The influence of cooperative education and reflection upon previous work experiences on university graduates’ vocational self-concept

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.

Citation

Drewery, D., Nevison, C. and Pretti, T.J. (2016), "The influence of cooperative education and reflection upon previous work experiences on university graduates’ vocational self-concept", Education + Training, Vol. 58 No. 2, pp. 179-192. https://doi.org/10.1108/ET-06-2015-0042