Pemela Eakins, RMIT University
Melbourne, Australia
Within the Marketing undergraduate degree at RMIT University, Melbourne, Australia, students undertake a one-year cooperative education placement. This study describes research which indicates that the "context" of the work place itself is critical if students are to undertake a satisfying placement experience. Industry, in collaboration with educational institutions, should structure a curriculum that will best support student learning. Emphasis on joint collaboration at all stages of the placement process to mutually set learning objectives and frameworks to support learning is required if students are to experience satisfying placements.
Higher Education in Australia continues to be challenged to produce graduates who can contribute productively to increasingly complex, dynamic and competitive workplaces operating in a global marketplace. Universities such as RMIT University in Melbourne are responding to this challenge by including a one-year compulsory cooperative education program in their business undergraduate degrees. In line with graduate recruitment approaches, cooperative education employers identify generic skills such as well-developed communication skills, the ability to work in teams and a broad array of computing skills as the required skills for cooperative education students in their placement experiences.
The wide and diverse range of employers and placement experiences, however, often constrains the formal construction of a cooperative education curriculum to support the acquisition of the knowledge and skills identified by employers as critical for employable graduates. The diversity of workplace experiences is further complicated by the diversity of students who undertake cooperative education placements. An understanding of the broad indicators of a "satisfactory" placement is thus critical to the design and deli very of the cooperative education program if students are to be exposed to placement experiences which will best support their learning on the placement.
Given that cooperative education provides opportunities for students to learn in the context of the business environment in which their knowledge and skills will be used, the research undertaken here aimed to identify key factors about the placement context and experience itself which support student learning. It aimed to identify factors that could be said to be critical for positive general learning outcomes, and for specific skill acquisition for the students on placement. The research suggests that the context provided in the workplace for student learning by observation, application and reflection, has great potential for supporting knowledge and skill acquisition in ways that certainly complement the generally more structured university approach.
It is necessary that we first consider the economic, political and technological context and its influence on educational policy setting and course design. Berryman and Bailey (1992) have examined changes in economic activity, and the implications of such for the nature of work and the knowledge requirements of the workforce over the last twenty years in the U.S.A. They identify the profound changes that have been occurring as being a result of intensified international competition, a proliferation of products, accelerating product cycles, a faster pace of change in production technologies and a generally heightened level of uncertainty. As a consequence of these developments. they conclude that workers will need more formal education, and a broader understanding of the context in which they work. Berryman and Bailey also suggest that workplaces that are becoming increasingly more flexible with work roles that are less well-defined will require workers who are educated, and who demonstrate higher level skills that allow them to be able to cope with change and uncertainty.
Gardiner and Singh (1991) stated that changes in Australian Federal Government higher education policy. together with social, economic and technological conditions have contributed to the growth of cooperative education programs in Australian universities. These programs have enabled education to consult with industry in the design and delivery of curriculum, to assist student's entry into the workplace and to cater to the more diverse student clientele entering higher education institutions.
Given the great diversity of cooperative education programs that have developed over the last 100 years, uncertainty still exists in the literature as to whether there is one appropriate educational framework upon which to develop a cooperative education curriculum. As noted by van Gyn (1994), "the cooperative education model has in common with many other curriculum models the fact that its design evolved out of a practical need. rather than any explicit theoretical orientation" (p. 17). Van Gyn (1994) argues that since the educational experience of the cooperative education student involves both academic and work components, the theoretical perspective adopted for the cooperative education curriculum should address both these aspects. and must ensure that the two experiences are linked theoretically and practically. An orientation should be adopted for the development of a curriculum approach that could encompass several curriculum theories.
Gardner (1991) suggests that the apprenticeship curriculum model provides structure, rigor and discipline to support work-based learning approaches. He points out that "most crucial to our purpose is that the learning in apprenticeship is heavily contextualized - the reasons for the various procedures being taught are generally evident, because the master is in the process of producing goods or services for which there exists an explicit demand and an evident use" (p.122).
Berryman and Bailey (1992) also acknowledge the importance of context for learning. They state that "context turns out to be critical for understanding and thus for learning … the importance of context lies in the meaning that it gives to learning" (p. 65). They also identify the traditional apprenticeship, including on the job training, as a way of promoting effective learning (1992), and refer to the studies of Lave (Lave, et al, 1988) in which she describes the work to be done as the driving force for learning in apprenticeships.
Even though traditional apprenticeships such as those researched by Lave and others are not entirely relevant in modern workplaces, the notions of a community of experts and novices, the teacher as master, the ordering of skills and the engagement in real work by the master and the student can be identified in cooperative education programs.
For cooperative education programs to continue to meet the needs of the stakeholders - students, educational institutions and employers, all parties must be convinced that the workplace experiences are satisfying and appropriate. Identifying and monitoring the levels of satisfaction and appropriateness of placement experiences however can provide many challenges, given the number of students on placement, and the often changing nature of the employers and the academic staff involved in cooperative education programs.
Given that students in cooperative education programs engage in workplace learning, in which the workplace provides the context for learning, this research aimed to identify:
The subjects of this research were undergraduate students enrolled in the Bachelor of Business (Marketing) program at RMIT University. These students were undertaking their cooperative education placement in 1997 in a wide variety of businesses in and around Melbourne. Many of the organizations have been supporting the RMIT cooperative education program for several years, so that the supervisors within the host organizations have a good understanding of the nature of the undergraduate degree, and the cooperative education program.
In 1997, there were around 75 students undertaking their one-year cooperative education placement. The placement occurs in the third year of the four-year degree program. Students attend preparation for cooperative education placement classes in the second year of their degree, prior to the placement. Each student has both a work place and an academic supervisor appointed to guide the learning while they are on the placement.
Contact is maintained with the university during the placement year by way of visits to the workplace, together with a series of workshops held at the university. The students, as part of the cooperative education curriculum, are required to attend these workshops. These occur:
In December of 1997, during the final workshop as described above, a questionnaire was administered by the Manager of the Cooperative Education Program to one group of students who were near the end of their one year cooperative education placement within the Bachelor of Business (Marketing) program. The Manager of the program is also the researcher in this study. The researcher adopted an action research approach. As described by Dick (1992), action research is a methodology which has two aims: The first is an action aim (to bring about change in some community or organization or program or intervention), and the second is a research aim (to increase knowledge and understanding on the part of the researcher or the client or both, or some wider community).
For this particular study, the researcher primarily aimed to increase her knowledge and understanding of what characteristics needed to exist for a "satisfactory cooperative education placement" experience for the students in this study. A secondary aim was to be able to use the findings of the research to develop guidelines for identifying conditions within the work place context itself that would best support learning in cooperative education programs, such as the one studied.
The students attended the workshops in class groups. One group of 25 students was chosen as the sample group, thus convenience sampling was used. The sample was comprised of 33 percent of the students on placement at that time. The respondents were able to choose whether or not they wished to respond to the questionnaire. All of the students in the sample in fact responded to the questionnaire. The questionnaire asked the respondents to rate their overall placement experience on a Likert type scale of not at all satisfactory, to most satisfactory. In an open ended question, the respondents were also asked to identify up to five factors that they considered as most contributing to their rating of "satisfaction" and then to provide examples of their experiences that specifically described the factors around satisfaction that they had identified. The researcher chose not to indicate to the respondents what she understood the term "satisfactory" to mean; rather the aim of this research was to gain the views of the respondents as to what constituted a satisfactory experience from their own particular understanding and perspectives.
Table 1 summarizes the ratings that students gave to their cooperative education placement. The data indicate that the majority of the students described their cooperative education placement experience as most satisfactory, thus the placements in the main were appropriate for these students, in that 88 percent of the students indicated that their placement had been satisfactory, or better.
Table 2 lists the factors and the frequency of the factors identified as contributing t o their rating of satisfaction. The responses indicate that there is a wide range of factors that these s tudents perceived as contributing to a satisfactory placement experience. The work place environment, or what we might describe as the context of the work placement was clearly the most frequently cited factor. Students identified their relationships with managers and colleagues as key contributors to satisfactory work environments. The respondents described satisfaction coming from "earning the respect of
Table 1
Satisfactino Ratings given to the total placement
| (0 = Not at all satisfactory, 3 = Most Satisfactory) | ||
| Rating | Description | % response |
|---|---|---|
| 0 | Not at all satisfactory | 4% |
| 1 | Fair | 8% |
| 2 | Satisfactory | 24% |
| 2.5 | Quite satisfactory | 8% |
| 3 | Most satisfactory | 56% |
| Total | 100% | |
my colleagues, working in a team environment where I am treated as an equal, having my ideas heard, being made to feel welcome, real camaraderie, having fun and being with friendly and approachable staff." One student described the work place environment as allowing her to meet many people who "provide different views of how to approach and solve problems." Another stated, "the most important thing that I will take from my cooperative education placement is the importance of work place relationships, knowing how to work with and motivate others."
Learning new skills and knowledge was also frequently cited as a factor contributing to satisfaction with the work placement. These students wanted to increase their understanding of marketing, and develop their skill levels through the cooperative education experience. The respondents often described their satisfaction in terms of their own personal growth. New skills identified were business skills generally, computing skills, problem solving and communication skills, as well as more general understandings about getting to know how the organization worked. Another factor mentioned was the ability to apply concepts learned at university as evidenced by many of the descriptions that students provided, for example, "I was involved with a test evaluation of a new product. I now have a better understanding of all the stages involved in new product development and bringing a product to market."
The nature of the task set and the level of responsibility given to the students were also frequently identified as contributing to feelings of satisfaction with the placement. In line with responsibility was the satisfaction students expressed about having their contributions acknowledged, and being seen as part of a legitimate work role, with observable outcomes. Acknowledgment of their progress was by way of feedback on the job, and the ultimate acknowledgement was described as "being asked to stay on as a full time graduate." Comments such as "I was able to decide what project/task I needed to work on, and I was left to prioritize, with the onus being given to me for completing the work," describe the student's view of the responsibility required of them in a satisfactory placement.
A strong message from the responses was with regard to the nature of the tasks set - students were most satisfied when the work was challenging and project based. "Being challenged, but not overwhelmed," was one student's description. Many examples of challenges that students had felt satisfaction with were outlined, including "project managing customer trials of a new product with over 20,000 customers involved", "I had to build a new web site", "co-produced and launched an entire car care program from pricing to supply to marketing and dealer support."
This work suggests that the learning environment is critical to a satisfactory cooperative education placement experience. Satisfactory cooperative education placements should enable students to approach mentors and colleagues and seek their guidance, support and feedback. The work should be seen as legitimate and real, and provide opportunities for the student to "learn and grow." The cooperative education placement should be structured so that it provides tasks which students see as challenging, for which the student can take responsibility and which they see as contributing to the organization.
One implication of these findings for curriculum development is that the traditional apprenticeship
Table 2
Factors considered in reaching the satisfaction rating
| Factor | Frequency of identification |
|---|---|
| The work environment, including support of colleagues, team environment | 16 |
| Learning new skills and knowledge | 10 |
| Applying concepts learned at university | 9 |
| Taking responsibility for work/projects | 8 |
| Challenging work/projects | 7 |
| Enjoyment, fulfillment | 6 |
| Autonomy in work role | 5 |
| Learning particular business practices of the organization | 5 |
| Legitimacy/real work roles and projects | 4 |
| Variety of tasks and opportunities | 4 |
| Opportunity to learn, grow | 3 |
| Career, employment opportunities | 3 |
| Feedback, acknowledgement of contribution | 3 |
| Earning respect of colleagues | 2 |
| Development of expertise in an area | 1 |
| Total Responses | 86 |
Note
Some respondents did not identify five factors as requested
concept, where learning takes place in the context in which it will be used and where a community of experts exists, is a relevant concept for cooperative education practitioners to further explore. However, the nature of the learning t asks does need further consideration. The "teacher a s master, and the ordering of skills" may not support the type of learning that this research indicated was most appropriate for students in their workplaces. Autonomy, responsibility and challenge were strong messages from the research. A curriculum model that is based on an inquiry approach, and which enables the setting and solving of challenging project-based tasks should guide all the stakeholders in the cooperative education program when "satisfactory" placements are developed. The placement experience should also be dynamic and relevant to the real tasks and challenges that confront the student in the workplace at the time. Satisfactory placements should allow independent learning which is able to be supported by dialogue between the learner and their colleagues within the context in which the learning will be used.
Given the dynamic nature of workplaces and the diverse range of students and practitioners involved with cooperative education, it appears from this research that a negotiated curriculum for each student and their workplace is most desirable. This curriculum should have as its central methodology a series of learning contracts to be developed by the student and their supervisor over the placement, and which identify projects that support the posing and solution of work place problems. Review and reflection about the approach to, and the outcomes of these projects should occur regularly.
In line with key graduate attributes required in the work place, the negotiated curriculum should identify a set of skills, competencies and knowledge to be attained throughout the placement. Assessment should require demonstration of these skills in the workplace, and through the projects completed. The assessment should also allow negotiation between the student and their supervisors at each workplace to reflect the context and the needs of that particular workplace. The following quote from one of the respondents around the value of the ''Work Based Project", (the major form of assessment which is required in the Bachelor of Business (Marketing) Cooperative Education Program), indicates clearly the critical nature of the work place context itself for student learning:
"Working on this project has given me a chance to solve an identified problem, in an attempt to improve my immediate area, and make a difference. The contact meetings have enhanced my communication skills, and most certainly my time management skills. The project has given me the opportunity to pursue my interests, and to further develop my skills by applying them to practical, real-life situations. The comments and the suggestions given as feedback were taken into consideration, and have reaffirmed my belief in market research. To be able to work towards the goals of this project has been greatly satisfying."
The partnership and communication between the educational institution, students, and employers must be strongly established, so that the context of the work place and the opportunities that it provides for student learning are clearly understood by all the parties in cooperative education. One specific action that the researcher undertook as a result of this study was to circulate a letter to all work place supervisors, informing them of the outcomes of the research. In this way, workplaces were able to review their own particular workplace context, and the "satisfaction" characteristics of the cooperative education position that they were managing in the light of the feedback from the research.
On-going communication is required for the negotiation of the cooperative education curriculum for each student. Such communication should identify the skill acquisition, problem identification and investigation appropriate to that particular workplace context. Such an approach is consistent with the principles of a learning organization, as it encompasses the notions of personal mastery, mental models, shared vision, and team learning. If this approach forms the basis of the curriculum of cooperative education, the partnership between employers and industry will be focused on the education of graduates who will best be prepared for the rapidly changing workplaces of the future. In conclusion, the author acknowledges that such an approach requires significant resources, time and commitment from all the parties - but such is the nature of learning organizations.