An Analysis of Factors Influencing the Selection of Cooperative Education Workplaces and Their Alignment with Educational Quality Assurance Standards
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This study aimed to: (1) analyze factors influencing fourth-year students’ selection of cooperative education workplaces; (2) examine the alignment between these factors and educational quality assurance standards; and (3) propose guidelines for students’ preparation for graduation. A qualitative research approach was adopted. The participants comprised 154 fourth-year students enrolled in the cooperative education program in the academic year 2024, determined using Yamane’s formula with a 0.05 margin of error. A research instrument was an open-ended questionnaire covering four dimensions-perception, work environment, welfare, and attitude-along with document analysis. The questionnaire was validated by three experts (IOC = 0.94) and piloted with a sample of 15 students (Cronbach’s Alpha = 0.70). Data were analyzed using content analysis and thematic grouping, guided by the research conceptual framework, themes that frequently emerged from the open-ended questionnaire, and subsequently mapped against the AUN-QA Assessment at Program Level (Version 4.0).
The results revealed that, firstly, fourth-year students’ workplace selection was influenced by (1) perception, including reputations, images, professional relevance, and organizational resources, (2) work environment, encompassing commutes, facilities, work culture, safety, and organizational atmosphere, (3) welfare, concerning remuneration, accommodation, and work equipment, and (4) attitude shaped by recommendations from instructors, senior students, alumni, and credible information. These factors indicated the need for professional skills development, actual learning, and preparation for the labor market. Secondly, the selection of a quality workplace was directly associated with the achievement of expected learning outcomes in accordance with educational quality assurance standards (AUN-QA Version 4.0), particularly in relation to expected learning outcomes, program outputs, and program outcomes. Furthermore, guidelines for preparing students for graduation included access to reliable career information, the selection of secure workplaces with structured mentoring systems and welfare support, and the development of students’ attitudes through pre-internship activities designed to enhance confidence, reduce anxiety, and facilitate effective career transitions.
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