Earnings and Employment Outcomes for Male and Female Postsecondary Graduates of Coop and Non-Coop Programmes

Autor/inn/en	Walters, David; Zarifa, David
Titel	Earnings and Employment Outcomes for Male and Female Postsecondary Graduates of Coop and Non-Coop Programmes
Quelle	In: Journal of Vocational Education and Training, 60 (2008) 4, S. 377-399Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Forschungsbericht; Foreign Countries; Cooperative Education; Education Work Relationship; College Graduates; Employment Level; Gender Differences; Income; Outcomes of Education; Comparative Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Kooperativer Unterricht; Hochschulabsolvent; Hochschulabsolventin; Beschäftigungsgrad; Geschlechterkonflikt; Einkommen; Lernleistung; Schulerfolg; Kanada
Abstract	New postsecondary graduates seeking entry into the Canadian workforce may experience more favourable labour market outcomes if they augment their education with job-related training. Employers, looking for new ways of differentiating among equally credentialed prospects, may prefer job candidates with practical training. These new realities have led to a steady increase in the availability and popularity of cooperative education programmes in Canadian colleges and universities. Few existing studies, however, have sought to examine whether or not earnings premiums or employment advantages exist for coop graduates. This paper compares the earnings and employment outcomes of postsecondary graduates with coop credentials to those with traditional, non-coop credentials. Even once controlling for a number of factors, coop programmes provide the greatest advantage at the university level, particularly among male graduates. In terms of employment status, college males and university females experienced the greatest advantages to attending coop programmes. (Contains 3 tables, 6 figures and 17 notes.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10