• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.121-127
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• 2011

In this paper, we will provide the critical success factors(CSF) for successful northern american co-op programs which are very important and crucial for a unique Korean long-term Co-op(Co-Operative education) education model developed and will be implemented by Korea Tech by benchmarking US and Canadian universities' Co-op eduction model that has 100 years of history. We will discuss and analyze the education systems, strong and weak points of Co-op programs of University of Waterloo, Northeastern University and Drexel University by analyzing the information from various Co-op reports, Co-op manuals, 1:1 interviews with students, faculties and Co-op staff of those universities, etc.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.128-135
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• 2011

In this paper, we will introduce IPP (Industry Professional Practice) model which is a unique Korean long-term co-op (co-operative) education model developed and will be implemented by Korea Tech. IPP model is designed to make up for the weak points of the existing short-term job training system and to fit Korean educational environment by benchmarking North America co-op model that has 100 years of history, and it will be supported by the Korean government (Ministry of Employment and Labor) unlike other existing co-op systems in Korea. In order to be a successful IPP program, it is required of companies' active participation to this program with open mind, and university's investment on IPP infrastructure such as concrete academic system design and IPP center, etc.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.76-93
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• 2008

Co-operative (Co-op) education is a college program that integrates classroom studies with paid, productive and real-life work experience. A mandatory Co-op program for the degree is introduced with a sample curriculum from the Mechanical Engineering program at University of the Pacific. The mandatory Co-op program requires a minimum of 7 months of work experience with the option of pursuing a 12 month program. Students also have the opportunity of participating in an Engineering Industry Fellowship (EIF) program or an International Engineering Co-op program (IECP). University of the Pacific has engineering programs in Bio-Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Engineering Management, Engineering Physics, and Mechanical Engineering. All the programs are ABET-accredited except the Bio-Engineering program, which is relatively new. The Co-op employers evaluate the Co-op students at the end of the working period before returning to school, and the students also provide an evaluation of their Co-op experience. Co-op employer evaluations of student work are used in ABET assessment methods developed by the Mechanical Engineering program at University of the Pacific.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.375-383
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• 2010

The purpose of this study is to develop and apply the Blog-Based Co-op Co-op learning model to improve elementary student's Information Ethics Consciousness. For this goal, we have develope the Blog-Based Co-op Co-op learning model and verified its effectiveness. The developed model was applied to 5th and 6th elementary school students. Test was done for 6 sessions during 3 weeks. The developed model was applied to the treatment group and ordinary Co-op Co-op learning model was applied to the comparison group. We applied independent sampling t-test that can compare averages of two groups. As a result, the Bolg-Based Co-op Co-op learning model was significantly enhance student's Information Ethics Consciousness. We've analyzed student's Information Ethics divided into area, were significant in all areas.

• Korean Management Science Review
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• v.32 no.4
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• pp.155-173
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• 2015

Koreatech has adopted a long-term co-op program called IPP (Industry Professional Practice) to address problems in higher education of Korea since 2012, but it was anticipated to face many difficulties in implementing the program due to lack of relevant experiences in Korea. In this regard, a performance evaluation scheme was urgently required to judge the effectiveness of the Co-op program and improve the operational efficiency at the same time. This study aimed to develop comprehensive performance evaluation criteria for the co-op programs on the basis of Kirkpatrick's four-level performance evaluation model for training programs, and apply it to a real Co-op operation to test its feasibility. For this purpose, thorough review on the training program evaluation literature and in-depth analyses of overseas cases of co-op performance evaluation were conducted. Then, a set of Co-op performance evaluation criteria was developed and applied to the Koreatech's Co-op operation in 2013. Two Co-op student questionnaire surveys were administered before and after Co-op terms to measure students' reactions to the Co-op program (Level 1) and changes in participating students' attitudes and competencies (Level 2). In addition, employment rates of Co-op participating and non-participating students were compared (Level 4). The analysis findings showed that participating students were quite satisfied with their jobs and companies, and the Co-op program was effective to a certain degree at enhancing non-major competencies and attitudes to occupation of students. Together, the employment rate of Co-op participants, particularly in small- and medium-sized companies, grew significantly in comparison with that of non-participants. In the last part, several directions for improving the effectiveness of the Co-op programs were discussed.

• Journal of Information Technology Applications and Management
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• v.26 no.3
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• pp.61-80
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• 2019

The cooperation between universities and industries is already one of the most important factors driving the national economy in the knowledge-based society of the 21st century represented by the Fourth Industrial Revolution. The Korean government has also been carrying out legal and institutional re-adjustments to promote industrial-university cooperation in line with demands for such changes in the times. However, despite this industry-academic cooperation system, there is still a significant mismatch between industrial demand and the university's workforce development system. By the way, there is a Cooperative Education(CO-OP) in Canada and the United States. It's an innovative link between the university and the industry. The reason is that the CO-OP program not only allows students to gain experience with their majors in the industrial field, but also plays a positive role in improving their specialty expertise. In particular, field information, ideas, and job insights that students acquire through CO-OP also serve as motivation for starting a business beyond employment after graduation. Furthermore, CO-OP experience is an important opportunity for future researchers to come up with commercialized research results that are not separated from the field sites The purpose of this study is to overcome the gap between industrial demand and the college manpower training system, and develop a Korean-style coaching program model as a growth engine for creative talent-building policies, represented by 'creation of start-ups and new industry.' In addition, this study suggested measures that can be applied in real universities. In addition, the study also highlighted that the introduction of CO-OP programs with field practices in Korea could also boost start-ups. Based on the Korean CO-OP program model, the curricula applicable to domestic universities consisted of two types : general and research-oriented university types.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.49-59
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• 2023

On July 6, 2021, the Ministry of Education revised and announced the operating regulations of the undergraduate co-op with the aim of protecting students rights and student-centered operation based on mutual benefits for students and institutions. Therefore, the purpose of this study is to analyze universities' perceptions against the amendment of regulation of the Ministry of Education's into universities/college, regions. According to a survey of 75 KACE, we found that colleges are more difficult than universities in terms of administrative work, company participation, reduced opportunities for co-op, and managing participating companies. Next, most of the regional differences in difficulties were not significant, and only the decline in company participation rate was more difficult in Daegyoung/Gangwon/Chungcheong/Jeju than in the metropolitan area. Finally, policy directions such as the differential application of practical support expenses according to the size of the company, tax benefits for institutions, and clarification of the concept of job training were presented.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.98-103
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• 2012

Koreatech has recently adopted a long-term co-op program called IPP (Industry Professional Practice) to address problems in engineering education of Korea, but it is anticipated to face many difficulties in implementing the program due to lack of relevant experiences in Korea. In this regard, a performance evaluation scheme is required to improve the operational efficiency and judge the effectiveness of the IPP program at the same time. This study aims to develop a comprehensive performance evaluation model for the Koreatech co-op program on the basis of Kirkpatrick's four stage performance evaluation model for training programs. For this purpose, thorough review on the program evaluation literature and in-depth analyses of overseas cases of co-op performance evaluation were also conducted. The study is expected to help enhance the effectiveness of the IPP program and promote buy-in of a range of stakeholders for the first long-term co-op program in Korea.

• Therapeutic Science for Rehabilitation
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• v.11 no.4
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• pp.7-22
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• 2022

Objective : This study aims to provide clinical evidence by systematically reviewing domestic CO-OP intervention studies. Methods : 13 papers suitable for selection criteria were finally selected and conducted. The analysis was divided into general characteristics and qualitative levels. Results : As a result of analyzing the contents of study, research has been conducted continuously since 2015, and the level of evidence for CO-OP intervention study was mainly single subject design. The subjects of the study were applied to both children and adults, and as the target activity areas of CO-OP intervention, children were shown to be play and leisure, and adults were instrumental daily living. COPM/PQRS were frequently used for evaluation to examine effectiveness of interventions. For domain specific strategies, children used body position, attention to doing, task specification, and verbal motor mnemonic. For adults, body position, attention to doing, task specification, and feeling to movement, verbal motor mnemonic, verbal rote script were used. Conclusion : It was found that CO-OP intervention is continuously being applied in occupational therapy, and age and diagnosis group are expanding. It is significant in that it provided evidence for implementing CO-OP interventions in clinical practice through a systematic review of domestic CO-OP intervention studies.

• Journal of the Korean association of regional geographers
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• v.21 no.4
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• pp.639-648
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• 2015

There is a growing interest in Co-operative education as an important way of university-industry collaborations for improving employment competitiveness, recruiting talented human resource, and promoting university-industry collaborations. In this study, we recognize that the paradigm of professional practice have to be changed from internship to Co-operative education. This paper examines the characteristics of Co-operative education in a regional public university through a case study of Central Washington University(CWU), USA. The results of the study and policy implications are as follows. First, the professional practice program of CWU is centered upon Co-operative education and has a high local and regional connectivity in terms of location of institutions that students work for professional practices. Second, the professional practice program of CWU has a high connectivity between majors and jobs, and is characterized by an active participation of students majoring in humanities, social sciences, arts and education. Third, the qualifications of Co-operative education are strict, but programs of Co-operative education are flexibly operated according to the characteristics of departments and colleges. We emphasize that universities in Korea need to focus upon the employment connectivity, the major connectivity, the local and regional connectivity, Therefore, when attempting to introduce Co-operative education. In addition, the management and governance of Co-operative education should be flexible.