June 26, 2011
June 26, 2011
June 29, 2011
Cooperative & Experiential Education
22.365.1 - 22.365.8
Relative Employment Outcomes of Computing and Business Cooperative Education StudentsAbstractCooperative education (coop ed) programs were initiated to provide engineering students with a moreholistic educational experience inclusive of theory and work-place practice, They are now open tostudents in all disciplines and majors in some universities. We have hardly seen any comparative study ofthe benefits of coop ed programs to technical and non-technical students. Therefore this paper iscontributing to this endeavor by studying computing and business cooperative education internship (coop)data of an urban university to uncover the full-time employment outcomes of coop ed students as well asto compare and contrast these disciplinary outcomes. In this context, the paper will examine thefollowing:1. The averages and standard deviations of starting salaries upon full-time employment based on the number of coops within the majors of each discipline and for the overall disciplines;2. The percentages of coop ed students within majors and disciplines who obtained full-time employment with their coop firms.The coop data used is comprised of 68 computing students and 189 business students covering the period2002 through 2005. Among the students are undergraduates and graduates from such majors as computerscience, information systems, finance, accounting, and marketing. Relatively higher starting salaries forcoop students upon full-time employment have been viewed as one of the key benefits of participating incoop ed programs (Gardner and Motschenbacher, 1993; Wessels and Pumphrey, 1996). The actuallength of time the salary advantage lasts may be arguable. However, what seems to be lessarguable are that women and those without related work experience prior to full-timeemployment tend to benefit more from coop ed experiences. It is also known that many employersengage in coop ed programs for financial, recruitment, and retention rate purposes ( Gardner andMotschenbacher, 1993; Braunstein and Loken, 2004). Employers use coop ed programs to prescreen forpotential enthusiastic new employees at reduced cost to the company. Those with coop experience oftenobtained higher than minimum starting salaries in their full-time employment and, consequently, tend tobe more loyal employees when compared to peers with lower starting salaries (Gardner andMotschenbacher, 1993). Thus, we expect to find higher average starting salaries and greater standarddeviations among coop computing students as well as no significant statistical difference in the mediansalaries of coop ed students who gained employment with their coop firms.References1. Braunstein, L. and Loken, M. (2004). Benefits of Cooperative Education for Employers. International Handbook for Cooperative Education: An International Perspective of Theory, Research, and Practice of Work-Integrated Learning, pp. 237-245.2. Gardner, P. and Motschenbacher, G. (1993). More Alike than Different: Early Work Experiences of Coop and Non-Coop Engineers. Michigan Council for Cooperative Education, http://www.eric.ed.gov.ERICWebportal, Retrieved October 4, 2010.3. Wessels, W. and Pumphrey, G. 1996. Impact of Cooperative Education on Wages. Journal of Cooperative Education, Vol. 32, Fall, pp.
Joseph, A., & Payne, M. (2011, June), Computing Students Relative Use of Cooperative Education Services within an Urban University Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17646
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