INTERNSHIP FORUM 2005,TOKYO
Bruce A. Lumsden, Director, CECS
Sujeet K. Chaudhuri, Professor, E&CE
University of Waterloo, CANADA
and
Peter Franks, CEO, WACE, USA
February 21, 2005
WORK INTEGRATED LEARNING
(WIL)-TRENDS & CHALLENGES IN
CO-OPERATIVE( Co-op)
EDUCATION
- A CANADIAN PERSPECTIVE
PRESENＴATION
 Generic
OUTLINE
Description of Co-op
 Co-op Education in Canada
 A Case Study- UW Experience
 International Trends/Directions/Findin
gs
 For New Start
 References/ Q & A
What is Co-operative
Education?
•
An instrument for developing a nation's human
resources
•
A strategy for helping students, businesses, and
governments succeed in a global economy
•
A foundation for lifelong learning

A partnership
What Is Co-operative Education?
Experiential Learning

A structured educational program combining classroom
learning with productive work experience in a field
related to a student's academic or career goals

An integrated academic model

A partnership among students, educational institutions
(faculty and administration) and employers, with
specific responsibilities for each partner
Definition Of Cooperative Education
Co-op is an educational strategy
integrating classroom curriculum with
academically related work experience.
It is called cooperative education since
it requires the cooperation of the three
parties involved: student, educational
institution, and employer.
It reinforces and expands critical
thinking skills by combining the
traditional academic curriculum with
practical applications and experience
(experiential learning).
Co-operative Education
A Partnership Community
Industry/
Business
Education
Community
Co-operative Education
Three Partners
Co-op
Employer
Co-op
Student
University of
Waterloo
Six Questions






1. What is the main reason to consider the
concept of Co-operative Education?
2. What is the purpose of the program?
3. Who should be involved?
4. What is the role of those involved?
5. How should the program be organized
and managed?
6. How should the activity be funded?
Partnerships
 Practice of partnership is critical for successful
sustainable co-op
 Partners
Students
Employers
Academic Institutions
Governments
Alumni
Within the institution
Outside the institution

Common Purpose/Motive

Commitment
What Are the
Characteristics of Co-op?






Each work situation is developed and/or approved by the
co-operative educational institution as a suitable learning
situation.
Student is engaged in productive work, not merely observing.
Student receives remuneration for the work performed.
Student's progress on the job is monitored by the
educational institution.
Student's progress on the job is supervised and evaluated
by the employer.
The total co-operative work experience constitutes a
significant portion of the academic program (normally
between 30 and 50% of the total program).
Co-op in Canada
Institutions
1957 - 1
2003 - 85 Canada (46 University-36 Colleges)
2003
-28 Ontario (13 Universities-15 Colleges)
three sizes – small, medium, large
Students
74,742 Undergraduates in Canada
- 49,352 Universities
- 25,390 colleges
39,668 Undergraduates in Ontario
- 20,953 Universities
- 18,715 Colleges
Graduate ?
Co-op in Canada
Programs
1957 - 1
2003 – 1000+
Applied Sciences
Pure Sciences
Social Sciences
Humanities
Fine Arts
Models
alternating
internship
parallel
other
Job Types
professional/occupational
entrepreneurial
humanitarian
international
Benefits to Students








Integrate classroom theory with workplace practice
Earn money to pay for their education
Greater certainty about career choice prior to graduation
More informed about career opportunities
Perceive their own abilities and limitations better
Greater sense of autonomy, self-confidence, independence
Better understanding of workplace culture
Better matched to their jobs
Investments by
Students





Higher fees: UW co-op students pay an additional
fee of $445, plus a work-report marking fee of $14
per term
Move every 4 months - always slightly off balance
More difficult to get in the flow of campus life, e.g.,
varsity sports
Takes longer to graduate (five years instead of four)
Increased stress as interviews occur in mid-term
Benefits to Employers

Short Term





ability to hire students to complete project work
flexibility in hiring: additional help without full-time commitment
enthusiastic, motivated employees with new ideas and skills
cost-effectiveness
Long Term



ability to screen future employees
connection with the educational institution provides employers with a
flexible means of meeting staffing needs and an effective source of
full-time recruitment
contribution to the development of young professionals and to the
national society and economy
Investment by Employers

Initial lack of productivity; training
required

Supervisor's time

Salary and benefits

Loss of trained employees through
turnover and returning to school
Benefits to Institution

Makes the institution more attractive and affordable for
students

More efficient use of resources, physical plant, libraries,
other facilities: UW operates year round

Attracts excellent students who are highly motivated

More relevant curriculum

Knowledge transfer from the workplace to the classroom

Builds links with business and industry
Investments by Institution

Work-Term Related Costs


recovered from the students enrolled in co-op programs
Academic Delivery Costs

Courses are offered a second or third time in a year to
accommodate the alternating work/academic terms.

Year-Round Operation Costs

Total extra costs at UW are estimated to be $23.5
million per annum
Financial Paybacks






Taxes on income earned
Higher starting salaries
Fewer draw on government loans
Smaller loans
Faster loan repayment
Lower default rates
Beginnings of Co-op at
Waterloo

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Founded in 1957
Small Quiet Community in Ontario
Mixture of Industry and Business
Small Liberal Arts College
End of W.W.II - Economic Growth
Visionary Community Leaders
North America
Lake Erie -Lake Ontario
Southwest Ontario Region
From Cedar Swamp...
…to Present
Visionary Founders
The University






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1,000 acre campus
21,500 full and part-time undergraduates
2,400 full and part-time graduate students
787 faculty members
2,100 staff members
$375 million budget
$100 million external research funding
112,000 alumni in 135 countries
Tatham Centre for
Co-operative Education & Career Services
Facts About UW Co-op


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


Largest Co-op Program - enrolment of 11,000 students
Over 60% of all full time undergraduates are Co-op
Over 100 Academic Programs in six academic faculties
Co-op mandatory in some programs, optional in others
UW is 63% of the Ontario university co-op system and 28% of the
Canadian university co-op system
UW is 30% of total post-secondary Co-op enrolment in Ontario
and 14.5% of total post-secondary Co-op enrolment in Canada
Students earned approximately $119 million on work terms in
2002
More Facts About UW
Co-op
• 3,500 active employers
• 90% of co-op jobs are in Ontario
• 75% of jobs are in the private sector
and 25% in the public sector
• 862 UW co-op students participated in
work terms outside Canada in
2002/2003, 556 worked in the U.S.
• UW hired 541 co-op students in 2003
Growth in Co-op Enrolment
at UW
Percentage of UW Students in
Co-op and Regular, 2003-04
OPTIONAL CO-OP PROGRAMS
Applied Health Sciences
2003-2004
OPTIONAL CO-OP PROGRAMS
Arts
2003-2004
Co-op
25.2%
Co-op
44.9%
Regular
55.1%
Regular
74.8%
OPTIONAL CO-OP PROGRAMS
Environmental Studies
2003-2004
Regular
35.0%
Co-op
65.0%
OPTIONAL CO-OP PROGRAMS
Mathematics
Co-op
2003-2004
OPTIONAL CO-OP PROGRAMS
Science
2003-2004
68.8%
Co-op
34.3%
Regular
31.2%
Regular
65.7%
A Mosaic of Programs
1957 - 1
ARTS
•
•
•
•
•
•
•
•
•
•
2003 - 100+
Applied Studies with 20 majors and 4 specializations
Chartered Accountancy
Management Accountancy
Digital Communication
Economics (Applied)
English (Literature, Rhetoric & Professional Writing)
Anthropology
Political Science
Psychology
Sociology
A Mosaic of Programs
Applied Health Sciences
• Health Studies and Gerontology
• Kinesiology
• Recreation & Leisure Studies
Environmental Studies
•
•
•
•
•
Architecture
Environment & Business
Environment & Resource Studies
Geography
Planning
A Mosaic of Programs
Engineering
•
•
•
•
•
•
•
•
•
•
•
Chemical
Civil
Computer
Electrical
Environmental (Chemical & Civil)
Geological
Mechanical
Mechatronics
Nanotechnology
Software
Systems Design
A Mosaic of Programs
Mathematics
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accountancy (Chartered & Management)
Actuarial Science
Applied Math (Engineering Electives, Physics Electives)
Applied Statistics with Engineering Electives
Bioinformatics
Business Administration & Mathematics (Double Degree)
Statistics
Combinatorics & Optimization
Computer Science (Bioinformatics, Digital Hardware,
Information System options)
Mathematics/Business Administration option
Mathematical Sciences
Pure Math (Electrical Engineering Electives)
Operations Research
Pure Math/Finance option
Math Teaching option
Scientific Computation/Applied Mathematics Statistics
Software Engineering
A Mosaic of Programs
Science
•
•
•
•
•
•
•
•
•
•
•
•
•
Biology
Biochemistry
Bioinformatics
Biotechnology/Chartered Accountancy
Biotechnology/Economics
Chemistry
Computational Science
Earth Sciences
Environmental Sciences
Physics
Psychology
Science & Business
Science Teaching (Biology, Biochemistry, Chemistry)
Career Preparation
Programs
Co-op 101

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Co-op Survival Skills
Resume Writing
Co-op Survival Skills: The Sequel
Employer/Student Perspective
Interview Skills: An Overview
Co-op Work Report Writing
Critical Incidents in the Workplace
Workplace Safety: Know the Issues
Additional Career Preparation
Programs
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Career Decision Making
Letter Writing
Interview Skills: The Basics, Preparing for Questions,
Selling Your Skills
Successfully Negotiating Job Offers
Writing CVs and Cover Letters
Personality Dimensions
Job Search Strategies
Business Etiquette
Starting Your Own Business!: The Basics, Next Steps
Preparing for Graduate Studies
Law School Bound
Are you thinking about Med School?
% of Employers that Hire
Students
Of 3,000 active employers:
60% hire 1 student
30% hire 2, 3, or 4 students
10% hire 5 or more students
International Co-op
Work Term
January – April 2003
May – August 2003
September – December 2003
January – April 2004
Total
# of Students
256
201
221
205
883
Weekly Earnings Survey
Co-op Programs
1
2
5
6
Applied Health Sciences
413
319-534
444
319-563
478
319-642
519
375-659
539
375.-724
635
356-844
Arts
464
338-600
513
375-609
567
421-674
585
412-710
637
450-750
639
418-809
Engineering: Chemical, Civil, Computer,
Electrical, Environmental, Geological,
Mechanical, Software, Systems Design
504
375-600
563
469-656
606
506-700
661
563-750
708
600-800
745
600.-890
Environmental Studies:
Architecture
515
450-611
545
461-609
574
525-638
608
563-656
641
563-713
633
525-713
Environmental Studies:
ERS, Geography, Planning
479
375-581
518
450-600
560
488-670
567
488-654
567
462-656
N/A
Mathematics: Applied Math,
Bioinformatics, Business Administration,
C&O, Computer Science, Mathematical
Sciences, Operations Research, Pure Math,
Statistics
485
338-600
557
442-656
605
469-713
678
548-799
724
563-863
772
627-920
Please Note: This survey represents a calendar year,
4
Work 3Term Levels
N/A- Not Applicable,
Issued January 2004
Academic Credit for the Work Experience


Credit for the work experience
Academic enhancement






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
Leadership
Ethics/Law
Intellectual Property
Risk management
Managing change
Communication
Critical analysis
Professional responsibility
Health/Safety
The Impact of Co-op
Quality of Students
Reputation
Relationships
Spin off companies (IP policy)
Community
Transfer of knowledge
Acceptance by other institutions
What has been successful ?
The idea itself
Growth
Enrollment of students
Diversity of programs
Quality of students
Relationships (employers)
human resource strategy
knowledge transfer
Reputation
Alumni, Leaders of Tomorrow
Community benefits
Concerns from the Partners
From students
about process
control
the busyness
From employers
about the process
the model
technology
From the University
about the idea itself
funding
benign acceptance
Benefits of Cooperative Education
Higher retention rate and higher job satisfaction of coop employees
Ability for employers to test co-op students
Steady supply of trained staff at reduced costs
Excellent training ground for future professionals –
provides students with real-world experience
International Co-op programs train students with
global perspectives
Grassroots support is generated for building
cooperative education programs in both industrialized
and developing countries
International Scope



Practiced in over 40 countries around the world utilizing
different models that must adapt well with the educational
institutions schedule and format
The concept of Co-op or work based education in its
broader context is growing rapidly - particularly in
developing nations due to the improved way it prepares
youth for productive lives which in turn improves the
nation’s economy
Models
Sandwich
Alternating
 Parallel
 Others based on local needs


Recent Developments in
Co-op Education

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

Boundaries between universities &
workplace as learning sites becoming
increasingly blurred – new partnerships
emerging: universities, corporations &
governments
In Indonesia, emerging from its ‘link and
match’ program to more developed form
In Malaysia, associated especially with its
major program of developments in IT and
multi-media
In Thailand, associated with the
emergence of new universities: SUT &
Walailak University
A New Approach in the
‘Creative Industries’
‘Creative Industries’ include journalism,
advertising, media production, animation,
etc.
 In Australia, Queensland University of
Technology is in partnership with the
Queensland government, business and
industry in the ‘Creative Industries”.
Research & training facilities, incubator
firms, public event space, as well as
specialized retail outlets come together.

History of WACE

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WACE was founded in 1983
International nonprofit organization
Advocates cooperative education or WIL
around the world (unique)
Provider of technical service to establish
or strengthen cooperative education
programs
Current membership: 1,000 representing
43 countries
WACE Objectives
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Promote work-integrated learning around the world
Advocate and advance work-integrated learning as an
international human resource development strategy
Build global alliances of education, industry, and
government
Provide value-added services, information, and products
including assistance with networking opportunities
Sponsor regional forums and a biennial world conference
for association with discounts in fees for members
Next World Conference: Boston June 14-17, 2005
Cooperative Education as a Source
of Labor Supply to Firms in the
College Labor
Market
Based on a Research Project By
Center for Labor Market Studies
Northeastern University
for the
World Association for Cooperative Education, Inc.
Main Findings
Occupational Mobility, Retention, Performance
Appraisals and Promotions
Compared to non-coop hires:

Coop hires experienced significantly greater
upward occupational mobility

Coop hires had higher retention rates

Coop hires received substantially better
performance appraisals

Coop hires received many more promotions
regardless of the length of their tenure at the
firm
Main Findings
Coop as a Source Certain Kinds of
Labor Supply to the Firm

Cooperative education and college recruitment were the
most effective sources of labor supply for hard-to-fill
engineering and information technology positions

Coop was very effective in aiding the employer in hiring
race and ethnic minorities
Performance Appraisal

Coop hires received consistently better performance appraisals
than non-coop hires

On a scale of 1 to 5 with 1 being the worst and 5 being the best,
the mean performance appraisal of coop hires was 3.53 versus
3.26 for non-coop hires, a relative difference of 8 percent

Coop hires were twice as likely as non-coop hires to receive the
highest performance appraisal rating by their supervisors (22
percent versus 11 percent)

The performance of nearly 35 percent of coop hires was rated by
their supervisors as exceeding all job requirements. Only 21
percent of non-coop hires received such performance ratings
Performance Appraisal
Percentage Distribution of New Hires by Their
Most Recent Performance Appraisal
90.0
73.1
62.5
60.0
30.0
21.7
11.3
12.5
9.4
3.3
6.1
0.0
0.1
0.0
Consistently
Frequently
exceeds all job exceeds all job
requirements
requirements
Consistently
meets all job
requirements
Coop
Meets some,
Consistently
but not all job fails to meet job
requirements
requirements
Non-Coop
Promotions
.
Percentage Distribution of New Hires
by Number of Promotions
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Three or more
Two
One
None
Three or more
Two
One
None
Coop
Non-Coop
4.2%
18.3%
44.6%
33.0%
1.0%
4.7%
30.8%
63.5%
Advice for a New Start

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Is the inclusion of a co-operative education program consistent
with the mission and goals of the institution?
Will the development of a co-operative education program
detract seriously from other important programs of the
institution?
Is the institution able and willing to make internal changes
necessary for the effective operation of a co-operative
education program?
Does the institution have sufficient financial resources to
support a co-op program and is it willing to allocate those
resources to it?
Is there a real likelihood of developing collaborative
relationships with business and industry to provide
co-operative work experiences for students?
Keys to a Successful
Co-op Program

Co-op must be a fully-integrated component of the
student’s learning.

The institution must have a strong commitment to the
concept.

Stakeholders (students, employers, faculty, the cooperative education department, and university
administrators) must contribute as full partners.

Communication links among the partners must be strong.
Ongoing Issues

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What model to adopt
A constantly changing economy
Constantly changing attitudes of students,
employers, the institution
How big to grow and at what speed
Academic credit for the work experience
Acceptance of Career Education
Internet Websites
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
WACE: http://www.waceinc.org
CACEE: http://www.cacee.com
CEA: http://www.ceainc.org/
CAFCE: http://www.cafce.ca
University of Waterloo: http://www.uwaterloo.ca/
CECS: http://www.cecs.uwaterloo.ca
Sources of Further
Information

Journal of Co-operative Education

Wilson, James W., 1997, Creating and Initiating a
Cooperative Education Program, Boston, USA:
World Association for Cooperative Education

R. Coll and C. Eames, International Handbook for
Cooperative Education, Boston, USA: World
Association for Cooperative Education
THANK
YOU