DEVELOPMENT OF A COOPERATIVE EDUCATION MANAGEMENT MODEL FOR ADVANCING GRADUATE COMPETENCIES AT PRINCE OF SONGKLA UNIVERSITY, SURAT THANI CAMPUS

Abstract

This study aimed to 1) Examine and compare employers’ opinions of the potential of cooperative education students and 2) Synthesize the findings to develop a systems-based cooperative education management model for Prince of Songkla University, Surat Thani Campus. A quantitative survey design was employed. The sample consisted of workplace supervisors, managers, and human resources personnel representing 195 host organizations. The participants were purposively selected because they had direct experience in supervising, monitoring, or evaluating the work performance of cooperative education students and could therefore provide information relevant to the research objectives. Data were collected using an online questionnaire and analyzed using percentages, means, standard deviations, t-tests, and one-way analysis of variance (ANOVA). The findings revealed that the students’ overall potential was rated at the highest level. Personal attributes received the highest mean score, followed by responsibility for assigned duties, work achievement, and knowledge and abilities, respectively. Opinions differed significantly according to the evaluators’ job positions, with workplace supervisors tending to assign higher ratings than managers and human resources personnel. Significant differences based on work experience were found only in ratings of personal attributes, while significant differences based on the type of business were found only in ratings of knowledge and abilities. No significant differences were found based on gender. The prominence of personal attributes indicates the labor market’s emphasis on responsibility, discipline, adaptability, and the ability to work collaboratively with others, alongside professional knowledge and skills. The findings were synthesized into a systems-based cooperative education management model that integrates student preparation, work-based learning, supervision and monitoring, employer participation, and feedback. The model encompasses the stages before, during, and after cooperative education placements and supports curriculum improvement, enhances student preparation, and strengthens long-term collaboration with employers, thereby strengthening graduate competencies to meet labor market needs in a sustainable manner.