From interest to decision: a comparative exploration of student attitudes and pathways to co-op programs in the united states and the united kingdom

• Autores: Nichole Ramirez, Sally Smith, Tessa Berg, Beata Strubel, Colin Smith, Matthew W. Ohland, Joyce B. Main
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 5 (Parte A), 2016, 1878 págs.
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Cooperative education programs (co-op) play a vital role in developing engineering and computing students’ appliedtechnological skills and professional self-confidence. Nevertheless, not all students choose to participate in co-ops.Through empirical data collection undertaken at two universities, this article explores students’ perceptions about co-opprograms and why some students do not participate in optional co-op programs. The 408 participants were in one ofthree groups: (a) co-op participants, (b) interested applicants and non-applicants, or (c) those not interested and/or didnot apply. Using Rational Choice Theory as an interpretive framework, quantitative and qualitative analyses of surveysand interviews were used to compare and contrast experiences, approaches, motivations and attitudes across studentgroups in the United States and the United Kingdom. Results show that US and UK students who identified as not beinginterested in co-op shared similar perceptions, including the perceived cost of additional time to graduation. Studentsalso expressed concern that taking time away from campus to complete a co-op would affect social interactions with theirpeers. The results of this work can be used to inform co-op program processes and policies, highlighting ways in whichprograms can increase participation. The study also shows how key stakeholders can learn cross-cultural ‘best practices’to make co-op education accessible and effective.