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A trinational comparative cooperative education study, developing best practice for cooperative and work-integrated education, in Germany, Australia and South Korea
Conference paper   Peer reviewed

A trinational comparative cooperative education study, developing best practice for cooperative and work-integrated education, in Germany, Australia and South Korea

Karin Reinhard, Monte Wynder and Woo-Seung Kim
Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, pp.179-185
International Research Symposium on Cooperative and Work-Integrated Education, 3rd (Stuttgart, Germany, 23-Jun-2018–27-Jun-2018)
University of Waikato
2018
url
https://www.waceinc.org/DHBW2018/WACE_IRS_2018_Refereed_Conference_Proceedings.pdf#page=189View
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Abstract

Curriculum and Pedagogy Business and Management
Australian, German and South Korean universities face a common challenge - preparing graduates for employment. Ultimately, the objective is to produce graduates with the necessary work-based skills to become productive members of the workforce. It is apparent that the feasibility and success of advancing cooperative and work-integrated education relies on the motivation and expertise of academics and industry practitioners, in addition to the presence of an appropriate supporting infrastructure and corresponding levels of investment. The research outlined in this paper considers the relative benefits of alternative cooperative and work-integrated education practices on a trinational level. The research team conducted an independent review of the opportunities for cooperative education in the three countries, mapped the benefits of the respective models and identified best practice. The team was able to document challenges and formulated solutions, by drawing on the experience of academics and industry. Focusing on the wide range of cooperative and work-integrated education practices in this study provided the opportunity for a robust test of existing theory, regarding the acquisition of graduate attributes through workplace experience. The intention of the research is to create a broader understanding of best practice for cooperative and work-integrated education and provide guidance for academics and practitioners in developing programs for work-integrated learning. The resulting outputs will shape future policy, at the university and company level, and in doing so support the efforts of academics and industry practitioners. This will ultimately lead to an increase the efficiency and effectiveness of investments in cooperative and work-integrated education.

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