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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.

This research study explored the kinds of friendships co-op students make on work terms and how they are impacted by remote work. We also examined the impacts of these friendships on outcomes that are important to both students and employers.  

One of the most important aspects in successful student recruitment is an understanding of what students value in the workplace. In order to determine whether employers’ perceptions of value aligned with those of current students, both parties were asked to review value statements. 

The International Research Symposium (IRS) is an international conference organized by the World Association for Cooperative Education (WACE), where leaders in industry, government and academia, as well as experts in work-integrated education gather from around the world to present research and case studies, exchange information and know-how, and build human networks.

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. 

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.

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.

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.

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.

Relevant work experiences are central to the success of work-integrated learning (WIL) programs. This study explores students' previous experiences to identify the "building blocks" of relevant WIL work experiences.