Asia-Pacific Journal of Cooperative Education
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| Md. Rezaul Islam and Ahmadullah Mia | Rural population transformation in the developing countries like Bangladesh is one of the contemporary issues in development paradigm. Firstly this article attempts to describe the current status of the education system including vocational education in Bangladesh and then looks how these educations systems are failing to meet the needs of the Bangladesh economic development needs. Finally, it will focus on how education and vocational education might help bring about transformation of the economy in a way that will help the nation to complete globally and how it might transform the economy from one that substantially rural and agricultural in base towards a knowledge skills-based economy. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 1-21 | ||
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The role of education for rural population
transformation in Bangladesh
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| Keywords: Vocational education and training; rural; economic development; Bangladesh |
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| Jeanne Maree Allen and Deborah Peach | This paper discusses the preservice teacher education practicum experience from the perspective of preservice teachers at a regional Australian university. It locates the practicum in the broader context of work integrated learning and associated principles of good practice. The paper argues that there are some perceived disconnections between the in-field and on–campus components of the teacher education program as well as an endorsement of some aspects of the practicum experience in closing the theory-practice gap. Our research adds to international debate about the balance between theory and practice and contributes a much needed student perspective on these issues. The paper concludes with suggestions on ways to improve the quality of the practicum experience. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 23-36 | ||
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Exploring connections between the in-field
and on-campus components of a preservice teacher education program: a
student perspective
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| Keywords: Teacher education and training; practicum; regional; theory-practice gap; Australia |
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| Murray Cullen | A review of 65 position descriptions for environmental science students who participate in a cooperative education program identified 211 different attributes and skills required in the workplace for environmental science graduates. Evaluation surveys from 70 students were used to compare the attributes and skills identified from the cooperative education process. There was considerable demand for skills not typically taught in university programs. These included workplace skills such as occupational health and safety rules, appearance, punctuality, workplace language, and office skills such as photcopying and telephone answering. The collection of this information has been useful in developing graduate attributes, and at the same time has been important in establishing and reinforcing teaching to ensure relevance of the study program to the workplace, and hence the student’s employability. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 37-52 | ||
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The role of cooperative education in
developing environmental science skills
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| Keywords: Cooperative education; environmental science; graduate attributes; skills; employability; Australia |
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| Michelle O'Shea, Genevieve Watson | Sport management students seek employment in an overtly competitive market place. Competition is heightened because of the perceived desirability of sport as a workplace. Students require degree level qualifications and industry experience together with a host of generic and specific skills in order to be workplace ready. For this reason, student work placement is seen to be a necessary component of Sport management degree programs. This paper identifies placement outcomes and perceived value from the student perspective. Sport management students engaged in personal reflective practice throughout their work placement. Reflections were analyzed, demonstrating support for teaching through practice. Further, it provides a framework for curriculum development and best practice methodology. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 53-65 | ||
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Academic learning for sport management
students: learning through engaged practice
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| Keywords: Sport management; work placement; engaged practice; placement outcomes; professionalism; Australia |
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| Mahmoud Haddara, Heather Skanes | The paper provides a brief review of the development of cooperative education in North America over the last 100 years. It describes the different phases of this development and describes how cooperative Education research has traditionally dealt with the benefits that accrue to students, employers, and the institution. The paper notes that to reinvent cooperative education as an academic discipline, research in the area has to go beyond justifying its existence to demonstrating its true experiential learning and value. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 67-76 | ||
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A reflection on cooperative education: from
experience to experiential learning
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| Keywords: Development; cooperative education; experiential learning; North America |
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| Nava Subramaniam, Brett Freudenberg | This study provides empirical evidence of the effect of a simulated work integrated learning (WIL) program on students’ self-efficacy within an accounting context. An Accounting WIL Program was designed as a two-staged module using information seminars, networking sessions and in-depth workshops that helped develop final year accounting students’ understanding of the accounting profession as well as some basic skills expected of a new recruit. Data from a questionnaire survey of 35 participant students indicates that the students perceived greater self-efficacy upon completion of the WIL program, and that male students appeared to show greater self-efficacy for selected items. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(1), 77-92 | ||
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Preparing accounting students for success in
the professional environment: enhancing self-efficacy through a work
integrated learning program
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| Keywords: Accounting; self-efficacy; simulation; Australia |
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| Thomas Groenewald | This research was prompted by my concern over the lack of uniformity in the terminology used to discuss student learning in the relevant occupational fields. The literature review was originally an attempt to give a thorough theoretical foundation to the discourse. Instead, it digressed and ended up illustrating both the disparity in nomenclature and the tangent plane of learning from, at and through work. The qualitative research design, which is based on a constructivist and interpretivist paradigm, is explained. The use of a questionnaire is also explained. The results substantiate my concern, but do not contribute to uniformity. Participatory action research is suggested as a way forward. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 93-107 | ||
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When students learn from experience in the
occupational field
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| Keywords: Theorizing about learning; experiential learning; interpretive research; workplace learning pedagogy; South Africa |
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| Karin Reinhard, Lars Satow, Lisa Sisco | This paper introduces an innovative approach to cooperative education, between partners at the Berufsakademie Ravensburg, University of Cooperative Education, Germany and the multinational company, SAP Inc. First, the paper contextualizes the project with a brief overview of cooperative education’s history and academic objectives, followed by an introduction to the process by which the Berufsakademie Ravensburg internationalized its cooperative education program through this project. Finally, the authors provide an overview of the SAP project, showing how a cross-country and cross-institutional project can develop intercultural management competencies, both for students and educational institutions. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 109-119 | ||
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Internationalizing cooperative education: An
introduction to the Berufsakademie Ravensburg's work-integrated
cooperative education partnership with the multinational corporation SAP
Incorporation
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| Keywords: Internationalization; cooperative education; management; multinational; Germany |
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| Annerley Bates, Merrelyn Bates, Lyndel Bates | This paper considers the concepts of curriculum which underlie existing workplace based learning programs and advocates that clearly articulated and meaningful statements about the nature of the learning that occurs in such programs are couched in an appropriate discourse. It argues that universities must take the lead in meeting demands that educational institutions be more accountable for the learning of their students by developing curriculum statements that are consistent with an emancipatory model of curriculum. Such statements should specify the frameworks in which content and even assessment can be negotiated with individual students rather than being specified in advance and should demand that students take responsibility for their own learning. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 121-129 | ||
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Preparing students for the professional
workplace: Who has responsibility for what?
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| Keywords: Professional workplace; curriculum; accountability; framework; Australia |
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| Richard K. Coll, Chris Eames | Cooperative education, a form of experiential or work-integrated learning is common in tertiary educational institutions worldwide. However, in New Zealand few institutions provide work-integrated learning programs in science or technology, and the management and process of work-integrated learning programs is not that well understood. How well do such programs work? What infrastructure is needed to ensure learning actually occurs? Are graduates of work-integrated learning programs able to satisfy employer needs? This chapter synthesizes decades of work around such issues, and details research initiatives that provide valuable insights into how students learn science on in the workplace, how their skill development matches that desired by employers, and best practice for management of work-integrated learning in science and engineering | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 131-147 | ||
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Learning science and technology through
cooperative education
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| Keywords: Learning; science; technology; New Zealand |
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| Robyn Muldoon | The New England Award recognizes and rewards student development in extracurricular activity via the New England Award. This recognizes skill development achieved via participation in non-accredited student activities. The case study research reported here suggests that such activities result in the development of graduate competencies valued by employers. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 149-162 | ||
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The New England Award: Providing student
development opportunities through cross-campus and external collaboration
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| Keywords: New England Award; student development; graduate competencies; collaboration; external; Australia |
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| Allister McLay, David Skelton | Traditionally tertiary education providers of information technology programs provide industry-based capstone projects. Here the authors argue there is increasing need for capstone internships or a combination of projects and internships. | |
| Asia-Pacific Journal of Cooperative Education (2007), 8(2), 163-167 | ||
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Are we on the move? Projects versus
internships
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| Keywords: Information technology; internships; project; New Zealand |
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