore short-term interests or to accomplish longer-term career entry goals. Furthermore, participants most frequently discussed experiences that required them to employ a sense of selfagency to complete work tasks (e.g., guiding themselves through uncertainty, observations of the environments, and interactions with engineering professionals) as learning experiences. Finally, participants primarily connected their learning experiences to their beliefs about what work looks like as a full-time engineer, their abilities to perform in an engineering role, and perceptions of fit across different engineering roles and workplaces. Major contributions of this study include extending the analytic generalizability of Social Cognitive Career Theory, creating operationalized definitions of learning experiences, and linking those experiences to students’ beliefs of the engineering industry pathway

Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity

The extension of compulsory education to Year 11 and 12 has been implemented in Queensland since 2006. The research project reported in this thesis was designed to develop a detailed picture of young adult outcomes from the innovation in Queensland’s Senior Learning. It provides insight into the relationship between the expected benefits of these changes to senior education as promised in Government policies and evidence of actual outcomes students obtained through their learning and training. The focal research questions are: Are young adults provided equal opportunity for learning and training through the Senior Learning policy and what factors affect their learning outcomes and post-school pathways? The issues of how to improve the capacity of secondary schools to provide comprehensive vocational education and training programs for young people and how to offer effective pathways are the focus of much debate. A review of the research literature points to the need to better understand young people’s work/life trajectory made possible through reforms to schools in terms of in/equality education with respect Government education and training policy (Chapter 2). Both qualitative and quantitative methods of data analysis were used in this study, including the analysis of statistics (by Excel and SPSS) as well as texts. Document analysis provides the core means for examining where and how the idea of “education for equality” is expressed by VETiS policies and how these policies relate to VETiS outcomes, especially the transition from learning to work and/or further education and/or training. Young adult’s VETiS outcomes arising from Government sponsored innovations in Senior Learning are engaged by using data to explore at macro, meso and micro levels, and their interaction (Chapter 4 and 5). At the macro level, the 2006 and 2007 VETiS School Statistics (NCVER, 2008, 2009) provide data which focuses on Year 12 students’ VETiS outcomes nationally and for respective States and Territory. At the meso level, the analysis concentrates on accounts of Year 12 outcomes 2008 (Queensland Government, 2009b) from all 440 Queensland secondary schools. Young adults’ VETiS outcomes are analysed in terms of different variables such as geographical dimensions (Remoteness Area), school size and representation by different political parties to explore how policy actors and regions (such as school location and size) influence the implementation of the senior learning reform as well as the young adults’ freedom of choice with respect to different pathways. At the micro level, sixty-one schools’ annual reports and curriculum are analysed to explore the question of how policy actors characterise VETiS implementation, and their accountability in relation to the effects of VETiS on students’ education and work life trajectories (Chapter 9). Through analysing this range of evidence, this study found that students’ VETiS outcomes are unequal in relation to the level of Certificate qualification, the location they are living and their Indigenous identity. Young adults’ choices for VETiS courses and their post-school destinations show that socio-economic background and the location influencing the choices of young adults’ schooling and post-school pathways. Such social privilege makes it difficult for students from disadvantaged backgrounds to obtain as equal opportunities as their peers to access to VETiS. Besides that, the conflict between achieving VET qualification and academic qualifications such as QCE and OP reflect two differing perspectives on the role of senior learning experience. In one way, academic achievement remains the school’s primary concern of most secondary schools, with vocational education remaining a focus for curriculum reform. In another way, vocational training is seen as valuable learning experience for acquisition of specific vocational competence, at least by part of the school population. Therefore, students’ different VETiS outcomes and the factors that influence such outcomes require a new interpretation of equality in education. The analysis of students’ VETiS outcomes needs to focus on an issue of space rather than specific individuals. This may provide insights into education in/equality and possible interventions. Based on the foregoing theoretically informed and empirically grounded analysis, this thesis argues that the inadequate and inconsistent VETiS information publicly provided by these particular schools invites interrogation of their accountability for school performance. VETiS outcomes are not confined to the qualifications students obtain from school; much valuable informal or nonformal learning occurs in community and VETiS workplace settings (Chapter 10).

Bowling Green State University's cooperative education program integrates their students' academic programs with hands-on training in the workforce. In 2010, a study was organized to identify the affect of cooperative education on the College of Technology, Bachelor of Science graduates who participated in the required cooperative education program at Bowling Green State University. A behavioral change and attitudinal assessment survey, which was developed by Karen Bloomfield for a similar 2005 study, was utilized to evaluate the learning outcomes of the College of Technology graduates in this study. The survey was e-mailed or mailed to 1,181 College of Technology graduates from 2005 through 2009, and almost 13% of the graduates responded to the survey.From the data gathered, demographic, employment-related, and behavioral change and attitudinal assessment information was collected from the respondents. Under demographic information, the results of the survey showed that about 65% of the respondents were males. Under the employment-related information, the survey showed that approximately 59% of the graduates secured their first job before graduation.The behavioral change and attitudinal assessment evaluation contained thirty questions and statements. The respondents were instructed to respond on a four-point Likert scale to what degree they agreed with each statement. Almost 91% of the respondents indicated that they either agreed or strongly agreed that their co-op experiences increased their self-confidence. Also, approximately 92% of the respondents replied that their co-op experiences helped to develop their professional work habits.As a result of this study, updated demographic and employment-related information was obtained for the College of Technology at Bowling Green State University. In whole, the results showed that cooperative education has had a positive effect on the 2005 through 2009 College of Technology graduates from Bowling Green State University.

The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time on the job and through practical application, was used to frame this study. This study extended prior research by including data on professional skills and seeking the input of working professionals: in this case, the technical staff at the California Department of Toxic Substances Control. Quantitative methodology and descriptive statistics were used for data collection and analysis. Results showed that experienced professionals agree that professional or soft skills are essential are essential in the workplace Many technical skills are learned over time, through practice and meaningful application on the job that builds on principles learned through formal training. Professional skills are developed through a combination of formal training and experiential learning from work, or through life experiences. The implications for higher education are twofold. Environmental engineering programs would benefit by integrating professional skills development with existing curricula, and by giving students opportunities to develop experiential knowledge in the workplace. Results indicated that environmental engineering professionals with higher levels of education and more experience believed that science and mathematics were most appropriately learned in school, while engineering, skills in technology and other technical areas were best developed through a combination of formal education with experiential learning. The more experienced people also believed that life experiences, rather than work or school, were the best way to develop professional skills. These findings confirm the Dreyfus & Dreyfus model, which indicates that individuals move from novice to expert based on experience. Environmental engineers would benefit through continuing education and in-service training. Collaborative initiatives between higher education and practitioners in environmental engineering may prove mutually effective and beneficial to students, workers, educational institutions and employers.

Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.

Student retention is a serious problem in higher education and is a heavily researched topic. Cooperative education, on the other hand, is not heavily researched, but more research could assist with discovering the benefits of cooperative education. Cooperative education (co-op) is defined in this study as a situation where students participate in the cooperative education program at the university and leave school for at least one semester to work in a 'real-world' work experience. Cooperative education research studies have shown that retention is higher for students who participate in cooperative education (Avenoso & Totoro, 1994), and co-op students are more likely to graduate than non co-op students Somers, 1986). However, cooperative education literature would benefit from additional quantitative research examining the relationship between students' participation in co-ops and their retention and graduation rates as was suggested by Van Gyn, Cutt, Loken, and Ricks (1997); Stull, Crow, and Braunstein (1997); Meade (1992); and Siedenberg (as quoted in Kerka, 1989). Furthermore, the retention and student departure literature does not mention cooperative education as a possible way to retain students. Little research has focused on utilizing cooperative education as a means of retention of science, math, and engineering (SME) students, especially after their first year of school. SME majors, in particular, have historically participated in cooperative education, but little research has focused on using cooperative education as a strategy for retaining this group of students. Consequently, this research study examined the relationship between retention and graduation of S.M.E. students and cooperative education at a large, public, land-grant, research-extensive university in the southern United States. This study used secondary data from both the university and cooperative education student databases. Participation in a co-op after freshman year was significantly associated with retention and graduation. Participation in a co-op later in students' college careers was also significantly associated with graduation. Time of participation in a co-op was not significantly associated with graduation. In other words, time of co-op did not matter; participation in a co-op did. Furthermore, co-op students had higher retention and graduation rates than non co-op students. Implications of this study are that cooperative education may be an additional tool for higher education administrators to increase retention and graduation rates and can be used by faculty members and advisors to assist students. Also, leaders of higher education institutions could investigate co-op addition and accreditation at more colleges and universities. Recommendations for future research are including more cohort years and/or more than one university, conducting research on more recent student cohorts or different types of students, connecting retention theorists' ideas and variables with cooperative education, conducting more quantitative research on student benefits of cooperative education, and utilizing a mixed methods approach.

Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.

The purpose of this study was to describe the relationships between: (1) the referent power of the work site manager, (2) student hours worked, (3) career objective match, (4) student/manager work value match and (5) changes in the co-op student work values. The dependent work value variables studied were: 1. satisfaction and accomplishment, 2. money and prestige, 3. contribution to society, 4. status with employer, 5. need for work, 6. avoidance, and 7. job advancement. A sample of 38 students volunteered for the study from a total population of 134 central Ohio, 12th grade, marketing education students. The Maryland Work Value Inventory (Mietus, 1977) and placement assessment instruments were administered to the subjects near the beginning and end of the academic year. Positive, statistically significant, correlations were found between the independent variable of manager’s referent power and the work values of money and prestige, status with employer, need and job advancement. A positive, statistically significant, negative correlation was found between student/manager work value match and the work value of contribution to society. It was suggested that this negative relationship might be due to the materialistic nature of the business and marketing co-op experiences. Based on these findings, it is concluded that the referent power of the work site managers correlated to small modifications in some of the work values of the 12th grade business and marketing co-op students. It is recommended that when developing co-op experiences for 12th grade business and marketing students it is not necessary to: (1) extend the duration of the co-op experience over 180 hours, (2) match the student’s initial work values to the work site manager’s work values, or (3) match the co-op experience to the student’s desired career objective. Recommendations for future research are included.

The purposes of this study were ( a) to provide documented accounts of cooperative education students' experiences when interacting with diverse groups and (b) to obtain cooperative education students' and work-site supervisors' perceptions of the knowledge and attitudes needed by cooperative education students to interact effectively with diverse groups. The outcomes of the study provided information related to the multicultural theory of knowledge being positional and relating to the knower's values and experiences. Focus groups (group interviews) that were designed to uncover participants' points of view and perceptions were used to collect the data. Four groups of six cooperative education students and two groups of six cooperative education work-site supervisors participated in the study. Relevant topics, issues, and concepts relating to cultural and ethnic diversity derived from a review of the literature were summarized and incorporated in the discussion guides used with the student and work-site supervisor groups. All participants completed demographic data sheets. Each session was tape recorded, and the researcher took field notes. The tapes of each group were transcribed. Transcripts were analyzed using ethnographic summaries and content analysis. Also field notes and data sheets were compiled. Recurring themes were identified and marked under the categories of: school experiences; work experiences; personal experiences; school, home and personal experiences combined; student perceptions of knowledge and attitudes needed; and work-site supervisor perceptions of knowledge and attitudes needed. Five major themes that evolved from the study were: understanding, self-esteem, acceptance, principles, and interactions. Self-esteem was the dominant theme for all three questions followed by acceptance, interactions, understanding, and principles. The study revealed that productive interaction with diverse groups took place more often when students felt good about themselves. Giving value to themselves allowed them to also give value to others. Their self-confidence was reflected in their appearance, lifestyle, behavior, professional accomplishments, and relationships. Study results also revealed that effective interaction with diverse groups was often inhibited by students’ preconceived perceptions derived from a lack of knowledge. Information about culturally and ethnically diverse groups' beliefs, customs, languages, family backgrounds, ethnicities, communication styles, and/or perspectives were crucial to clarifying such perceptions. Both work-site supervisors and cooperative education students responded that communication was also essential to effective interaction. Structured group settings that allow for student socialization with diverse groups were recommended.

The central problem of this study was to identify and compare the basic beliefs of teacher-coordinators, local supervisors, state supervisors, and teacher educators of business and office education in Virginia regarding the coordination of high school cooperative office education programs. A secondary problem was to determine if there was a relationship between specific biographical variables (years of coordination experience, years of employment experience, and previous course work in cooperative education) and the basic beliefs expressed by the business and office education personnel and if there was a relationship between school location (urban, suburban, middle-sized, and rural or smaller community) and the basic beliefs expressed by the teacher-coordinators in the study.

Vocational educators are reexamining methods of preparing students for the transition from school to the workplace as employers from business and industry are looking to schools for help in meeting their human resource needs. The School-to-Work Opportunities Act (1994) has stimulated a number of approaches to link school-based learning and work-based learning to help students transition to the workplace. Research has been conducted in school settings and work settings but little is known about how the two link together. Thus, little is known about the ways that situated learning contributes to the linkages between school-based and work-based learning.To address this concern, the overall purpose of this study was to determine how work-based and school-based experiences of students enrolled in cooperative education are linked. More specifically, details of students' school-based experiences that they, their teachers, and their workplace supervisors perceive as linked to the workplace were sought. Additionally, details of students' work-based experiences that they, their teachers, and their workplace supervisors perceive as linked to school-based experiences and activities were examined. Participants were ten students enrolled in cooperative education, their cooperative business or marketing education teachers, and their workplace supervisors from ten school sites in southwest Virginia. Individual interviews were used to collect data for the study. The interview data was used to ascertain perceptions of instances in the students' work experiences that reflect how school-based learning gives context to their work-based learning and how work-based learning gives context to their school-based performance. Emphasis was on detailing situated learning experiences, where school-based learning and work-based experiences were interlinked.The interview protocols were designed to answer the following three research questions:1.What school-based experiences do students, teachers, and workplace supervisors perceive have provided learning in the context needed for the work-based experiences of students enrolled in cooperative education?2.What work-based experiences do students, teachers, and workplace supervisors perceive as providing context to school-based learning experiences of students enrolled in cooperative education?3.What additional school-based learning experiences can students, teachers, and workplace supervisors identify that would help students who are enrolled in cooperative education relate their school learning to the workplace?The findings of the study indicated that the foundational skills and the competencies identified in the Secretary's Commission on Achieving Necessary Skills (1991) report as necessary for workers were, also, identified by interviewees as school-based experiences that provided learning for the students in the context needed for work-based experiences. Further, they were identified as work-based learning activities that linked work with school.Based on the findings in this study a number of implications for school-based and work-based instruction were developed that focus on the importance of providing students experiences and activities in the context needed for the workplace. Implications for further research are also provided.

Cooperative education research suggests that co-op participation results in enhanced career maturity, yet little is known about the vocational behavior constructs that may produce these results. The purpose of this study was to examine the relationship between co-op work experience and career decision-making self-efficacy, an individual's confidence to successfully perform various career decision-making tasks. Another purpose of this study was to test the hypothesis that only the co-op work experience group adheres to an internal career locus of control, a belief that one can control career outcomes by exercising effort. Based on social cognitive theory (Bandura, 1986), it was hypothesized that co-op work experience would provide the greatest exposure to sources of self-efficacy information, namely performance accomplishments, vicarious learning (i.e, exposure to role models or mentors), and verbal persuasion (encouragement). Thus, college students having co-op work experience were expected to report significantly higher career decision-making self-efficacy (CDMSE) compared to college students having non-co-op work experience. Survey data were collected from 415 engineering and computer science students, sophomores through seniors, who had acquired co-op work experience or non-co-op work experience (both related and unrelated to the student's field of study or career interests). There was a 69.75% survey return rate in this (3 x 3) ex-post facto design study. One-Way ANOVAs revealed that CDMSE was significantly higher in the co-op work experience group than in the non-co-op (unrelated) work experience group at the completion of the second work term only. Also, CDMSE in the first work term was significantly higher than the second work term in the non-co-op (unrelated) work experience group. No evidence was found to support a significant cumulative effect in CDMSE. A Two-Way ANOVA revealed no significant interaction effect; however, the main effect of type of work experience was significant (p = .049) for CDMSE. No significant difference was found in the proportion of internal career locus of control between the co-op and non-co-op group. This study's findings did not support prior investigations that found a relationship between engagement in career exploration activities and an internal career locus of control. One-Way ANOVAs revealed a distinct pattern of significance among groups on work experience satisfaction, regardless of the work term completed. Though the co-op group and non-co-op (related) work experience group were comparable on work experience satisfaction, the non-co-op (unrelated) work experience group reported significantly lower work satisfaction from the single most significant work experience acquired during the college years. Survey feedback indicated that co-op students were well pleased with the opportunity to reality-test their career goals in the cooperative education program. Implications of the findings are discussed, and suggestions for future co-op research are provided.

Cooperative Education is a method of higher education that combines academic work with practical on-the-job experience. The goal is to prepare students for career opportunities through a balance of theory and related employment with a business or industry. "Thus, the student is provided a unique experience. . . Work that will be profitable to both the student and employer; and experience that will enhance the student's knowledge, personal development and professional preparation" (3, p. 2). A need has been established to initiate a Cooperative Education Program for the Division of Technology at Georgia Southern College. This study was devoted to the design and structure of such a program. The program will conform to the policies of the Board of Regents and Georgia Southern College.

The primary motivation for conducting this study was the apparent conflict between Texas Education Agency guidelines for a vocational cooperative education program and the realities of actual program operation. In the program the mid-management student receives instruction, through a cooperative arrangement between the college and employers, in both academic courses and related vocational instruction.