From Interest to Decision: A Comparative Exploration of Student Attitudes and Pathways to Co-op Programs in the United States and the United Kingdom

Cooperative education programs (co-op) play a vital role in developing engineering and computing students' applied technological skills and professional self-confidence. Nevertheless, not all students choose to participate in co-ops. Through empirical data collection undertaken at two universities, this article explores students' perceptions about co-op programs and why some students do not participate in optional co-op programs. The 408 participants were in one of three groups: (a) co-op participants, (b) interested applicants and non-applicants, or (c) those not interested and/or did not apply. Using Rational Choice Theory as an interpretive framework, quantitative and qualitative analyses of surveys and interviews were used to compare and contrast experiences, approaches, motivations and attitudes across student groups in the United States and the United Kingdom. Results show that US and UK students who identified as not being interested in co-op shared similar perceptions, including the perceived cost of additional time to graduation. Students also expressed concern that taking time away from campus to complete a co-op would affect social interactions with their peers. The results of this work can be used to inform co-op program processes and policies, highlighting ways in which programs can increase participation. The study also shows how key stakeholders can learn cross-cultural 'best practices' to make co-op education accessible and effective.