Describes the employers participating in a large university co-op program. Provides information about the interaction of certain employer characteristics with aspects of their co-op participation, based upon a survey of all employers of co-op students at the University of Waterloo. (JOW)

A model is presented which can help the cooperative program coordinator monitor the direction and degree of trends in cooperative wage strength as well as the degree of compression or expansion of cooperative wages from year to year. A sample program and implications of the model are included. (CT)

Describes the history and current status of sandwich courses offered by all polytechnics and many colleges and universities in the United Kingdom--in which periods of full-time, academically related employment alternate with periods of formal coursework. Topics include responsibilities for placement, pay, assessment, and international placements.…

A survey of 111 cooperative education students in New Zealand found only 45% satisfied with their supervisors; 90% felt the placement helped with career choice; 70% wanted more help with report writing. Better methods of supervision and student assessment were devised. (SK)

A study of 353 college students compared effects of structured and nonstructured forms of work on career and school goals, attitudes toward work, and work-related values. Results indicate that working during college seems to relate to attitudes toward work, education, and student life. (CH)

A survey of college students (119 not employed; 228 co-op; 375 non-co-op in similar occupations as co-ops; 48 employed in non-co-op) found that, despite similar demographics and ambitions, cooperative education students perceive their jobs differently, felt their jobs were related to future careers, were interesting, and reinforced their…

Responses from 141 of 218 cooperative education programs in Canadian universities indicated that only a small number of student placements were in unpaid or entrepreneurial positions; mandatory programs were more likely to allow unpaid and entrepreneurial co-ops; and most programs had policies and controls regarding entrepreneurship. (SK)

A limited number of universities and students participate in cooperative education in Spain because of lack of tradition, incentive, and resources. A need exists for a placement system providing greater work experience opportunities, the development of which may be spurred by the success of the Universidad Autonoma in Madrid and by the integration…

Discusses possible solutions to the problems of declining enrollments and reduced federal aid. Solutions include tapping new markets, i.e., older students, and living with reduced staff and budgets while striving for increased productivity. Another solution is to combine placement functions and cooperative education to enhance students' potential…

Presents a model proposal for developing cooperative work experience for students that is directed toward large corporations and state and local administrators. (LRA)

Springfield (Massachusetts) Technical Community College targets nontraditional students for cooperative education with strategies for ensuring successful placements (preco-op seminar, information interviews, job shadowing), linkages with the Division of General Studies, and a special freshman orientation program. (SK)