The Fourth Industrial Revolution is here and is forcing organizations and workplaces to think critically about the future of work, and how they will adapt to the associated changes. In this project, our team conducted a rapid review of 32 reports on the future of work published by Canadian and international organizations.
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.