Work experience, the scientist-practitioner model, and cooperative education.

2018 ◽  
Vol 59 (2) ◽  
pp. 144-150 ◽  
Author(s):  
Patricia M. Rowe
Keyword(s):  
Work Experience ◽  
Cooperative Education ◽  
Scientist Practitioner Model

scholarly journals Learning on the Job: Understanding the Cooperative Education Work Experience

1993 ◽  
Vol 1 ◽  
pp. 8
Author(s):  
Alison I. Griffith
Keyword(s):  
Work Experience ◽  
Cooperative Education ◽  
Student Experiences ◽  
Common Theme ◽  
Work Processes ◽  
Work Process ◽  
Employment Decisions ◽  
Student Work ◽  
Work Placement ◽  
Learning Programs

Cooperative learning programs in Ontario provide on the job learning experiences for students. This paper analyzes three cases of student work placements described in extensive interviews with students, teachers and co-workers. Some students had enjoyed their work experience while others had not. When the student experiences were situated in the socially organized work processes of the work sites, the diverse experiences were found to have a common theme. When students are able to participate in and make sense of the work process, their work placement experience was seen to be useful for making future employment decisions. Where students were marginal to the work process, their lack of knowledge often translates into an unpleasant work experience and decisions about employment based on an experience of failure. This article suggests that our understanding of student learning on the job would be strengthened by a focus on the socially organized work process.

scholarly journals The interrelationship between the work experience of distance education students, job satisfaction, andacademic achievement

1995 ◽  
Vol 21 (1) ◽  
Author(s):  
J. C. Welman ◽  
P. A. Basson
Keyword(s):  
Job Satisfaction ◽  
Distance Education ◽  
Work Experience ◽  
Cooperative Education ◽  
Practical Experience ◽  
Male Students ◽  
Education Students ◽  
Organizational Behaviour ◽  
English Speaking ◽  
Relevant Work

In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa. Opsomming  Volgens die kooperatiewe onderwysstrategie van technikons word daar van studente verwag om vakrelevante werk in die bedryf/handel te doen om praktykervaring op te doen. Die graad van vakrelevante werk wat 166 afstandsonderrigstudente doen en die verband daarvan met hul akademiese prestasie is ondersoek. Daar is gevind dat in teenstelling met ouer, manlike, Afrikaans- en Engelssprekende studente/ dit veral swarttaalsprekende studente is wat nie vakrelevante werkservaring opdoen nie, 'n lae graad van werkstevredenheid beleef/ en nie hoe punte in die derdejaarvak (Organisasiegedrag) verdien nie. Daar word voorgestel dat die Staat die kwessies van werkverskaffing, onderwys en opieiding integreer ten einde kooperatiewe onderwys in Suid-Afrika te laat slaag.

Cooperative engineering education at LIT

1988 ◽  
Vol 2 (1) ◽  
pp. 50-51
Author(s):  
Robert W. Ellis ◽  
George Schneider
Keyword(s):  
Academic Performance ◽  
Engineering Education ◽  
Education Program ◽  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Cooperative Education ◽  
Academic Credit

Lawrence Institute of Technology's (LIT's) Cooperative Education Program in Engineering places construction, electrical, and mechanical engineering students with an above average academic performance into work situations that emphasize the application of engineering fundamentals. Engineering students receive academic credit towards their degree for work periods after they submit written reports and have been evaluated by their employer. Employers agree to provide engineering-related work experience acceptable to the School of Engineering, to evaluate students according to standards set by the school, and to provide a mentor for each student.

Special invited event sponsored by the SIOP Program Committee: Checking in with the scientist-practitioner model: How are we doing?

2007 ◽  
Author(s):  
Daniel J. Beal ◽  
Deborah E. Rupp ◽  
Rosemary Hays-Thomas ◽  
Leaetta M. Hough ◽  
Daniel R. Ilgen ◽  
...  
Keyword(s):  
Program Committee ◽  
Scientist Practitioner Model

Examining Different Types of Work Experience on Expatriate Longitudinal Performance

2005 ◽  
Author(s):  
Mo Wang ◽  
Milton Hakel ◽  
L. Jean Whinghter ◽  
Fangyi Liao ◽  
Jing Liang
Keyword(s):  
Work Experience ◽  
Different Types
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