INTERNSHIP FORUM 2005,TOKYO Bruce A. Lumsden, Director, CECS Sujeet K. Chaudhuri, Professor, E&CE University of Waterloo, CANADA and Peter Franks, CEO,

INTERNSHIP FORUM 2005,TOKYO INTERNSHIP FORUM 2005,TOKYO

Bruce A. Lumsden, Director, CECSSujeet K. Chaudhuri, Professor, E&CE

University of Waterloo, CANADAand

Peter Franks, CEO, WACE, USA

February 21, 2005

WORK INTEGRATED LEARNING WORK INTEGRATED LEARNING (WIL)-TRENDS & CHALLENGES IN (WIL)-TRENDS & CHALLENGES IN

CO-OPERATIVE( Co-op) EDUCATIONCO-OPERATIVE( Co-op) EDUCATION

- A CANADIAN PERSPECTIVE

PRESENPRESEN ＴＴ ATION OUTLINEATION OUTLINE

Generic Description of Co-opCo-op Education in CanadaA Case Study- UW Experience International

Trends/Directions/FindingsFor New StartReferences/ Q & A

What is Co-operative What is Co-operative Education?Education?

• An instrument for developing a nation's human resources

• A strategy for helping students, businesses, and governments succeed in a global economy

• A foundation for lifelong learning

A partnership

What Is Co-operative What Is Co-operative Education?Education?

Experiential Learning A structured educational program combining

classroom learning with productive work experience in a field related to a student's academic or career goals

An integrated academic model A partnership among students, educational

institutions (faculty and administration) and employers, with specific responsibilities for each partner

Definition Of Cooperative Definition Of Cooperative EducationEducation

Co-op is an educational strategy integrating classroom curriculum with academically related work experience. It is called cooperative education since it requires the cooperation of the three parties involved: student, educational institution, and employer.

It reinforces and expands critical thinking

skills by combining the traditional academic curriculum with practical applications and experience (experiential learning).

Co-operative Co-operative EducationEducation

A Partnership A Partnership CommunityCommunity

Industry/Business

Education

Community

Co-operative Co-operative EducationEducation

Three PartnersThree Partners

Co-op Employer

Co-op Student

University ofWaterloo

Six QuestionsSix Questions

1. What is the main reason to consider the concept of Co-operative Education?

2. What is the purpose of the program? 3. Who should be involved? 4. What is the role of those involved? 5. How should the program be

organized and managed? 6. How should the activity be funded?

PartnershipsPartnerships

Practice of partnership is critical for successful sustainable co-op

PartnersStudentsEmployersAcademic InstitutionsGovernmentsAlumniWithin the institutionOutside the institution

Common Purpose/Motive

Commitment

Performance

Communication

What Are the What Are the Characteristics of Co-op?Characteristics of Co-op?

Each work situation is developed and/or approved by theco-operative educational institution as a suitable learning situation.

Student is engaged in productive work, not merely observing.

Student receives remuneration for the work performed. Student's progress on the job is monitored by the

educational institution. Student's progress on the job is supervised and

evaluated by the employer. The total co-operative work experience constitutes a

significant portion of the academic program (normally between 30 and 50% of the total program).

Co-op in CanadaCo-op in CanadaInstitutions 1957 - 1

2003 - 85 Canada (46 University-36 Colleges)

2003 -28 Ontario (13 Universities-15 Colleges)

three sizes – small, medium, large

StudentsStudents74,742 Undergraduates in 74,742 Undergraduates in

CanadaCanada- 49,352 Universities- 49,352 Universities- 25,390 colleges- 25,390 colleges

39,668 Undergraduates in 39,668 Undergraduates in OntarioOntario

- 20,953 Universities- 20,953 Universities- 18,715 Colleges- 18,715 Colleges

Graduate ?Graduate ?

Co-op in CanadaCo-op in CanadaPrograms 1957 - 1

2003 – 1000+Applied SciencesPure SciencesSocial SciencesHumanitiesFine Arts

Job Types professional/occupational entrepreneurialhumanitarianinternational

Models alternating internship

parallelother

Benefits to Benefits to StudentsStudents

Integrate classroom theory with workplace practice Earn money to pay for their education Greater certainty about career choice prior to

graduation More informed about career opportunities Perceive their own abilities and limitations better Greater sense of autonomy, self-confidence,

independence Better understanding of workplace culture Better matched to their jobs

Investments by Investments by StudentsStudents

Higher fees: UW co-op students pay an additional fee of $445, plus a work-report marking fee of $14 per term

Move every 4 months - always slightly off balance

More difficult to get in the flow of campus life, e.g., varsity sports

Takes longer to graduate (five years instead of four)

Increased stress as interviews occur in mid-term

Benefits to EmployersBenefits to Employers Short Term

ability to hire students to complete project work flexibility in hiring: additional help without full-time commitment enthusiastic, motivated employees with new ideas and skills cost-effectiveness

Long Term ability to screen future employees connection with the educational institution provides employers

with a flexible means of meeting staffing needs and an effective source of full-time recruitment

contribution to the development of young professionals and to the national society and economy

Investment by Investment by EmployersEmployers

Initial lack of productivity; training required

Supervisor's time Salary and benefits Loss of trained employees through

turnover and returning to school

Benefits to Benefits to InstitutionInstitution

Makes the institution more attractive and affordable for students

More efficient use of resources, physical plant, libraries, other facilities: UW operates year round

Attracts excellent students who are highly motivated More relevant curriculum Knowledge transfer from the workplace to the

classroom Builds links with business and industry

Investments by Investments by InstitutionInstitution

Work-Term Related Costs recovered from the students enrolled in co-op programs

Academic Delivery Costs Courses are offered a second or third time in a year to

accommodate the alternating work/academic terms.

Year-Round Operation Costs

Total extra costs at UW are estimated to be $23.5 million per annum

Financial PaybacksFinancial Paybacks

Taxes on income earned Higher starting salaries Fewer draw on government

loans Smaller loans Faster loan repayment Lower default rates

Beginnings of Co-Beginnings of Co-op at Waterlooop at Waterloo

Founded in 1957 Small Quiet Community in Ontario Mixture of Industry and Business Small Liberal Arts College End of W.W.II - Economic Growth Visionary Community Leaders

North America

Lake Erie -Lake Ontario Southwest Ontario Region

From Cedar From Cedar Swamp...Swamp...

……to Presentto Present

Visionary Founders

The UniversityThe University

1,000 acre campus 21,500 full and part-time undergraduates 2,400 full and part-time graduate students 787 faculty members 2,100 staff members $375 million budget $100 million external research funding 112,000 alumni in 135 countries

Tatham Centre for

Co-operative Education & Career Services

Facts About UW Co-Facts About UW Co-opop

Largest Co-op Program - enrolment of 11,000 students Over 60% of all full time undergraduates are Co-op Over 100 Academic Programs in six academic faculties Co-op mandatory in some programs, optional in others UW is 63% of the Ontario university co-op system and 28% of

the Canadian university co-op system UW is 30% of total post-secondary Co-op enrolment in

Ontario and 14.5% of total post-secondary Co-op enrolment in Canada

Students earned approximately $119 million on work terms in 2002

More Facts About More Facts About UW Co-opUW Co-op

• 3,500 active employers

• 90% of co-op jobs are in Ontario

• 75% of jobs are in the private sector and 25% in the public sector

• 862 UW co-op students participated in work terms outside Canada in

2002/2003, 556 worked in the U.S.

• UW hired 541 co-op students in 2003

Growth in Co-op Enrolment Growth in Co-op Enrolment at UWat UW

148 8 91 102 36 100 19

637

3869

288

971

3175

10731279

0

500

1000

1500

2000

2500

3000

3500

4000

4500

Applied Health Sciences Arts Engineering Sof tware

Engineering

Environmental

Studies

Mathematics Science

Facult y

Initial Enrolment 2003/04 Enrolment

OPTIONAL CO-OP PROGRAMSApplied Health Sciences

2003-2004

Co-op44.9%

Regular55.1%

OPTIONAL CO-OP PROGRAMS Arts

2003-2004

Regular74.8%

Co-op25.2%

OPTIONAL CO-OP PROGRAMS Environmental Studies

2003-2004

Co-op65.0%

Regular35.0%

OPTIONAL CO-OP PROGRAMSMathematics

2003-2004

Regular31.2%

Co-op68.8%

OPTIONAL CO-OP PROGRAMSScience

2003-2004

Co-op34.3%

Regular65.7%

Percentage of UW Students in Percentage of UW Students in Co-op and Regular, 2003-04Co-op and Regular, 2003-04

A Mosaic of Programs1957 - 1 2003 - 100+

ARTS • Applied Studies with 20 majors and 4 specializations• Chartered Accountancy• Management Accountancy• Digital Communication• Economics (Applied)• English (Literature, Rhetoric & Professional Writing)• Anthropology• Political Science• Psychology• Sociology

A Mosaic of Programs

Applied Health Sciences • Health Studies and Gerontology• Kinesiology• Recreation & Leisure Studies

Environmental Studies • Architecture• Environment & Business• Environment & Resource Studies• Geography• Planning

A Mosaic of Programs

Engineering• Chemical• Civil• Computer• Electrical• Environmental (Chemical & Civil)• Geological• Mechanical• Mechatronics• Nanotechnology• Software • Systems Design

A Mosaic of ProgramsMathematics • Accountancy (Chartered & Management)• Actuarial Science• Applied Math (Engineering Electives, Physics Electives)• Applied Statistics with Engineering Electives• Bioinformatics• Business Administration & Mathematics (Double Degree)• Statistics• Combinatorics & Optimization• Computer Science (Bioinformatics, Digital Hardware,

Information System options)• Mathematics/Business Administration option• Mathematical Sciences• Pure Math (Electrical Engineering Electives)• Operations Research• Pure Math/Finance option• Math Teaching option• Scientific Computation/Applied Mathematics Statistics• Software Engineering

A Mosaic of Programs

Science• Biology• Biochemistry• Bioinformatics• Biotechnology/Chartered Accountancy• Biotechnology/Economics• Chemistry• Computational Science• Earth Sciences• Environmental Sciences• Physics• Psychology• Science & Business• Science Teaching (Biology, Biochemistry, Chemistry)

Career Career Preparation Preparation ProgramsPrograms

Co-op 101 Co-op Survival Skills Resume Writing Co-op Survival Skills: The Sequel Employer/Student Perspective Interview Skills: An Overview Co-op Work Report Writing Critical Incidents in the Workplace Workplace Safety: Know the Issues

Additional Career Additional Career Preparation ProgramsPreparation Programs

Career Decision Making Letter Writing Interview Skills: The Basics, Preparing for Questions,

Selling Your Skills Successfully Negotiating Job Offers Writing CVs and Cover Letters Personality Dimensions Job Search Strategies Business Etiquette Starting Your Own Business!: The Basics, Next Steps Preparing for Graduate Studies Law School Bound Are you thinking about Med School?

% % of Employers that of Employers that Hire StudentsHire Students

Of 3,000 active employers:

60% hire 1 student30% hire 2, 3, or 4 students10% hire 5 or more students

International Co-opInternational Co-opWork Term # of StudentsJanuary – April 2003 256May – August 2003 201September – December 2003 221January – April 2004 205

Total 883

Weekly Earnings SurveyWeekly Earnings SurveyWork Term LevelsCo-op Programs 1 2 3 4 5 6

Applied Health Sciences413

319-534444

319-563478

319-642519

375-659539

375.-724635

356-844

Arts464

338-600513

375-609567

421-674585

412-710637

450-750639

418-809

Engineering: Chemical, Civil, Computer,Electrical, Environmental, Geological, Mechanical, Software, Systems Design

504375-600

563469-656

606506-700

661563-750

708600-800

745600.-890

Environmental Studies: Architecture

515450-611

545461-609

574525-638

608563-656

641563-713

633525-713

Environmental Studies:ERS, Geography, Planning

479375-581

518450-600

560488-670

567488-654

567462-656

N/A

Mathematics: Applied Math, Bioinformatics, Business Administration, C&O, Computer Science, Mathematical Sciences, Operations Research, Pure Math, Statistics

485338-600

557442-656

605469-713

678548-799

724563-863

772627-920

Actuarial Science N/A590

431-680664

500-777751

600-885825

697-938892

788-1018

Teaching N/A N/A464

300-625457

375-563N/A N/A

Science: Biology, Biochemistry, Chemistry, Physics, Geology

471375-573

503413-600

532402-653

587450-741

602439-750

N/A

Please Note: This survey represents a calendar year, N/A- Not Applicable, Issued January 2004

Academic Credit for the Work Academic Credit for the Work ExperienceExperience

Credit for the work experience Academic enhancement

Leadership Ethics/Law Intellectual Property Risk management Managing change Communication Critical analysis Professional responsibility Health/Safety

The Impact of Co-The Impact of Co-opop

Quality of StudentsReputationRelationships Spin off companies (IP policy)CommunityTransfer of knowledgeAcceptance by other institutions

What has been successful ?

The idea itselfGrowth

Enrollment of studentsDiversity of programs

Quality of studentsRelationships (employers)

human resource strategyknowledge transfer

ReputationAlumni, Leaders of Tomorrow Community benefits

Concerns from the Partners

From studentsabout processcontrolthe busyness

From employersabout the processthe modeltechnology

From the Universityabout the idea itselffundingbenign acceptance

Benefits of Cooperative Education

Higher retention rate and higher job satisfaction of co-op employeesAbility for employers to test co-op studentsSteady supply of trained staff at reduced costsExcellent training ground for future professionals – provides students with real-world experienceInternational Co-op programs train students with global perspectivesGrassroots support is generated for building cooperative education programs in both industrialized and developing countries

International ScopeInternational Scope Practiced in over 40 countries around the world

utilizing different models that must adapt well with the educational institutions schedule and format

The concept of Co-op or work based education in its broader context is growing rapidly - particularly in developing nations due to the improved way it prepares youth for productive lives which in turn improves the nation’s economy

Models Sandwich Alternating Parallel Others based on local needs

Recent Developments Recent Developments in Co-op Educationin Co-op Education

Boundaries between universities & workplace as learning sites becoming increasingly blurred – new partnerships emerging: universities, corporations & governments

In Indonesia, emerging from its ‘link and match’ program to more developed form

In Malaysia, associated especially with its major program of developments in IT and multi-media

In Thailand, associated with the emergence of new universities: SUT & Walailak University

A New Approach in the A New Approach in the ‘Creative Industries’‘Creative Industries’

‘Creative Industries’ include journalism, advertising, media production, animation, etc.

In Australia, Queensland University of Technology is in partnership with the Queensland government, business and industry in the ‘Creative Industries”. Research & training facilities, incubator firms, public event space, as well as specialized retail outlets come together.

History of WACEHistory of WACE WACE was founded in 1983 International nonprofit organization Advocates cooperative education or

WIL around the world (unique) Provider of technical service to

establish or strengthen cooperative education programs

Current membership: 1,000 representing 43 countries

WACE ObjectivesWACE Objectives Promote work-integrated learning around the world Advocate and advance work-integrated learning as an

international human resource development strategy Build global alliances of education, industry, and

government Provide value-added services, information, and

products including assistance with networking opportunities

Sponsor regional forums and a biennial world conference for association with discounts in fees for members

Next World Conference: Boston June 14-17, 2005

Cooperative Education as a Cooperative Education as a Source of Labor Supply to Source of Labor Supply to Firms in the College Labor Firms in the College Labor

MarketMarketBased on a Research Project ByCenter for Labor Market Studies

Northeastern Universityfor the

World Association for Cooperative Education, Inc.

Main FindingsMain FindingsOccupational Mobility, Retention, PerformanceOccupational Mobility, Retention, Performance

Appraisals and PromotionsAppraisals and Promotions

Coop hires experienced significantly greater upward occupational mobility

Coop hires had higher retention rates Coop hires received substantially better

performance appraisals Coop hires received many more promotions

regardless of the length of their tenure at the firm

Compared to non-coop hires:

Main FindingsMain FindingsCoop as a Source Certain Kinds ofCoop as a Source Certain Kinds of

Labor Supply to the FirmLabor Supply to the Firm

Cooperative education and college recruitment were the most effective sources of labor supply for hard-to-fill engineering and information technology positions

Coop was very effective in aiding the employer in hiring race and ethnic minorities

Performance AppraisalPerformance Appraisal

Coop hires received consistently better performance appraisals than non-coop hires

On a scale of 1 to 5 with 1 being the worst and 5 being the best, the mean performance appraisal of coop hires was 3.53 versus 3.26 for non-coop hires, a relative difference of 8 percent

Coop hires were twice as likely as non-coop hires to receive the highest performance appraisal rating by their supervisors (22 percent versus 11 percent)

The performance of nearly 35 percent of coop hires was rated by their supervisors as exceeding all job requirements. Only 21 percent of non-coop hires received such performance ratings

Performance AppraisalPerformance AppraisalPercentage Distribution of New Hires by TheirPercentage Distribution of New Hires by Their

Most Recent Performance AppraisalMost Recent Performance Appraisal

21.7

12.5

62.5

3.30.0

11.3 9.4

73.1

6.10.1

0.0

30.0

60.0

90.0

Consistentlyexceeds all jobrequirements

Frequentlyexceeds all jobrequirements

Consistentlymeets all jobrequirements

Meets some,but not all jobrequirements

Consistentlyfails to meet job

requirements

Coop Non-Coop

PromotionsPromotions..

Percentage Distribution of New HiresPercentage Distribution of New Hiresby Number of Promotionsby Number of Promotions

0%10%20%30%40%50%60%70%80%90%

100%

Three or moreTwoOneNone

Three or more 4.2% 1.0%

Two 18.3% 4.7%

One 44.6% 30.8%

None 33.0% 63.5%

Coop Non-Coop

Advice for a New StartAdvice for a New Start Is the inclusion of a co-operative education program

consistent with the mission and goals of the institution? Will the development of a co-operative education program

detract seriously from other important programs of the institution?

Is the institution able and willing to make internal changes necessary for the effective operation of a co-operative education program?

Does the institution have sufficient financial resources to support a co-op program and is it willing to allocate those resources to it?

Is there a real likelihood of developing collaborative relationships with business and industry to provide co-operative work experiences for students?

Keys to a Keys to a Successful Co-op Successful Co-op

ProgramProgram

Co-op must be a fully-integrated component of the student’s learning.

The institution must have a strong commitment to the concept.

Stakeholders (students, employers, faculty, the co-operative education department, and university administrators) must contribute as full partners.

Communication links among the partners must be strong.

Ongoing IssuesOngoing Issues

What model to adopt A constantly changing economy Constantly changing attitudes of students,

employers, the institution How big to grow and at what speed Academic credit for the work experience Acceptance of Career Education

Internet WebsitesInternet Websites

WACE: http://www.waceinc.org CACEE: http://www.cacee.com CEA: http://www.ceainc.org/ CAFCE: http://www.cafce.ca University of Waterloo: http://www.uwaterloo.ca/ CECS: http://www.cecs.uwaterloo.ca

Sources of Further Sources of Further InformationInformation

Journal of Co-operative Education

Wilson, James W., 1997, Creating and Initiating a Cooperative Education Program, Boston, USA: World Association for Cooperative Education

R. Coll and C. Eames, International Handbook for Cooperative Education, Boston, USA: World Association for Cooperative Education

THANK YOUTHANK YOU