Dave Hodges

Report of the fifth New Zealand Association Cooperative Education Annual Conference, Rotorua, New Zealand, 22-23 March 2001.

1

New Zealand Association for Cooperative Education

Susanne Taylor

Cooperative Education: The Missing Link?

1-2

Technikon Witwatersrand, South Africa

Sheila Grainger

In this paper the author argues that cooperative education, in the form or practicums, form an essential part of teacher training and is the means by which academic content or professional knowledge gains real value.  Through their practical craft, or artistry, practitioners implement their professional or academic knowledge base, so it can be employed for the purposes it was intended, whether this is to design a technological solution to an industrial problem, or to educate children.  Research in education is driven by paradigms that fail to take account of the complexity of the teaching environment.  A more holistic approach to teacher education is required and the author suggests that cooperative education has the potential to play an important role in the education of teacher trainees.  Research into cooperative education likewise needs to be developed via a holistic approach using qualitative or interpretative strategies

1-5

Asia-Pacific Journal of Cooperative Education, 2001, 2(1), 1-5.

Accessing Professional Artistry: The Importance of Cooperative Education and the Limitations of Classical Research

Keywords:  teacher training, practicum, research paradigm

Stuart Beard, Richard K. Coll and Jon Harris

In this paper we describe student and employer reflections of an English student’s work placement at a New Zealand analytical chemistry laboratory.  The reflections are presented in the form of narratives in which the authors examine student and employer perceptions of the critical factors that they believe led to a successful international placement.  The paper seeks to establish what led to this success and to examine what makes for a credible employer of international students; that is, an employer that provides an environment in which the student achieves personal and professional growth.  The authors propose that enhancement of professional and personal growth for the student occurred as a result of student-employer negotiated placement objectives and on-going support during the placement.  The principal benefit for the employer was found to be access to a continuing supply of local graduates as a result of employer support for the University’s cooperative education program

6-10

Asia-Pacific Journal of Cooperative Education, 2001, 2(1), 6-10.

Student and Employer Reflections of an International Science and Technology Work Placement

Keywords:  placement purpose; placement objectives; professional growth; personal growth; credible employer

Natalie Ann Wong and Richard K. Coll

In this paper we provide a description of a student New Zealand student’s reflections for her work placement at a modern England-based food-industry as part of an international exchange arrangement.  These reflections are presented in the form of a narrative in which the student (the first author) describes the context of the work placement and the nature of the student and employer expectations.  The student considered the placement to be highly successful, resulting in enhancement of practical and personal skills.  The authors attempt to identify key factors that led to a successful placement and conclude with some suggestions that they believe will enhance international cooperative education exchange arrangements of this type

11-18

Asia-Pacific Journal of Cooperative Education, 2001, 2(1), 11-18.

Student Experience of International Cooperative Education: Reflections on Personal and Professional Growth

Keywords:  placement purpose; placement objectives; professional growth; personal growth; science; technology

Susanne Taylor

The administration of cooperative education programmes is of interest worldwide as tertiary education institutions struggle to deliver programmes of study in a cost effective manner.  In this paper I provide a description of the development of an integrated common support structure for the administration of cooperative education.  This proposal, developed within the context of technical institutes in South Africa, is based on the use of modern information and communication technologies (ICT).  It is suggested that the technikon system in South Africa may benefit from the use of a particular ICT administration package that contains a module designed specifically for cooperative education.

19-22

Asia-Pacific Journal of Cooperative Education, 2001, 2(1), 19-22.

Development of an Integrated Common Support Structure for the Administration of Cooperative Education: Presented from a South African Perspective

Keywords:  technikon; administration model; information technology; South Africa

Laurie Richardson

National qualifications frameworks are often considered to be a panacea for educators and educational institutions. In this paper I examine the implementation of the New Zealand Qualifications Framework, with particular emphasis on the relationship between educational institutions and industry partner organizations. It is argued that Government policy must take cognizance of differing skills of industry and education, and not create an imbalance in power that inhibits effective implementation of national frameworks. The issue is illustrated by a description of the experience of the implementation of the Diploma in Applied Technology at UNITEC Institute of Technology.

23-30

Asia-Pacific Journal of Cooperative Education, 2001, 2(1), 23-30.

In Sickness and In Health: Learning and Assessment Inside and Outside the New Zealand Qualifications Framework

Keywords:  assessment; collaborative; external moderators; performance criteria; standards setting bodies

Martin Hayden, Ron Dowell and Helen Saenger

Workplace-based courses are becoming increasingly common in Australian higher education.  These courses are generally delivered at a distance, whether by print or on-line, and are distinguished by their focus specifically upon the workplace-based learning needs of the students.  They also usually involve a partnership between an employer and a university.  An evaluation of one such course, a Diploma of Business Management program undertaken by employees of the Ansett Australia airline, provides an insight to elements of success in these courses.  The evaluation also presents an example of how workplace-based courses can be comprehensively appraised

1-11

Asia-Pacific Journal of Cooperative Education, 2001, 2(2) 1-11.

Insights from an Evaluation of a Workplace-Based Course in Business for Tourism and Hospitality Students in Australia

Keywords:  workplace-based education; educational evaluation; business studies; tourism studies

Maree Walo

This study assessed students' perceptions of their level of management competence, before and after the internship component of their degree programme.  A self-assessment instrument utilising the management competencies within the Competing Values Framework (Quinn, Faerman, Thompson, & McGrath, 1990) was used for the empirical stages of the study.  The key findings of this research imply that the internship programme has proved effective in contributing towards the development of management competencies for this cohort of students.  The study provides valuable insight into the relationship between internship and the development of students' management competencies and highlights the need for further research in this area.

12-28

Asia-Pacific Journal of Cooperative Education, 2001, 2(2) 12-28.

Assessing the Contribution of Internship in Developing Australian Tourism and Hospitality Students' Management Competencies

Keywords:  assessment; management competencies; tourism and hospitality; Australia