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Article
Publication date: 3 January 2022

Shubham Pathak and Siwarut Laikram

The study aims at enriching the existing cooperative education sector in Thailand. Adequate cooperative education has direct impacts upon graduates’ future professional…

Abstract

Purpose

The study aims at enriching the existing cooperative education sector in Thailand. Adequate cooperative education has direct impacts upon graduates’ future professional development, employability and enhanced professional skills. The cooperative education framework in Thailand is relatively a recent concept and lacks detailed research.

Design/methodology/approach

The methodology adopted in this study is mixed-method, inclusive of qualitative methodology where data were collected through key informant interviews and; quantitative methodology involving survey questionnaires with a sample of 350 respondents. The data analysis included the quantitative analysis with Chi-square and excerpts from the key informant interview respondents. Additional strength, weakness, opportunity and threat analysis is performed to provide for gaps at various levels of cooperative education and the potential opportunities to the graduates in Thailand.

Findings

The findings depict a lack of legal framework for effective skill development, uncertain moral and physical security of the interns and absence of legal rights for interns, minimal support and assistance from the government sector, reduced future employability and insufficient financial resources among poorer students.

Research limitations/implications

Lack of student and cooperative database with the government departments.

Practical implications

The Thai Qualification Framework has been adopted in a majority of universities, however, the quality assurance does not cover the student’s perspectives, financial and social limitations towards attending the cooperative education.

Social implications

With enhanced vulnerabilities due to the Covid-19 pandemic, adverse impacts are analysed and recommendations are provided for enhancing cooperative education opportunities towards students.

Originality/value

This research aims to understand the perspectives of the students who graduated with cooperative education and are currently working professionals.

Details

International Journal of Disaster Resilience in the Built Environment, vol. 13 no. 2
Type: Research Article
ISSN: 1759-5908

Keywords

Abstract

Details

Cooperatives at Work
Type: Book
ISBN: 978-1-83867-825-8

Article
Publication date: 24 May 2022

Hasan Tinmaz and Yunus Emre Ozturk

This study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n

Abstract

Purpose

This study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n = 427–181 female and 246 male) originally developed by Kouros and Abrami (2006).

Design/methodology/approach

The purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; “frustrations with group members”, “peer support”, “fairness” and “quality of product and process”. Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results.

Findings

The overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment.

Originality/value

This article provides an example from South Korea which is known as both a collectivist and high-tech country.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 9 July 2018

Peter J. Baldacchino, Elena Marie’ Gatt and Simon Grima

In this chapter the authors identified and discussed the most significant barriers faced by cooperative movements in Malta, providing recommendations for potential solutions…

Abstract

In this chapter the authors identified and discussed the most significant barriers faced by cooperative movements in Malta, providing recommendations for potential solutions. Primary data for this research were collected through the use of semi-structured interviews with a selection of 18 representatives of the small current Maltese cooperative movement, most of whom are active either in individual cooperatives (16) and/or in the cooperative institutions (five).

Findings indicated that the most significant problems are the lack of education and awareness regarding the cooperative movement. These are closely followed by the divide within the movement itself, which is also hindering further development of Maltese cooperatives. Therefore, for the movement to grow and develop, one must first tackle the lack of education and awareness of this business model. Furthermore, in order for the movement to reach its full potential there must be cooperation amongst cooperatives, leading to the appropriate environment for growth.

Through the identification of these significant barriers, targeted action may be recommended and taken so as to reduce, if not eliminate, these barriers and thereby help the Maltese cooperative movement flourish.

Details

Governance and Regulations’ Contemporary Issues
Type: Book
ISBN: 978-1-78743-815-6

Keywords

Article
Publication date: 1 July 2005

Seirgei Miller, Theo C. Haupt and Nicholas Chileshe

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates…

Abstract

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates productive work into the curriculum as a regular and integral element of a higher education course. The present model involves three cooperative partners namely, the university, student and employer. It should, therefore, be evident that cooperative education has two main components, namely an academic component and an experiential learning component, both of which are integral to its success. To enable students to understand the relationship between academic subjects and the world of work, cooperative education involves restructuring the educational experience. For some time, industry employer representatives have suggested that education and training offered at Universities of Technology do not always address the needs of industry. They argue that graduates lack the necessary theoretical skills, training and managerial understanding to ensure immediate meaningful employment. These inadequacies contribute to unemployment and the lack of advancement opportunity within their chosen careers. In addition, there is a need to examine the perceptions of students regarding course content before they go into industry. This was the motivation for this research. The aims of the research project are twofold. Firstly, to examine the course content offered within the civil engineering diploma programme, and secondly to measure the levels of subject satisfaction. Using an exploratory approach through a survey of 123 students, this study explores the course content and satisfaction levels based on study areas in the first year program. The results indicate that students generally perceive the subject Communication Skills to be least satisfying whereas Mathematics is considered to be the most satisfying subject. This paper concludes by presenting the subject satisfaction index tool which contributes to the range of intervention strategies as envisaged by the CIDB. This further contributes towards the improvement of the overall quality of University of Technology civil engineering academic programs and also the subsequent productive employability of its graduates.

Details

Journal of Engineering, Design and Technology, vol. 3 no. 2
Type: Research Article
ISSN: 1726-0531

Keywords

Article
Publication date: 1 February 1999

Robert Z. Waryszak

Four groups of students from the following institutions participated in a study to assess the expectations from their cooperative education placements’ work environment: Victoria…

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Abstract

Four groups of students from the following institutions participated in a study to assess the expectations from their cooperative education placements’ work environment: Victoria University of Technology, Melbourne, N = 80; Hotel School, The Hague, N = 107; Oxford Brookes University, Oxford, N = 50; University of Strathclyde, Glasgow, N = 50. In all, 287 students responded to a mail questionnaire (Work Environment Scale, Moos, 1994) before their cooperative education placements. Overall, all four samples including the Melbourne students had moderate to high expectations from their organisations’ work environment. Specifically, Melbourne students expected higher involvement, greater peer cohesion, more task orientation, more work pressure and greater control when compared with the The Hague students. They also expected less autonomy on the job as compared with the Strathclyde students. The Hague students had overall lower expectations on most of the social climate dimensions. It is suggested however that the above findings be verified by replication with a greater variety of populations and institutions.

Details

Education + Training, vol. 41 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 29 December 2023

Ashok Dalwai, Ritambhara Singh, Vishita Khanna and S. Rutuparna

According to Global Healthcare Security Index 2021, India ranked 66 out of 195 countries, indicating the need and scope for improvement. The Cooperative healthcare system which…

Abstract

According to Global Healthcare Security Index 2021, India ranked 66 out of 195 countries, indicating the need and scope for improvement. The Cooperative healthcare system which has been rendering exemplary services is yet to gain visible recognition in India. Given the need for upgrading the health infrastructure in India and providing more affordable health services to the country’s growing population, it would help appreciate the large role that cooperative healthcare can play along with others. This study explores the structure, conduct, and performance of healthcare co-operatives in India, the factors contributing to their success and failure, and the challenges they face. The Health Cooperatives have a strong presence in Kerala and Karnataka and are also coming up in other parts of the country. However, a detailed database of them for public awareness is very limited. The cooperative hospitals can meet the basic requirements of curative treatment in rural and poorly-endowed urban areas. The democratic way in which they function makes them a destination for a financially weaker section. They must retain this feature. The study covers two successful cases which reveal that India needs a more dense healthcare cooperative network. Since cooperative hospitals in tune with the spirit of service run on the principle of being ‘Not-for-Profit’ they need to be supported by the governments more liberally, without however interfering with their governance and administration.

Details

World Healthcare Cooperatives: Challenges and Opportunities
Type: Book
ISBN: 978-1-80455-775-4

Keywords

Book part
Publication date: 29 August 2017

Patricia M. Rowe

Work experience is increasingly seen as an important complement to traditional higher education. There are a variety of forms of these educational programs, such as internships…

Abstract

Work experience is increasingly seen as an important complement to traditional higher education. There are a variety of forms of these educational programs, such as internships, sandwich programs, field work, and cooperative education, that are referred to generically as Work-Integrated Learning (WIL). As yet, however, there is relatively little research on the concept of work experience and considerable inconsistency in its definition and measurement. This chapter describes some of the research and writing from the industrial and organizational psychology field and its relevance to WIL. Based on the previous work, a model of work experience, specifically developed to aid our understanding of the role of work experience in WIL, is proposed. Three dimensions are suggested: level of specificity (task, job, organization, and career), measurement mode (number, time, relation to program, density, timing, and type), and version of WIL (cooperative education, sandwich, etc.). The model also includes individual factors and contextual factors as influences on work experience. Both immediate and secondary outcomes are described. Finally, the applicability of the model to several examples of WIL research are discussed and suggestions for future research are offered.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Keywords

Content available
Book part
Publication date: 25 January 2023

George Cheney, Matt Noyes, Emi Do, Marcelo Vieta, Joseba Azkarraga and Charlie Michel

Abstract

Details

Cooperatives at Work
Type: Book
ISBN: 978-1-83867-825-8

Article
Publication date: 8 February 2016

David Drewery, Colleen Nevison and T Judene Pretti

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…

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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.

Details

Education + Training, vol. 58 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

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