Blog

Students from equity-deserving groups (EDGs) may face barriers in work-integrated learning (WIL). This study aimed to identify these barriers experienced by WIL students on a co-op journey from various EDGs. Analyses revealed that students from EDGs faced both structural and non-structural barriers on their co-op journey. The results of this study highlight the need for solutions and action to address these barriers by all WIL stakeholders.

Between 2020 and 2022, the University of Waterloo rapidly hired and trained over 1000 undergraduate co-operative education (co-op) students as part of the Online Learning Assistant (OLA) Program, to support faculty (i.e., course instructors) in the transition to online teaching. Our research findings suggest that these co-op hires were incredibly beneficial to many faculty, with their efforts ultimately leading to improvements in teaching and 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.  

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.

A growing number of students from international pathways (SFIP) are coming to study at Canadian post-secondary institutions. These students often participate in work-integrated learning programs. In this study, the researchers explored perceptions held by employers regarding the hiring of these students.