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.
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.
Two previous co-op students designed a study to explore the emotional well-being of engineering co-op students during their first recruitment term to develop a better understanding of what aspects of the co-op process are particularly stressful for students.
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.
The Waterloo Region Future of Work & Learning Coalition was established in 2019 with the goal of promoting community and cross-sectoral collaboration to solve common challenges and work towards future proofing our community.
Decolonization and Indigenization are increasingly important topics in post-secondary education. This paper evaluates an international Indigenous work-integrated learning (WIL) exchange between University of Victoria in British Columbia, Canada and three Australian Universities.