Effects of Cooperative Education on Community College Employment Outcomes at the School to Work Transition
Notice bibliographique
Résumé
The major purpose of cooperative education is to prepare students for the workplace by combining academic education with practical experience to develop employment competencies. This research compared employment outcomes and employment earnings for graduates from cooperative education programs with graduates from non-cooperative programs at a large comprehensive community college. Two major sources of data were used in the analysis. Four years of data from an annual survey of recent graduates were merged with institutional data on the characteristics of respondents. After descriptive statistics suggested there were differences between the two groups of graduates, regression techniques were employed to isolate the effects of other possible explanatory variables. Findings indicated that recent cooperative program graduates were more likely to be employed, to be employed in positions related to their education, and to have somewhat higher earnings than non-cooperative program graduates. This suggests cooperative education may signal to the employing community that cooperative education program graduates bring enhanced human capital to the job. Introduction to Cooperative Education The major purpose of cooperative education is to prepare students for the workplace by combining academic education with practical experience to develop specific as well as generic competencies (Rainsbury, Hodges, Burchell, & Lay, 2002). The point is to link the world of academic learning more closely to the world of employment earning and learning. There are two predominant models for cooperative education (Grubb & Villeneuve, 1995), and both involve classroom-based and work-based learning. One model has students divide their daily activities between school and work, while the second uses alternating time periods (usually semesters) of paid employment and academic study. Both models also use connecting activities such as co-op coordinator visits to job sites and employer attendance at orientation or selection sessions. Cooperative education models are used at post-secondary education institutions in the United States (Kerka, 1999) and in Canada (Marquardt, 1996). Such programs are found in many fields of academic study (Thiel & Hartley, 1997). Benefits of Cooperative Education Many benefits are ascribed to flow from cooperative education to the employing community as well as to students. For employers, the benefits include superior labor force flexibility, reduced costs of recruitment and training, and input into curricula development at community colleges and universities. The benefits for students include work experience, hands-on application of classroom learning, a network of contacts, and perhaps improved employment outcomes after graduation (Grubb & Villeneuve, 1995; Darch, 1995). In addition, students may achieve enhanced earnings while learning. This income is important for students and for the economy at a period in an individual's life generally associated with educational costs rather than earning an income. For example, during the 2000-01 school year at the community college under study, 618 co-op student placements were created, generating $4.4 million (Canadian) dollars of labor income for these students while they pursued a post-secondary education (on average, approximately $7,100 per student). A student's overall cost for education comprises not only direct costs such as tuition, books, accommodation, and meals, but also the opportunity cost of student time, measured usually in terms of income foregone because of studying rather than working. This forgone income is also considered to be a loss of potential output and is a resource cost to the economy as a whole (Jones, 1995). The income foregone is often partially offset by work obtained while attending school. At the study community college, a survey of a random sample of 396 full-time certificate and diploma students indicated that about 50 % work while studying. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».