an investigative analysis of the psychological characteristics and job ...

Chapman, Call & Meech (1999:26) are of the opinion that the matching of students to
employers' needs is the core business of co-op practitioners.
The University of Waterloo (1995:8) suggests that CEls are the front line facilitators of co­
operative education and that their jobs can be divided into two broad roles. Rrstly, they are
responsible for finding employers who support the co-operative education concept and
who are willing to provide relevant and meaningful employment to students. Secondly, they
serve as advisors to the students. They are the link between the students and the
employers. They are the salesforce of, and ambassadors for, the institution.
Porter (1981:13) agrees with the above by stating that the CEL is primarily responsible for
the co-ordination and supervision of the co-operative employment of an assigned group of
students. She adds that a CEl is usually a member of the full-time faculty with academic
rank who serves in the multifaceted capacity of a placement counsellor, salesperson,
educator, administrator and referral agent
Huber (1971 :20) has the same perception of what a CEL's role entails and consequently
prepared a comprehensive list of 65 critical requirements of aCEl He summarises them
in the following categories:
Category 1: Administration and Supervision ofthe Programme
• Provides administrative leadership.
• Works toward continuous development and improvement of the programme.
• Judiciously places studeots in training assignments.
• Endeavours to maintain studentjob continuity.
• Maintains control of the programme.
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