Maureen T.B. Drysdale, Margaret McBeath (2012). Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 13(3), 169-180.
The aim of this project was to determine whether there were significant psychological outcome differences between students who pursue cooperative education and students who pursue a traditional non-cooperative education program. More specifically, the goal was to examine the relationship between co-op, self-concept, and tacit knowledge-practical knowledge acquired through informal means. Participants, undergraduate cooperative (n = 2236) and non-cooperative education (n = 1390) students in all years of study and from all academic disciplines, completed an online survey measuring three domains of self-concept and five areas of tacit knowledge. Results indicated that while university co-op students demonstrated higher levels of math and academic self-concept, their scores on measures of tacit knowledge were comparable, and in some instances, slightly lower than their non-co-op peers. Implications and recommendations for future research are discussed.