Asia-Pacific Journal of Cooperative Education

Although a multitude of programs in higher education integrate formal pedagogy with practical work experience (e.g., internships, practicum, and cooperative education), their underlying logic is largely the same: to enhance the value of the learning experience through an integration of work and educ…

Workplace learning (WPL) is widely accepted in universities as a valuable component of educating for professional practices. Most often though, the focus of WPL is on helping students transition into the workforce, neglecting the role it can play in helping students transition into university. Using…

This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results hig…

Cooperative education can be expressed in terms of a partnership between students, university and industry. A stakeholder-integrated approach to cooperative education involves formalized sustainable relationships between stakeholders. This study investigated the motives and determinants for the form…

Work-integrated learning has become an integral part of many undergraduate and postgraduate degrees, both in Australia and internationally. Such programs vary in structure, timeframe and discipline type, with concomitant amounts of support, assessment and evaluation. Their value to students, industr…

WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes, such as team-work, communication, self-mana…

At the current juncture of China's economic development, the mismatch between the supply of university graduates and contemporary organizations' staffing demands is becoming increasingly evident. Thus, student participation in internships and their use by organizations, as means to recruit and selec…

Work-integrated learning (WIL) is a signature feature of study in many higher education institutions. In business degrees, industry feedback is recognized as an integral part of the assessment of WIL, yet the role played by industry in appraising student performance in the workplace has not been cle…

Universities are being placed under increasing pressure to produce employable work ready graduates who are able to cope in a rapidly changing work environment. This has resulted in universities offering their undergraduate students the opportunity to gain business acumen and real world experience by…

Concept understanding, the development of analytical skills and a research mind set are explored through the use of academic tools common in a tertiary science education and relevant work-integrated learning (WIL) experiences. The use and development of the tools; laboratory book, technical report, …

This paper aims to demonstrate the benefits of introducing the typical course grading process to a work-integrated learning course in exercise science in order to motivate students to produce their best efforts in assessment tasks relevant to their future employability. The course had incorporated a…

Reflection is a complex process well recognized for its potential to contribute to greater depth of understanding and learning. Within a cooperative education programme reflection facilitates the experiential learning process, as it transforms experience and theory into knowledge and enhances the tr…

The aim of this project was to determine whether there were significant psychological outcome differences between students who pursue cooperative education and students who pursue a traditional non-cooperative education program. More specifically, the goal was to examine the relationship between co-…

There is currently little guidance in the Australian literature in relation to how to design an effective capstone experience. As a result, universities often fail to provide students with a genuine culminating experience in the final year of their degree. This paper will consider the key objectives…

Arguably, successful WIL activities contribute to a sustainable workforce for the future economic growth and improvement of the Australian economy. While there is a growing abundance of literature on work-integrated learning, specifically, fieldwork, there is little on how this is assessed, the qual…

Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from …