A Study of Initial Employment Characteristics Between Co-Op and Non-Co-Op Community College Graduates

This inquiry examined the concept of workplace power as related to community college engineering/technical graphics graduates employed at their first job after graduation. In particular, the investigation focused upon the following three groups: (a) cooperative education graduates who remained with their former co-op employer, (b) cooperative education graduates who gained employment with a new employer and (c) graduates who lacked co-op experience. Following the same mission as other past co-op studies, this research was conducted to broaden the understanding of cooperative education. While studies exist which concern cooperative education's effect on the process of socialization into organizations (e.g.,Williams, Sternberg, Rashotte & Wagner, 1993;Aultman, 1997), most co-op research supports other types of benefits. A literature review into this subject exposes such a reality and that additional studies exist which suggest that cooperative education experience enhances various aspects of the educational process (e.g.,Carrell & Rowe, 1993;Gregory, 1990). Cooperative education experience is also linked to helping students after they graduate. For instance, students who experience cooperative education may obtain their first job after graduation as a result of co-op involvement. An investigation by Weintraub (1984) supports this benefit by revealing that 41% of community college graduates who gain employment receive jobs as a result of having cooperative education experience. A study by Wessels & Pumphrey (1995) reports that community college graduates who attain jobs through their former cooperative education employers appear to undergo less time in finding their first jobs. After graduation, students with previous cooperative education experience may realize additional benefits as a result of such experience. For example, a study by Gardner, Nixon & Motschenbacker (1992) indicates that students with cooperative education experience can realize greater salary benefits versus traditional students when beginning their careers. This benefit also applies to graduates who begin work with their former cooperative education employers. However, students and graduates are not the only beneficiaries of cooperative education programs. An assessment by Weinstein & Wilson (1983) reveals that employers value cooperative education because it provides an opportunity for both students and employers to experience the work situation before making a final commitment. Cooperative education is also associated with providing employers with an excellent opportunity to recruit and retain co-op students upon graduation. Furthermore, a study by Phillips (1978) indicates that employers value cooperative education programs because they believe co-op graduates are better trained and have valuable company experience. These employer benefits of cooperative education participation are supported by various additional comprehensive co-op studies (e.g.,Laporte, 1994;Dobreci, 1996). The previous studies should be carefully considered when reviewing the results of this investigation.