Proposes an ethical principle to guide evaluators of cooperative education programs: that all actions of the evaluator contribute to a competent, fair, and useful assessment. Applies this principle to each element of the evaluation process. (SK)

Discusses the research that has been conducted in cooperative education and the benefits that have been derived from that research. Includes needs for future research. (JOW)

Discusses a project that was to construct an empirical description of a model employer cooperative education program. (JOW)

Program evaluation criteria can be derived internally (from the program and institution) and externally (from the field and accrediting agencies). Criteria should be explicit, functional, and applicable to the full range of possible programs. (SK)

Reviews 60 research reports published in the journal since 1985 centering on four questions: Is the impact of cooperative education on academic progress positive? Does cooperative education contribute to career development? Do cooperative education graduates have a head start regarding responsibility and salary? and Are cooperative education…

Reviews changes in cooperative education in the last 3 decades and considers whether they have resulted in changes in ethical practice. Concludes that the fundamental ethical criterion of cooperative education--to engage students in educative experiences--has not changed. (SK)

Ways to reconceptualize cooperative education include focusing on its essence--linkage of work and academics; considering coordinators as educators; viewing it as an educational model, not a student service; valuing its principal educative function as engaging students in reflective practice; and seeing employers as partners. (SK)

The name of the work-integrated education program, its learning objectives, and other program characteristics were gathered from 18 colleges/universities and 2 community colleges. Three-quarters use internship, practicum, or co-op. Factor analysis grouped objectives as cognitive, communication, job seeking, personal development, career…

Cooperative programs are distinguished by their emphasis on being educational, on providing productive work, and on being an integral part of the curriculum. Implications for program definition and olanning are discussed. (Author/LBH)

The growth of and potential for cooperative education for graduate students is addressed. It is suggested that the majority of such programs in the future will have few participants, will not be closely tied to the curriculum designed, will be largely student-instigated, and will be flexible and informal. (Author/LBH)

Linkages should be created between and among educational institutions and businesses in America. Both will profit as a result of increased productivity. At least four major categories of need, experienced both in the workplace and in education, can be addressed effectively through joint effort. These are human resource needs; need to upgrade and…

Interviews were conducted with 456 Northeastern University liberal arts undergraduate students to ascertain their perceptions of personal change due to college experiences, career attitudes and expectations, social and humanistic attitudes, and student voluntary activities. Two-hundred and ninety-three of the students had either participated or…

Examines why joint ventures are formed and discusses a number of factors related to the success of such interaction. Focus is on four factors: goal compatibility, boundary-spanning structures and processes, locus of need satisfaction, and organizational incentives. (CT)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)