Asia-Pacific Journal of Cooperative Education
There are a number of articles currently under review.
These will be published in 2007 if accepted.
Please re-visit the web site for an update.
(last update Tuesday, 19. December 2006 13:24).
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| Chen Meijuan | This article provides background about education reforms currently happening in China’s higher education system. Particular reference in these reforms is placed on integrating theory to applied skill learning, and theory to practical learning, with an aim to train students to gain lifelong ability to meet the needs of our modern society. A three-year ‘Pilot Class’ program at the University of Science and Technology, Beijing has changed our conventional education pattern from classroom and library-based work, to an active and multi-faceted academic community. The students in the Pilot Class, focus on integrating theory with practice, and spend much time participating in the real world, in factories, in design, and in international exchange programs to broaden their perspectives | |
| Asia-Pacific Journal of Cooperative Education (2006), 7(1), 1-6 | ||
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How a Chinese University Trains Engineers to
Meet with Challenges Today and Tomorrow
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| Keywords: Engineering; education reform; international exchange; China |
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| Indra Abeysekera | Work-integrated learning (WIL) programs are becoming popular with students, government, employers, and universities. A major benefit of a WIL program is the increased employability of students, and this matches well with the present trend whereby students expect a pay-off from their investment in education. Although WIL programs are more common in some profession-based undergraduate courses than others, they have not been frequently discussed in relation to accounting in the Australian context. This paper discusses issues related to designing a WIL program for an undergraduate accounting program in an Australian context. The importance of WIL programs in general is followed by discussion on how WIL, work and knowledge are related to each other. The types of available WIL programs are discussed in relation to their applicability to an accounting program. Issues relating to designing a successful WIL program are discussed by its accounting faculty, academics, employers, professional accounting bodies and the government as stakeholders in the program. The WIL program’s implications for the accounting curriculum are also discussed. | |
| Asia-Pacific Journal of Cooperative Education (2006), 7(1), 7-15 | ||
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Issues Relating to Designing a
Work-integrated Learning Program in an Undergraduate Accounting Degree
Program and its Implications for the Curriculum
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| Keywords: Accounting; curriculum; experiential learning; work-based learning; work-integrated learning; Australia |
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| Karin Reinhard | In 1974 a Berufsakademie or ‘university of cooperative education’ in the state of Baden-Württemberg, Germany, was established to construct a model of cooperative education. This model practiced at the Berufsakademie is unique compared to that of German higher educational institutions offering work-integrated learning programs or work placements. In order to be accepted into the Berufsakademie, students must possess a university entrance degree and additionally must be contracted with a company or a governmental institution for three years. The participants of this cooperative education or work-integrated learning model are thus both students and employees. The purpose of this paper is to describe the Berufsakademie program, the international Berufsakademie partnerships in the west and east, experiences with the Berufsakademie model in India and Indonesia, and to reflect upon implications for the potential use for this work-related learning methodology higher education in both western and eastern countries. From a review of the literature it appears that greater interaction between industry and educational institutions (beyond say internships) can assist the academic sector in bringing experiences to students, and thus provides innovation to improve and strengthen work-integrated learning. | |
| Asia-Pacific Journal of Cooperative Education (2006), 7(1), 16-21 | ||
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The German Berufsakademie Work-Integrated
Learning Program: A Potential Higher Education Model for West and East
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| Keywords: Berufsakademie; university of cooperative education; co-op model; career enhancement; India; Indonesia; Germany |
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Ross Smith, David Mackay, Di Challis and Dale Holt |
Setting up and running a program with an industry experiential learning component is based on certain core assumptions. A shared vision of what constitutes a satisfying placement is essential. In this paper we present findings from research into the operation of an Australian Bachelor of Business Information Technology program. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of a relevant professional body. Industry mentors identify pragmatic reasons for industry involvement in experiential learning programs. They identify some seven skills required of a good industry mentor, and report eight features of a meaningful/satisfying placement. |
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| Asia-Pacific Journal of Cooperative Education (2006), 7(2), 1-9 | ||
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Seeking Industry Perspectives to Enhance Experiential Education in University-Industry Partnerships: Going Beyond Mere Assumptions |
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Keywords: Industry perspective; industry partnership; experiential education; information technology; business; Australia |
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Jane Spowart |
South African hotel schools offer national diplomas in Hospitality Management and Food and Beverage Management, both of which include compulsory work-integrated learning. This gives the students the opportunities to apply what they have learned and to be prepared for the workplace once their training is complete. Research was undertaken to determine whether the preparation in the classroom for this experience was the best possible. Questionnaires were distributed to students (N=15) who had completed their final work-integrated learning semester. This paper will share how the students, on reflection, viewed their preparation for the work-integrated learning component and what they recommend should be changed or improved by the academic advisors and the industry mentors. |
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| Asia-Pacific Journal of Cooperative Education (2006), 7(2), 10-15 | ||
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Hotel School Students' Views of their Preparation for Work-integrated Learning: An Exploratory Study |
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Keywords: Food and beverage management; hotel school; students' perspective; work-integrated learning; South Africa |
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T. Pascal Brown, Robert Ayres |
New Zealand has at present a low unemployment rate and a shortage of skilled workers. There are also many immigrants from non-English speaking countries who are unemployed. These migrant New Zealanders often have no locally based work experience, know little about the culture of work and are lacking in English proficiency. Employers on the other hand can be reticent to employ a migrant for a variety of reason; the main ones being the migrant’s English language skills and lack of work NZ-based work experience. Ways to overcome these barriers for the migrants, both linguistic and sociolinguistic, can best addressed in a TESOL course which includes a cooperative education module. |
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| Asia-Pacific Journal of Cooperative Education (2006), 7(2), 16-23 | ||
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Migrant Students’ and Employers’ Perspectives on Cooperative Education in New Zealand: Implications for English Language Teaching
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Keywords: TESOL; students; employer attitudes; EEO, New Zealand |
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David Cooke, T. Pascal Brown |
Migrants entering cooperative work placements face layers of challenges that become apparent in scrutinizing workplace data. Drawing on authentic voice recordings of two worksites in Auckland, this paper traces three themes of workplaces: the exercise of power; the culture of the workplace; and work relations. It analyses the dynamics of a management meeting as it decides to require greater productivity from its workers. Then it describes the interactions of factory workers, focusing on its collaborative work culture and working relations. The paper derives implications for language education, especially in relation to migrant learners preparing for the workplace. |
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| Asia-Pacific Journal of Cooperative Education (2006), 7(2), 24-32 | ||
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Work Realities: Migrants Preparing for the Experience of Work
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Keywords: Work experience; authentic texts; migrant; power; work culture; work relations; New Zealand |
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