Undergraduate Engineering Applicants' Perceptions of Cooperative Education: A Text Mining Approach

Autor/inn/en	Chopra, Shivangi; Golab, Lukasz
Titel	Undergraduate Engineering Applicants' Perceptions of Cooperative Education: A Text Mining Approach
Quelle	In: International Journal of Work-Integrated Learning, 23 (2022) 1, S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Engineering Education; Student Attitudes; Cooperative Learning; Data Analysis; College Applicants; Gender Differences + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Schülerverhalten; Kooperatives Lernen; Auswertung; College applications; Studienbewerber; Geschlechterkonflikt
Abstract	Benefits of cooperative (co-op) education have been investigated, mainly by surveying students already enrolled in co-op programs. In contrast, this paper investigates prospective students' perceptions of co-op. This was done by analyzing over 33,000 applications to undergraduate engineering programs in a large North American university. Text mining was applied to analyze applicants' responses to the question "Tell us about your reasons for applying". Overall, 58% of students mentioned co-op in their response; this percentage was higher for female applicants, applicants to chemical engineering, domestic students and students applying directly from high school. Based on words frequently occurring in sentences that mentioned co-op, applicants were attracted to co-op programs to learn new skills, gain practical work experience leading to a desirable career, and leverage the reputation and size of the institution's co-op program, with the first two reasons mentioned more often by female applicants and the last by male applicants. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01