Skip to main content

Advertisement

SpringerLink
Log in

Examining Workplace Affordance and Student Engagement in Engineering Co-op and Internship Literature

  • Published:
Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

Abstract

Co-ops and internships complement students’ classroom learning and constitute important contributors to the quality of engineering education. In light of Stephen Billett’s affordance-engagement framework, we reviewed 30 selected empirical studies on undergraduate engineering students’ co-op and internship experiences. From these studies, we identified three themes with respect to workplace affordances and individual engagement in engineering co-ops and internships. Our analysis not only showed that Billett’s framework offers an enlightening approach to examining engineering students’ workplace learning experiences but also it made the equity dimension of the framework explicit. We call for engineering co-op and internship programs and researchers to go beyond learning outcome assessment alone and shift the attention to uncovering the factors in workplace learning experiences that might have influenced the achievement of desirable learning outcomes.

Résumé

Les programmes coopératifs et les stages complètent l’apprentissage en classe des étudiants et contribuent grandement à la qualité de la formation en ingénierie. À la lumière du cadre des affordances / participation proposé par Stephen Billett, nous avons analysé 30 études empiriques traitant des expériences de stage et de programmes coopératifs d’étudiants en ingénierie. À partir de ces études, nous avons relevé trois thèmes liés aux possibilités offertes en milieu de travail et à l’engagement des étudiants dans les stages et les programmes coopératifs en ingénierie. Non seulement notre analyse montre-t-elle que le cadre proposé par Billet offre une approche éclairante pour examiner les expériences d’apprentissage en milieu de travail des étudiants en ingénierie, elle explicite également la dimension d’équité de ce cadre. Nous incitons les programmes coopératifs et les stages, ainsi que les équipes de recherche, à aller au-delà des seuls résultats obtenus lors de l’évaluation des apprentissages et à se pencher sur la découverte des facteurs qui, dans les expériences en milieu de travail, sont susceptibles de favoriser l’atteinte des résultats d’apprentissage souhaités.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

All the 30 articles cited in the Findings section are marked with asterisks.

  • *Anderson, K. J. B., Prem, K. J., SaraWirsbinski, S., & Courter, S. S. (2011). Comparing the learning experiences of male and female engineering students in internship and cooperative educational opportunities. Paper presented at the annual conference of the American Society for Engineering Education, Vancouver, British Columbia. This article was cited in the “Findings” section.

  • Archer, M. S. (2003). Structure, agency, and the internal conversation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • *Bailey, R. (2007). Effects of industrial experience and coursework during sophomore and junior years on student learning of engineering design. Journal of Mechanical Design, 129(7), 662–667. 

  • Billett, S. (2000). Guided learning in the workplace. Journal of Workplace Learning, 12(7), 272-285.

    Article  Google Scholar 

  • Billett, S. (2001a). Co-participation: Affordance and engagement at work. New Directions for Adult and Continuing Education, 92, 63-72.

    Article  Google Scholar 

  • Billett, S. (2001b). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214.

    Article  Google Scholar 

  • Billett, S. (2002). Workplace pedagogic practices: Co-participation and learning. British Journal of Sociology of Education, 50(4), 457-481.

    Google Scholar 

  • Billett, S. (2006). Work, change and workers. Dordrecht: Springer.

    Book  Google Scholar 

  • Billett, S. (2008). Learning throughout working life: A relational interdependence between social and individual agency. British Journal of Education Studies, 155(1), 39-58.

    Article  Google Scholar 

  • Billett, S. (2009a). Developing agentic professionals through practice-based pedagogies. Retrieved from Australia: Australian Learning and Teaching Council: http://altf.org/wp-content/uploads/2016/08/Billett_S_Associate-Fellowship-Final-Report.pdf. Accessed 24 June 2019.

  • Billett, S. (2009b). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827-843. doi:https://doi.org/10.1080/03075070802706561

    Article  Google Scholar 

  • Billett, S. (2011a). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Retrieved from Sydney: Australia Learning & Teaching Council: https://www.vu.edu.au/sites/default/files/CCLT/pdfs/billett-wil-report.pdf. Accessed 24 June 2019.

  • Billett, S. (2011b). Subjectivity, self and personal agency in learning through and for work. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The Sage handbook of workplace learning (pp. 60-72). Thousand Oaks: Sage.

    Chapter  Google Scholar 

  • Billett, S. (2015). Integrating practice-based experiences into higher education. Dordrecht: Springer.

    Book  Google Scholar 

  • Billett, S., Barker, M., & Hernon-Tinning, B. (2004). Participatory practices at work. Pedagogy, Culutre and Society, 12(2), 233-257.

    Article  Google Scholar 

  • Bishop, D. (2017). Affordance, agency and apprenticeship learning: A comparative study of small and large engineering firms. Research in Post-Compulsory Education, 22(1), 68-86.

    Article  Google Scholar 

  • Borrego, M., & Bernhard, J. (2011). The emergence of engineering education research as an internationally connected field of inquiry. Journal of Engineering Education, 100(1), 14-47.

    Article  Google Scholar 

  • Brahimi, N., Dweiri, F., Alsyouf, I., & Khan, S. A. (2013). Implementing co-operative education in an industrial engineering program in the United Arab Emirates: Experience and lessons learned. International Journal of Engineering Education, 29(5), 1238–1247.

    Google Scholar 

  • *Chen, H. L., Powers, K., Prasad, K. V., Anderson, M., Royalty, A., Gilmartin, S. K., & Sheppard, S. D. (2018). A mixed methods approach to understanding how colleges, universities, and employers prepare and support undergraduates in engineering internships. Paper presented at the annual Frontiers in Education conference, San Jose.

  • *Dansberry, B. E. (2012). Examining outcomes data from an undergraduate internship program. Paper presented at the annual conference of the American Society for Engineering Education, San Antonio.

  • *Dehing, F., Jochems, W., & Baartman, L. (2013a). Development of an engineering identity in the engineering curriculum in Dutch higher education: An exploratory study from the teaching staff perspective. European Journal of Engineering Education, 38(1), 1–10.

  • *Dehing, F., Jochems, W., & Baartman, L. (2013b). The development of engineering students’ professional identity during workplace learning in industry: A study in Dutch bachelor education. Engineering Education, 8(1), 42.

  • *Eliot, M., & Turns, J. (2011). Constructing professional portfolios: Sense-making and professional identity development for engineering undergraduates. Journal of Engineering Education, 100(4), 630–654.

  • Evans, K. (2002). Taking control of their lives? Agency in young adult transitions in England and the New Germany. Journal of Youth Studies, 5(3), 245-269.

    Article  Google Scholar 

  • Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning. London; New York: Routledge.

    Google Scholar 

  • Faulkner, W. (2009a). Doing gender in engineering workplace cultures I. Observations from the field. Engineering Studies, 1(1), 3-18.

    Article  Google Scholar 

  • Faulkner, W. (2009b). Doing gender in engineering workplace cultures II. Gender in/authencity and the in/visibility paradox. Engineering Studies, 1(3), 169-189.

    Article  Google Scholar 

  • Feijoo, G., Arce, A., Bello, P., Carballa, M., Freire, M. S., Garrido, J. M., ..., & Moreira, R. (2019). Potential impact on the recruitment of chemical engineering graduates due to the industrial internship. Education for Chemical Engineers, 26, 107–113.

  • *Fifolt, M., & Abbott, G. (2008). Differential experiences of women and minority engineering students in a cooperatieve program. Journal of Women and Minorities in Science and Engineering, 14, 253–267.

  • *Fifolt, M., & Searby, L. (2010). Mentoring in cooperative education and internships: Preparing protégés for STEM professions. Journal of STEM Education: Innovations and Research, 11(1/2), 17–26.

  • *Fisher, E. (2017). Sharing student learning from individual internship experiences. Paper presented at the the American Society for Engineering Education Conference & Exposition, Columbus.

  • Flam, F. (1991). Still a “chilly climate” for women? Science, 252, 1604-1606.

    Article  Google Scholar 

  • Frenette, A. (2015). From apprenticeship to internship: The social and legal antecedents of the intern economy. TripleC, 13(2), 351-360.

    Article  Google Scholar 

  • *Gordon, A. S., Plumblee, J. M., & Dancz, C. L. A. (2017). Developing leadership through an immersive service-oriented international internship. Paper presented at the the American Society for Engineering Education Conference & Exposition, Columbus.

  • Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. doi: https://doi.org/10.1111/j.1471-1842.2009.00848.x

  • Kakavelakis, K., & Edwards, T. (2011). Situated learning theory and agentic orientation: A relational sociology approach. Management Learning, 43(5), 475-494.

    Article  Google Scholar 

  • Karbhari, V. M. (1989). Quality undergraduate engineeing education—A critical perspective. Journal of Professional Issues in Engineering, 115(3), 241-251.

    Article  Google Scholar 

  • *Kovalchuk, S., Ghali, M., Klassen, M., Reeve, D., & Sacks, R. (2017). Transitioning from university to employment in engineering: The role of curricular and co-curricular activities. Paper presented at the American Society for Engineering Education Conference, Columbus.

  • *Kreth, M. L. (2000). A survey of the co-op writing experiences of recent engineering graduates. IEEE Transactions on Professional Communication, 43(2), 138–152.

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, [England]; New York: Cambridge University Press.

    Google Scholar 

  • *Male, S. A., & MacNish, C. (2015). Pilot exploration of gender inclusivity of engineering students’ exposure to engineering practice in an Australian university. Australasian Journal of Engineering Education, 20(2), 135–144.

  • *Male, S. A., Gardner, A., Figueroa, E., & Bennett, D. (2018). Investigation of students’ experiences of gendered cultures in engineering workplaces. European Journal of Engineering Education, 43(3), 360–377.

  • Mercader-Trejo, F., Rodríguez, L. A., López, G. G., Narváez, H. L. E., & Herrera, B. R. (2016). Technical internships as a means of acquiring professional skills for future metrologists. Measurement, 84, 1-6.

    Article  Google Scholar 

  • Morelock, J. R. (2017). A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement. European Journal of Engineering Education, 42(6), 1240-1262.

    Article  Google Scholar 

  • *Myles, J. (2009). Oral competency of ESL technical students in workplace internships. TESL-EJ: Teaching English as a Second or Foreign Language, 13(1), 1-24.

    Google Scholar 

  • *Orr, T., Arimori, K., Emori, T., Hiraide, K., Kuroda, R., & Watanabe, K. (2011). Improving the quality of engineering internship experiences with enduring wisdom from different cultures. Paper presented at the annual IEEE International Professional Communication Conference, Cincinnati.

  • Owens, C. L., & Fortenberry, N. L. (2007). A transformation model of engineering education. European Journal of Engineering Education, 32(4), 429-440.

    Article  Google Scholar 

  • Palys, T., & Atchison, C. (2008). Research decisions: Quantitative and qualitative perspectives (4th ed.). Toronto: Thomson Nelson.

    Google Scholar 

  • *Parsons, C. K., Caylor, E., & Simmons, H. S. (2005). Cooperative education work assignments: The role of organizational and individual factors in enhancing ABET competencies and co-op workplace well-Being. Journal of Engineering Education, 94(3), 309-318.

  • *Peters, D. L., & Arbor, J. (2014). Student perceptions of connections between statics class and co-op work experience. Paper presented at the Annual American Society for Engineering Education Conference & Exposition, Indianapolis.

  • *Powers, K., Chen, H. L., Prasad, K. V., Gilmartin, S. K., & Sheppard, S. (2018). Exploring how engineering internships and undergraduate research experiences inform and influence college students’ career decisions and future plans. Paper presented at the the American Society for Engineering Education Annual Conference & Exposition, Salt Lake City.

  • *Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Raelin, J. D., RiIsberge, L. R., & Whitman, D. (2011). The effect of cooperative education on change in self-efficacy among undergraduate students: Introducing work self-efficacy. Journal of Cooperative Education and Internships, 45(2), 17–35.

  • Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Reisberg, R., & Whitman, D. L. (2014). The gendered effect of cooperative education, contextual support, and self-efficacy on undergraduate retention. Journal of Engineering Education, 103(4), 599-624.

    Article  Google Scholar 

  • Rangan, S., & Natarajarathinam, M. (2014). How to structure an internship that is great for the intern and the manager? Paper presented at the Annual American Society for Engineering Education Conference & Exposition, Indianapolis.

  • Reed, K. (2010). Skill sets required for environmental engineering and where they are learned. (Unpublished doctoral dissertation). University of the Pacific, Stockton, CA. Available from ProQuest Dissertations and Theses. (UMI No. 3406386).

  • *Renganathan, S., Karim, Z. A. B. A., & Li, C. S. (2012). Students’ perception of industrial internship programme. Education + Training, 54(2/3), 180–191.

  • Rodriguez, C., Zhao, J., & Ferguson, S. J. (2016). Co-op participation of college and bachelor’s graduates. Retrieved from Statisics Canada: https://www150.statcan.gc.ca/n1/pub/75-006-x/2016001/article/14692-eng.pdf

  • *Rowe, J., & Mulroy, T. (2004). A qualitative study of the student internship experience. Paper presented at the Annual American Society for Engineering Education Conference & Exposition, Salt Lake City.

  • *Rulifson, G., & Bielefeldt, A. (2018). Influence of internships on engineering students’ attitudes about socially responsible engineering. Paper presented at the the annual Frontiers in Education Conference, San Jose.

  • Saldaña, J. (2016). The coding manual for qualitative researchers. Los Angeles: SAGE publications.

    Google Scholar 

  • *Smith, J. M., & Lucena, J. C. (2016). Invisible innovators: How low-income, first-generation students use their funds of knowledge to belong in engineering. Engineering Studies, 8(1), 1–26.

  • *Spencer, B. J., Sriraman, V., Talley, K. G., & Ortiz, A. M. (2018). Social cognitive impact of industry internships upon engineering technology students developing professional identity: a case study. Paper presented at the Annual American Society for Engineering Education Conference & Exposition, Salt Lake City.

  • *Strayhorn, T. L., & Johnson, R. M. (2016). What underrepresented minority engineering majors learn from co-ops & internships. Paper presented at the the American Society for Engineering Education Conference & Exposition, New Orleans.

  • Tener, R. (2004). Understanding the learning experience in structured internships in construction engineering. In P. L. Linn, A. Howard, & E. Miller (Eds.), Handbook for Research in Cooperative Education and Internships (pp. 315-336). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • *Tener, R., Winstead, M., & Smaglik, E. (2001). Experiential learning from internships in construction engineering. Paper presented at the Annual American Society for Engineering Education Conference & Exposition, Albuquerque.

  • *Tillman, R. (1990). Professional ethical orientation of civil engineering co-op students. Journal of Professional Issues in Engineering, 116(2), 175–187.

  • *Vinson, A., & Stevens, R. (2016). Staying in or getting out: The relationship between undergraduate work exposure and job satisfaction after graduation. Paper presented at the annual conference of the American Society for Engineering Education, New Orleans.

  • Walters, D., & Zarifa, D. (2008). Earnings and employment outcomes for male and female postsecondary graduates of coop and non-coop programmes. Journal of Vocational Education & Training, 60(4), 377-399.

    Article  Google Scholar 

  • Walther, J., Kellam, N., Sochacka, N., & Radcliffe, D. (2011). Engineering competence? An interpretive investigation of engineering students’ professional formation. Journal of Engineering Education, 100(4), 703-740.

    Article  Google Scholar 

  • Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485.

    Article  Google Scholar 

Download references

Funding

This review paper is part of a larger research project funded by the Dean’s Strategic Fund (Faculty of Applied Science and Engineering, University of Toronto).

Author information

Authors and Affiliations

  1. Troost Institute for Leadership Education in Engineering, Institute for Studies in Transdisciplinary Engineering Education and Practice, Faculty of Applied Science & Engineering, University of Toronto, Toronto, Canada

    Qin Liu, Cindy Rottmann & Emily Moore

  2. Department of Chemical Engineering and Applied Chemistry, Faculty of Applied Science & Engineering, University of Toronto, Toronto, Canada

    Doug Reeve

Authors
  1. Qin Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Doug Reeve
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Cindy Rottmann
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Emily Moore
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Qin Liu.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Liu, Q., Reeve, D., Rottmann, C. et al. Examining Workplace Affordance and Student Engagement in Engineering Co-op and Internship Literature. Can. J. Sci. Math. Techn. Educ. 20, 116–129 (2020). https://doi.org/10.1007/s42330-019-00074-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s42330-019-00074-6

Keywords

Search

Navigation