Transforming Career Perspectives through Cooperative Education: Insights from an International Work-Integrated Learning Program in Japan
Saved in:
| Title: | Transforming Career Perspectives through Cooperative Education: Insights from an International Work-Integrated Learning Program in Japan |
|---|---|
| Language: | English |
| Authors: | Miyuki Yoshikawa |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):325-340. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Work Based Learning, Foreign Countries, International Programs, Professional Development, Internship Programs, Career Choice, Forestry, Industry, Cooperative Education, Universities, College Graduates, Attitudes, Cultural Influences |
| Geographic Terms: | Japan, Canada |
| Abstract: | This study examines the long-term influence of an international work-integrated learning (WIL) program on Japanese university students' professional development. Four alumni of a national university corporation in Okayama, who participated in a cross-cultural internship with Canadian students, were interviewed 5-9 years after the experience. Data were analyzed using the modified grounded theory approach (M-GTA), resulting in 15 themes and four core categories related to students' motivations, learning outcomes, evolving career perspectives, and retrospective reflections. A process model was developed to illustrate how initial motivations led to direct learning outcomes, career consciousness shifts, and long-term impact, conceptualized as 'maturing learning.' The findings highlight the significance of intercultural interactions as a catalyst for deeper professional reflection. Although the small sample size limits generalizability, the study offers valuable insights into how WIL experiences can shape career trajectories over time and emphasizes the importance of student perspectives in understanding the full impact of international WIL programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506545 |
| Database: | ERIC |
| Abstract: | This study examines the long-term influence of an international work-integrated learning (WIL) program on Japanese university students' professional development. Four alumni of a national university corporation in Okayama, who participated in a cross-cultural internship with Canadian students, were interviewed 5-9 years after the experience. Data were analyzed using the modified grounded theory approach (M-GTA), resulting in 15 themes and four core categories related to students' motivations, learning outcomes, evolving career perspectives, and retrospective reflections. A process model was developed to illustrate how initial motivations led to direct learning outcomes, career consciousness shifts, and long-term impact, conceptualized as 'maturing learning.' The findings highlight the significance of intercultural interactions as a catalyst for deeper professional reflection. Although the small sample size limits generalizability, the study offers valuable insights into how WIL experiences can shape career trajectories over time and emphasizes the importance of student perspectives in understanding the full impact of international WIL programs. |
|---|
