INTERNSHIP FORUM 2005,TOKYO

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INTERNSHIP FORUM 2005,TOKYO

• Bruce A. Lumsden, Director, CECS
• Sujeet K. Chaudhuri, Professor, ECE
• University of Waterloo, CANADA
• and
• Peter Franks, CEO, WACE, USA
• February 21, 2005

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WORK INTEGRATED LEARNING (WIL)-TRENDS
CHALLENGES IN CO-OPERATIVE( Co-op) EDUCATION

• - A CANADIAN PERSPECTIVE

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PRESENTATION OUTLINE

• Generic Description of Co-op
• Co-op Education in Canada
• A Case Study- UW Experience
• International Trends/Directions/Findings
• For New Start
• References/ Q A

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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

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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

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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).

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Co-operative EducationA Partnership Community

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Co-operative EducationThree Partners

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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?

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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
• Performance
• Communication

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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).

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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 ?
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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 internat
ional
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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

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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

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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

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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

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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

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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

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Financial Paybacks

• Taxes on income earned
• Higher starting salaries
• Fewer draw on government loans
• Smaller loans
• Faster loan repayment
• Lower default rates

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Beginnings of Co-op at Waterloo

• 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

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North America
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Lake Erie -Lake Ontario Southwest Ontario Region
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From Cedar Swamp...
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to Present
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(No Transcript)
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Visionary Founders
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The University

• 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

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Tatham Centre for Co-operative Education
Career Services
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Facts About UW Co-op

• 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

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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

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Growth in Co-op Enrolment at UW
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Percentage of UW Students in Co-op and Regular,
2003-04
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A Mosaic of Programs

• 1957 - 1 2003 - 100
• ARTS
• 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

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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

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A Mosaic of Programs

• Engineering
• Chemical
• Civil
• Computer
• Electrical
• Environmental (Chemical Civil)
• Geological
• Mechanical
• Mechatronics
• Nanotechnology
• Software
• Systems Design

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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

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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)

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Career Preparation Programs

• Co-op 101
• 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

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Additional Career Preparation Programs

• 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?

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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

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International Co-op

• Work Term of Students
• January April 2003 256
• May August 2003 201
• September December 2003 221
• January April 2004 205
• Total 883

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Weekly Earnings Survey
Work Term Levels
Please Note This survey represents a calendar
year, N/A- Not Applicable, Issued January 2004
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Academic Credit for the Work Experience

• Credit for the work experience
• Academic enhancement
• Leadership
• Ethics/Law
• Intellectual Property
• Risk management
• Managing change
• Communication
• Critical analysis
• Professional responsibility
• Health/Safety

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The Impact of Co-op

• Quality of Students
• Reputation
• Relationships
• Spin off companies (IP policy)
• Community
• Transfer of knowledge
• Acceptance by other institutions

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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
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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
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Benefits of Cooperative Education
Higher retention rate and higher job satisfaction
of co-op 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
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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 nations economy
• Models
• Sandwich
• Alternating
• Parallel
• Others based on local needs

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Recent Developments in Co-op Education

• 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

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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.

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History of WACE

• 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

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WACE Objectives

• 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

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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.

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Main FindingsOccupational Mobility, Retention,
PerformanceAppraisals 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

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Main FindingsCoop as a Source Certain Kinds
ofLabor 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

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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

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Performance AppraisalPercentage Distribution of
New Hires by TheirMost Recent Performance
Appraisal
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Promotions.Percentage Distribution of New
Hiresby Number of Promotions
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Advice for a New Start

• 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?

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Keys to a Successful Co-op Program

• Co-op must be a fully-integrated component of the
  students learning.
• The institution must have a strong commitment to
  the concept.
• Stakeholders (students, employers, faculty, the
  co-operative education department, and university
  administrators) must contribute as full partners.
• Communication links among the partners must be
  strong.

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Ongoing Issues

• 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

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Internet Websites

• 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

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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

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THANK YOU