Employer experience outcomes

This study explores how students’ gender and work experience are associated with the amount of time they spend working together on tasks with supervisors during their co-operative education (co-op) experiences. We also examine how the time spent working together on tasks with supervisors affects students’ self-reported learning.

To examine how co-op programs can create value for students and employers, this study examined whether work-integrated learning (WIL) job seekers are more attracted to jobs that signal a student-oriented opportunity than to those that do not.

One of the most important aspects in successful student recruitment is an understanding of what students value in the workplace.

Definitions of talent are changing to address work-related challenges (e.g. aging workforce, increased globalization), as are the practices used to manage talent (e.g., recruit, develop and retain it).

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.

This research examined the relationship between students’ lifelong learning mindsets and work adjustment when beginning a co-op work term. Data was collected from students at the beginning and end of their work term.

This research study looks at what attracts students to jobs based on the job posting, beyond things like the amount of pay and company name recognition.

This research examines what students thought about their remote work experience and how their employers could best support them.

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).