Designed by a previous co-op student, this study explored how students perceived the relevance of a co-op role by reading a job description.
Despite the challenges and hardships individuals experienced as a result of the COVID-19 pandemic, these unfortunate circumstances presented a unique opportunity to study widespread organizational change in the context of co-operative education.
The Co-operative Education and Work-Integrated Learning (CEWIL) Resource Hub is a website developed for all stakeholders involved in work-integrated learning (WIL): students, practitioners, employers, and educators.
This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs.
The focus of the project is on an intervention recently introduced by Co-operative & Experiential Education, called (WE) Accelerate, which aims to upwardly “accelerate” first work-term students from unemployment to meaningful employment in future work terms.
COVID-19 has had a large impact on post-secondary work-integrated learning opportunities. It has affected both the setting in which students work (working from home) and the availability of work placement jobs and future work placement jobs.
This research examines what students thought about their remote work experience and how their employers could best support them.
In many parts of the world, including Canada, there are calls for an increase in the number of work-integrated learning (WIL) opportunities for post-secondary students.
Researchers conducted a study to test whether students can be “primed” to be more open to job postings that may seem unrelated to their interests or academic program.
This paper explores the role of microcredentials as a formal recognition of a skill or competency (e.g., a certificate).