Understanding the Experience of International Students in Cooperative Education

Abstract

Canadian post-secondary institutions are experiencing significant growth in their international student populations. At the same time, there is a rising demand for work-integrated learning and specifically co-operative education (co-op) programs. The convergence of these topics has created a dramatic spike in the number of international students participating in co-op. The purpose of this research was to learn from the experiences of international students in co-op to provide evidence and recommendations that might help inform higher education and co-op departments in Canada in their approach to supporting and enabling the success of international students. A mixed-method approach was utilized to collect quantitative and qualitative data from international students who had completed co-op at the college level in Ontario. A survey instrument was developed, and semi-structured interviews conducted from a subset of the survey respondents. The results were reported independently on both data sets and then amalgamated into a critical discussion of the findings and relevant literature. The data and findings are presented and organized into themes of preparedness for co-op, experiences during co-op, and the contribution of co-op departments. The recommendations provided call for more research on this topic as well as leveraging experiential learning and alumni and employers in co-op preparatory curriculum. International students are not a homogeneous group and, as such, require tailored supports and interventions, which include individualized services and education such as workshops, one-on-one advising, and the development of tools that enable students to self-identify their readiness and requirements prior to co-op. Lastly, it is recommended that co-op departments are appropriately resourced to meet the needs of international students and enable them to be successful in co-op.