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A behavior focused assessment of coo-op performance: A comparison of co-op and non co-op graduating students

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  • Antoine Pennaforte

    (LISE - Laboratoire interdisciplinaire pour la sociologie économique - CNAM - Conservatoire National des Arts et Métiers [CNAM] - HESAM - HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université - CNRS - Centre National de la Recherche Scientifique)

Abstract

This paper investigates how student-workers' performance can be assessed through the notion of work-role performance, on the basis of three behavioral-related dimensions (proficiency, adaptivity, and proactivity), and proposes a definition of performance prior to graduation. By taking into account the accumulation of work experience, this article investigates first whether 1,310 cooperative education (co-op) students develop proficient, adaptive, and proactive performance behaviors toward the task and the team in the workplace and test the effect of the accumulation of work-experience of three cohorts. Second, it examines whether this work-role performance was different between 547 coop students and 617 non-coop students both with four months of work experience. Results showed that only team performance proficiency significantly increased with the accumulation of work experience for coop students. Results did not show significant difference between coop and non-coop students with regard to work-role performance' scores.

Suggested Citation

  • Antoine Pennaforte, 2016. "A behavior focused assessment of coo-op performance: A comparison of co-op and non co-op graduating students," Post-Print hal-02103142, HAL.
    • Handle: RePEc:hal:journl:hal-02103142
    Note: View the original document on HAL open archive server: https://cnam.hal.science/hal-02103142
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    References listed on IDEAS

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    1. Stern, David & Finkelstein, Neal & Urquiola, Miguel & Cagampang, Helen, 1997. "What difference does it make if school and work are connected? Evidence on co-operative education in the United States," Economics of Education Review, Elsevier, vol. 16(3), pages 213-229, June.
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