A considerable number of higher educational institutions in North America, Oceania, and Europe, offer what are known as cooperative education, work-integrated learning, work placements, sandwich courses, or internships, to provide pragmatic experience to students, and its popularity is spreading to many higher educational institutions in the world. Alongside such development, the rising needs for theoretical research and objective assessment are felt among those academics and practitioners involved in these programmes. The book offers a rigorous theoretical framework based on the human capital theory of labour economics and econometric analysis, which are well-established concepts in the field of economics, with an objective quantitative methodology to analyze and assess cooperative education programmes.

A considerable number of higher educational institutions in North America, Oceania, and Europe, offer what are known as cooperative education, work-integrated learning, work placements, sandwich courses, or internships, to provide pragmatic experience to students, and its popularity is spreading to many higher educational institutions in the world. Alongside such development, the rising needs for theoretical research and objective assessment are felt among those academics and practitioners involved in these programmes. The book offers a rigorous theoretical framework based on the human capital theory of labour economics and econometric analysis, which are well-established concepts in the field of economics, with an objective quantitative methodology to analyze and assess cooperative education programmes.

Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.

In Collective Courage, Jessica Gordon Nembhard chronicles African American cooperative business ownership and its place in the movements for Black civil rights and economic equality. Not since W. E. B. Du Bois’s 1907 Economic Co-operation Among Negro Americans has there been a full-length, nationwide study of African American cooperatives. Collective Courage extends that story into the twenty-first century. Many of the players are well known in the history of the African American experience: Du Bois, A. Philip Randolph and the Ladies' Auxiliary to the Brotherhood of Sleeping Car Porters, Nannie Helen Burroughs, Fannie Lou Hamer, Ella Jo Baker, George Schuyler and the Young Negroes’ Co-operative League, the Nation of Islam, and the Black Panther Party. Adding the cooperative movement to Black history results in a retelling of the African American experience, with an increased understanding of African American collective economic agency and grassroots economic organizing. To tell the story, Gordon Nembhard uses a variety of newspapers, period magazines, and journals; co-ops’ articles of incorporation, minutes from annual meetings, newsletters, budgets, and income statements; and scholarly books, memoirs, and biographies. These sources reveal the achievements and challenges of Black co-ops, collective economic action, and social entrepreneurship. Gordon Nembhard finds that African Americans, as well as other people of color and low-income people, have benefitted greatly from cooperative ownership and democratic economic participation throughout the nation’s history.

Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you’ve been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples.Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels.The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills.The authors build upon, and cross-reference, each others’ chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues.

This book is the very first book-length study devoted to the advances in technological development and systems research in cooperative economics. The chapters provide, first of all, a coherent framework for understanding and applying the concepts and approaches of complexity and systems science for the advanced study of cooperative networks and particular cooperative enterprises and communities. Second, the book serves as a unique source of reliable information on the frontier information technologies available for the production, consumer, credit, and agricultural cooperative enterprises, discussing predominant strategies, potential drivers of change, and responses to complex problems. Given the diverse range of backgrounds and advanced research results, researchers, decision-makers, and stakeholders from all fields of cooperative economics in any country of the world will undoubtedly benefit from this book.