The influence of cooperative education and reflection upon previous work experiences on university graduates’ vocational self-concept
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose – The purpose of this paper is to assess the relative effects of participation in cooperative education (co-op) and engagement in reflection upon previous work experiences on undergraduate students’ vocational self-concept (VSC) at graduation. Design/methodology/approach – A cross-sectional survey of graduating students ( n =1,483) from a Canadian university was used. Regression models and a mediation analysis were used to test the influence of co-op on VSC through the mechanism of reflection. Findings – Results suggest that both co-op and reflection on previous work experiences have direct effects on VSC, and that reflection partially mediates the relationship between degree type and VSC. Research limitations/implications – This supports the role of work-integrated learning and self-reflection as critical determinants of students’ work-related learning outcomes, and co-op as a potential container in which reflection may occur. Practical implications – Students should be given opportunity to reflect on their work-related experiences in order to strengthen their VSC. Institutions may integrate practices related to reflection in order for their students to reap the benefits of deeper learning. Originality/value – This study represents an inaugural view of the potential links between self-reflection and the development of students’ VSC across both co-op and non-co-op degree types.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it