Stepping into industry reality : reviewing the roles of cooperative education and internships in fostering construction education

Abstract: The foremost aim of construction education is to equip students adequately to function effectively in the construction industry after graduation. Considering the present-day challenges and complexities of the industry, there is an increased need for graduates who do not only possess a sound academic background, but also the necessary work experience. Transition from classroom into full-time industry activities is never an easy ride for students, necessitating the need for work experience to ease the shock of transition. In light of leveraging students to handle the various demands of the present day construction industry competently, this article discusses the benefits of cooperative education and internships in fostering construction education for the future. An extant review of literature was conducted from journals, articles from databases such as Taylor and Francis Online, Springer, Emerald, ASCE, Scopus, and ASC conference proceedings, amongst others. One of the primary findings emanating from the study revealed that cooperative education provides necessary work experience which helps students experience an easy transition from the academic world to the complexity of the world of work. This work experience provides a capstone experience for students which reinforces and expounds on the theories learnt in classrooms and further improves their holistic development. With the dynamic and unpredictable nature of the present day construction industry, it is essential for students to have a résumé that includes actual industry exposure which gives them an added advantage. Hence, the findings of this paper provide a foundation to increase effective HEIs pedagogical work practices to better prepare graduates ahead of taking up positions in the construction industry

International Students as ‘Ideal Immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market

2013 Symposium on Scholarship of Teaching and Learning: Conference Program

The Nexen Scholars Program and the Institute for Scholarship of Teaching and Learning at Mount Royal Universit

Strengthening the intercultural communicative competence of international undergraduate engineering students for co-op work term placement

Co-op programs pose unique challenges for international students without a strong command of the English language and sufficient familiarity with the professional context. This research investigates the challenges faced by international students enrolled at Memorial University in the Bachelor of Engineering co-op program, and the efforts of the faculty (FEAS) in addressing these students’ needs. With a rise in popularity of co-op programs in Canada and a projected steady growth in foreign enrolment, it is crucial to understand better how this cohort’s ability to communicate in professional settings impacts their mandatory co-op employment. The following study was designed as a qualitative case study. It includes 18 semistructured interviews with FEAS international undergraduate students, key informants from FEAS and the university, and representatives from the engineering industry directly involved with work term placements. In discussing the findings, I draw on the conceptual framework of communicative competence (Hymes, 1972) and examine employers’ language expectations through the lenses of the Common European Framework of Reference for Languages (CEFR) and the Canadian Language Benchmarks (CLB), as internationally accredited scales of English language proficiency currently in use in Canada. I rely on these two frameworks to discuss implications for practice and formulate possible directions for future research. The study indicates that significant differences in the quality of communication (Spitzberg, 1989) among FEAS international students reflect in large disparities in recruitment rate and in long-term career prospects. Findings revealed that certain behaviours and levels of communication are required for successful hiring and placement. Given the high stakes of work terms, international students’ language ability (Bachman, 2010) and intercultural competence (Deardorff, 2011) need to be evaluated specifically against co-op program requirements. Furthermore, as current pedagogical practices are not always effective, alternative approaches are needed that promote greater transparency, consistency and continuity of learning and progress from enrolment to graduation. Program mandated co-op employment of international engineering students is still an under-researched area which, as this research shows, warrants greater interdisciplinary attention. This dissertation represents a first step in that direction

Vol. 25 no. 2 Semester 2 (2013)

https://researchonline.nd.edu.au/in_principio2010s/1009/thumbnail.jp

Teaching strategies for enhancing employability skills in learners

This twenty-minute presentation will outline an Ako Aotearoa Regional Hub funded collaborative research project undertaken by a dozen educational developers from seven Institutes of Technology and Polytechnics (ITPs). The project team sought to identify ‘where and how’ excellent teachers in their ITPs currently enhance their learners’ skills for employability, life-long learning and contributing to society. The Tertiary Education Commission (TEC) and other stakeholders seek evidence of the effectiveness of programmes of study in preparing graduates for industry. Inspired by Australian research on university preparation for employability, the project team wondered how it might assist teachers in New Zealand ITPs to design teaching and learning strategies for embedding skills that enhance employability

An Examination of the Application of Problem Based Learning: A Valuable Tool to Improve Student Learning or a Challenging Teaching Adjustment?

Pedagogic transitions towards constructivist, student-centred learning models have increased applications of active teaching methods such as problem-based learning (PBL), but little research has explored student perceptions of PBL applications within undergraduate geography curricula. This paper aims to determine whether PBL applications are beneficial to student learning and development; and to determine whether PBL applications such as a migration management case study are suitable for continued use within the undergraduate geography degree programme at the University of Hertfordshire. This study examines the utility of PBL by reviewing existing education and discipline specific literature and by studying geography student reflections of a PBL migration management activity. The findings suggest that undergraduate geography students are largely receptive to PBL applications and find the inclusion of PBL activities within lectures to be useful and engaging. Although challenges can be associated with implementing PBL into higher education curricula, these challenges can be alleviated by using recommendations for best practice and it appears that the advantages of PBL applications for student learning and development strongly outweigh initial adjustment challenges. The predominantly positive student feedback demonstrates that the PBL migration case study is a beneficial addition to the geography degree programme at the University of Hertfordshire and that further applications of PBL within the curricula could be extremely valuable for undergraduate geography students

Ready and Able: Addressing Labor Market Needs and Building Productive Careers for People with Disabilities through Collaborative Approaches

The report describes market-driven practices that increase hiring, retention, promotion and accommodation of people with disabilities through partnerships with employers.Approaches profiled in the research include: collaborations between major national employers and public sector agencies; models that focus on an industry or occupational sector; private and "alternative" staffing services that place people with disabilities; partnerships that expand opportunities for college students and graduates with disabilities; and local and regional hubs that connect people with disabilities and employers. The research also profiles two organizations where lead disability and employment partnerships act as catalysts