Operational Policies of School Based Cooperative 1 1

QUIRINO STATE UNIVERSITY
CABARROGUIS CAMPUS
Cabarroguis, 3400 Quirino
OPERATIONAL POLICIES OF SCHOOL-BASED COOPERATIVE:

BASIS FOR THE ESTABLISHMENT OF STUDENT COOPERATIVE OF THE
COLLEGE OF BUSINESS
A Thesis
Presented to the Faculty of
Bachelor of Science in Business Administration
Quirino State University
Cabarroguis Campus
In Partial Fulfillment of the

Course Requirements for the subject
Marketing Research
Presented by:
JANICE CASTILLO
RHEA CUDIAMAT
JOHN LOUIE DADUYA
JOANNA SINGSON
A.Y. 2023 - 2024

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APPROVAL SHEET
This thesis titled, OPERATIONAL POLICIES OFSCHOOL-BASED

COOPERATIVE: BASIS FOR THE ESTABLISHMENT OF STUDENT
COOPERATIVE OF THE COLLEGE OF BUSINESS, S prepared and submitted
by Janice Castillo, John Louie Daduya, Rhea Cudiamat, Joanna Singson in
partial fulfillment of the requirements for the subject Marketing Research has been
examined, accepted and approved.
MYRNA G. FONTANILLA, PhDBA

ADVISER
PANEL OF EXAMINERS
Approved by Committee on Oral Defense on March 18, 2024
GRETCHEN H. MADALURA, MBA

Chairperson
RODAZEN C. MAMARIL, MBA

Member
CHARITY B. MARQUEZ, MBA JAMAICA E. ESTRADA

Member Member
Accepted and approved in partial fulfillment of the requirements for the

degree Bachelor of Science in Business Administration major in Marketing
Management.
Final Defense Passed: April 22, 2024
MYRNA G. FONTANILLA, PhDBA

BSBA, Program Chairperson
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ACKNOWLEDGEMENT
The researcher would like to extend their sincerest and heartfelt gratitude to
the people who were the instruments to complete this work. This piece of work would
not have been accomplished without the help they had extended.
To their instructor, Ms. April Joy F. Dela Cruz, and their research adviser, Dr.
Myrna G. Fontanilla, who made this work possible. Their guidance and advice carried
them through all the stages of writing this thesis.
To their statistician, Ms. Jamaica Estrada, who helped them to analyze,
interpret, and make the data. This paper would not have been possible without their
direction and constant assistance.
To the respondents for their active and commendable participation during the
examination execution needed to fulfill the study.
To their friends, classmates, family, and anyone else who supported us, thank
you for your efforts, suggestions, and words of wisdom, which were extremely
helpful in carrying out this study.
The Researchers
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DEDICATION
The researchers would like to dedicate this work to those who extend their
support in any possible way to make this effort a reality.
A special feeling of gratitude to their friends and families for their
unwavering support and for extending their unending financial support with
encouragement and love throughout this journey.
To their research adviser, Dr. Myrna G. Fontanilla, for the patience, inspiring
advice, and suggestions from the beginning until the end of their success.
Lastly, the researchers dedicated this study to Almighty God, who gave them
strength, knowledge, protection, and wisdom, and will continue and finish this study.
The Researchers
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TABLE OF CONTENT
Preliminaries
Title Page i
Approval Sheet ii
Acknowledgment iii
Dedication iv
Table of content v
List of figures and table vii
Abstract and Keywords viii
Chapter I: Introduction
Rationale 1
Literature Review 3
Conceptual Framework 52
Statement of the Problem 53
Significance of the Study 54
Scope and Delimitations 55
Definition of Terms 56
Chapter II: Methodology
Research Design 59
Research Locale and Sampling Procedures 59
Respondent of the study 60
Research Instrument 60
Data Gathering Procedures 61
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Data Management and Analysis 62

Chapter III: Results and Discussion
Presentation, Analysis and Interpretation of Data 64
Chapter IV: Conclusions and Recommendations
Conclusion 159
Recommendation 160
BIBLIOGRAPHY
APPENDICES
Request Letter
Questionnaire
Documentation
Curriculum Vitae
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LIST OF FIGURES
No. of Figures Title Page
Figure 1 Paradigm of the Study 52
Figure 2 Bachelor of Science in Business Administration 60
Department
LIST OF TABLES
No. of Tables Title Page
Table 1 Demographic Profile of BSBA students 64
Table 2 Guidelines for Establishing 77
Cooperative Policies
Table 3 Operational Policies Applicable 107
in Business management
Table 4 Benefits of being a member of Cooperative 142
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ABSTRACT
This research investigates the impact of a cooperative on student learning

outcomes, entrepreneurial skill development, and economic empowerment. It also
explores the cooperative's role in fostering imaginative, innovative, and creative skills
among students. The study employs a quantitative, descriptive-correlational design
and data analysis through SPSS.
The Quirino State University's Business Administration Department study

involves 354 respondents chosen through purposive sampling. Data collection
methods include questionnaires and interviews, focusing on operational policies,
membership benefits, and potential enhancements within the cooperative.
Furthermore, the research evaluates the cooperative's influence on rural

communities and the business environment, stressing the importance of cooperatives
adapting to evolving business climates. The findings are expected to shed light on the
significance of school-based cooperatives in student development and sustainable
growth, emphasizing their role in enhancing members' quality of life and promoting
good governance.
Overall, this study contributes to understanding the multifaceted impacts of

cooperatives, highlighting their potential to foster both individual and community
development while navigating dynamic economic landscapes.
Keywords: School- cooperative, Student cooperative, Operational policies,
Cooperative management, educational policy formulation
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CHAPTER I
INTRODUCTION
Rationale
This study focuses on establishing a school-based cooperative to advance
sustainable development within educational institutions. Aligned with the United
Nations Sustainable Development Goals (SDGs), particularly Goal 4: Quality
Education, the research examines the cooperative's impact on student learning
outcomes and entrepreneurial skills development. Additionally, the study examines
connections with other SDGs, such as Goal 8: Decent Work and Economic Growth,
by assessing the cooperative's role in providing economic empowerment and inclusive
employment opportunities for students.
Student cooperatives are one of the service programs for the educational
management of learners. For school cooperatives to exist, including students in
managing student co-ops is necessary. The cooperative schoolwork program aims to
fulfill the needs of all members of the school cooperative; to support that goal, the
work program leads to the development of student character. This is to help develop
imaginative, innovative, and creative power for students and can train students.
The student development and skill in the presence of cooperatives increase
business activities in some rural communities; however, the business environment that
most cooperatives established is way different from today; with significant changes in
the business climate, some thrive while others fail.
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“Article 7. Objectives and Goals of a Cooperative. The primary aim of every
cooperative is to help improve the quality of life of its members; towards this, the
cooperative shall aim to [10] organize and operate schools according to Republic Act
no. 9155 Governance of Basic Education Act of 2001 and other pertinent laws.
Performance can be achieved and sustained if firms can excel in four essential
management practices, namely: 1.) strategy, 2.) exertion, 3.) culture, and 4.) structure,
and must exhibit excellence in at least two of the four secondary dimensions which
include: 5.) talent, 6.) leadership, 7.) innovation, and 8.) merger and partnership.
Successful cooperatives adopt a network and system approach to advance good
governance and seek training opportunities.
The critical task of the cooperative is to carry out the service of goods and
services that support the economic enhancement of household members. If the
cooperative services satisfy the members, participation of members in the form of
contributory participation and incentives will also increase.
On the other side, members' well-being is evident through the cooperatives'
influence, which is an added sense of fulfillment that comes from joining
cooperatives. The impact of cooperatives comes from comparing the degree of
pleasure attained after participation and the overall satisfaction attained over an
extended period (many years). Measuring members' pleasure (households or
businesses) is equivalent to measuring the impact of cooperatives, at least during the
first obvious manifestation of revenue.
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Literature Review
Cooperative
The ideas of social interdependence, cognitive development, and behavioral
learning are the foundation of cooperative learning. Strong evidence from certain
studies suggests that cooperative learning, as opposed to competitive or individualistic
learning, results in more effort to build more beneficial interpersonal relationships and
improved psychological wellness. In cooperative learning environments, students'
tasks include carrying out their designated group roles and collaborating with peers to
solve problems and reach a common objective. They strive to achieve a solution that
benefits each member of the group as well as themselves.
Through cooperative learning, students collaborate to achieve a common
academic objective instead of competing or working in isolation. (Zakaria et al. 2020
gave a brief explanation of cooperative learning and distinguished it from
individualistic and competitive learning as follows: cooperative learning is the
utilization of small groups in the classroom where students collaborate to optimize
both their own and each other's learning. According to RE Slavin 2019, Using the
cooperative learning approach, teachers divide their class into smaller groups, and the
members of the groups collaborate to assist each other in understanding academic
material. According to Wyman and Watson (2020), "coop" or cooperative learning"
describes many forms of supervised peer interaction that emphasize peer
cooperation, active learning, academic success, equal participation, and student status
equality. Any topic, including social studies, mathematics, and foreign languages,
may be taught with it. Cooperative learning is defined differently by various studies.
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Nonetheless, the majority of these descriptions of cooperative learning
consistently convey the same ideas. Based on the previously provided definitions of
cooperative learning, it can be inferred that to optimize the learning process for both
them and their peers, students ought to focus on the assigned tasks. Student
participation and efficient communication are essential during cooperative work
reassignments. Each group member has equal responsibility for learning the task and
finishing it inside the group. It is the responsibility of each team member to support
the learning of colleagues in addition to absorbing the material being taught.
Cooperative learning is an effective teaching strategy since it allows students with
varying skill levels to collaborate to learn more about a subject.
Cooperatives help achieve social justice, fairness, and sustainable economic
growth for the less fortunate. For cooperatives to be successful and play a more
significant role in development, their financial performance must be improved. The
financial management policies created by the BODs and carried out by the
management team are crucial to the success of cooperatives. Sathya Moorthy et al.
(2016) recommend that cooperatives expand and operate more economically by
balancing the interest paid on loans, the interest paid on members' savings, and
investing additional funds in diverse portfolios to lower risk levels. Opata et al.
(2014) stated that a cooperative's financial success would be significantly impacted
by the manager's expertise, leadership, and amount of member savings. Prakash et al.
(2018) also found that trained and motivated staff and members’ participation and
involvement (Mahazril et al. 2019) will contribute to the success of cooperatives.
Kivuvo & Olweny (2014) argued that the capacity to generate revenues impacts the
performance of cooperatives. The number of members largely determines this

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capacity. This is backed up by the result of the study conducted by Bwana &
Mwakujonga (2018), which indicates that membership size determines the financial
performance of cooperatives; income level also influences the membership size, and
customer loyalty is a determinant in the maintenance of membership size. Also, in the
study conducted by Kiama (2014), efficient and effective resource utilization,
management of transaction costs, and measurement of their performance will
contribute to the success of cooperatives.
The resource-based view (RBV) proposes that firms, from their unique
resources, can achieve competitive advantages to perform better than their
competitors in the same industry (Amoah-Mensah, 2014; Kraaijenbrink et al., 2016;
Nabiswa and Mukwa, 2017). When a firm differs from its rivals regarding resources,
it can quickly obtain a competitive advantage. According to the RBV, the value
creation process is strictly linked to the ability of managers to procure, develop, and
deploy resources (Tehseen and Ramayah, 2015). Entrepreneurial competencies are
related to a manager’s knowledge, skills, and capabilities, and they are intangible and
valuable resources that can contribute to a firm’s sustainable competitive advantage
(Tehseen and Ramayah, 2015). Undoubtedly, all individual competencies are unique
and challenging for rivals to imitate because of the ambiguity regarding their origin
and embeddedness with the specific individuals (Gerli et al., 2014; Tehseen and
Ramayah, 2015).
In the context of this study, RBV was applicable to explain that the survival of
micro-enterprises is highly reliant on their human resource endowment and inimitable
resources that assist them in seizing opportunities as uncertain micro-enterprise
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operations require a capable human resource team to manage (Nabiswa and Mukwa,
2017). RBV also asserts that micro-enterprises can survive in underprivileged socio-
economic environments with unique skills, market-sales-oriented approaches, and
networking activities that enhance an entrepreneur’s competencies and enterprise
performance.
The cooperative is a company that practically all societal levels have broadly
acknowledged, yet many societal layers still lack a thorough understanding of the
workings of cooperatives (Suwandi, 2016). In the meantime, by Law No. 17 of 2012,
the Cooperative is a legal body created by an individual or another Cooperative legal
body to separate its members’ assets as business capital, which satisfies common
goals and needs in the sectors of economics, society, and culture in conformity with
cooperative ideas and values. At the same time, students make up the membership of
the school cooperative, which was founded in a school setting.
Students in elementary school, junior high school, upper secondary school,
boarding school, and other comparable educational institutions make up the
membership of the school cooperative, according to Ima Suwandi (2016).
Consequently, it can be said that the school cooperative is a union that operates within
the school by offering teaching and learning needs or goals for a comparatively low
cost, under the management of all school residents. Preparing school cooperatives
involves a few tasks, including organizing, planning, and evaluating them. This is
known as school cooperative management. All resources within a company are
available by using current resources to accomplish the objectives.
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Imron (2020) defines student cooperation as a cooperative that operates inside
a school setting but is run by the students. One type of service that educational
institutions offer to suit the needs of their students is called student cooperation. One
of the services the educational management program provides for students is the
student cooperative. The management of student co-ops must involve students if
school cooperatives are to continue. The goal of the cooperative schoolwork program
is to ensure that all participants’ requirements are met. The labor program helps
students develop character to achieve the school cooperative’s objective. This can
train students and aid in developing their imaginative, inventive, and creative powers.
Jessica Gordon (2020) - The Benefits and Impacts of Cooperatives
Cooperative businesses are community-owned private enterprises that combine
consumers with owners and buyers with sellers in a democratic governance structure.
Cooperatives solve the general economic problem of under or over-production,
business uncertainty, and excessive costs. Cooperatives address market failure and fill
gaps that other private businesses ignore, such as the provision of rural electricity or
other utilities in sparsely populated areas, provision of affordable healthy and organic
foods, and access to cheap credit and banking services to affordable housing, quality
affordable child or elder care, to markets for culturally sensitive goods and arts.
Cooperative businesses stabilize communities because they are community-based
business anchors; they distribute, recycle, and multiply local expertise and capital
within a community. They pool limited resources to achieve critical mass. They
enable their owners to generate income, jobs, and accumulate assets; provide
affordable, quality goods and services; develop human and social capital; and
economic independence. Specific examples of cooperatives' benefits include Food co-

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ops spending more revenues locally, buy. More products locally, buy more organic
produce, recycle more plastic, and create more jobs than conventional grocers.
Cooperative learning is one of the most explored teaching strategies.
Cooperative learning is one of the most effective ways for students to maximize their
education and the academic accomplishments of their classmates, according to forty
years of research (New Horizons, 2018; Johnson & Johnson, 2019; Slavin, 2019;
Williams, 2017). Highly structured cooperative learning enables students to gain their
comprehension of fundamental ideas while encouraging and aiding others. Thus, the
primary benefits of collaborative education at the college level are divided into
academic and social-emotional benefits.
"It could well be that faculty members of the twenty-first-century college or
university will find it necessary to set aside their roles as teachers and instead become
designers of learning experiences, processes, and environments" (Duderstadt, 2019,
p. 1). The role of the college lecturer is evolving. While big lecture halls and bell
curves have traditionally typified higher education, reports that over the last two
decades, there has been an upsurge in active learning and cooperative learning-based
pedagogies in universities nationwide. According to Fink (2014), when questioned,
most college teachers say they have tried organized group learning in at least one of
their classrooms at some point during the semester.
However, Paulsen and Faust (2018) observe that there is still resistance and
reluctance in higher education to change typical college classes into collaborative
learning environments. Despite the pedagogical interest, many teachers avoid
incorporating cooperative learning into their classes because they believe it is an

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alternative to, rather than an augmentation of, professorial lectures (Pausen and
Faust, 2018). According to Weimer (2017), when asked about the most common
teaching methods they use, 76% of college professors said the lecture was their
"primary approach" to teaching. Even while many people experiment with
cooperative learning, as Fink (2014) suggests, it is not common practice. Due to the
expert character of higher education, data reveals that many college instructors still
prefer to expound knowledge to their students rather than engage them in discovering
such knowledge through active learning (Ediger, 2014; Murry and Murry, 2019;
Felder, 2020).
There is also widespread uncertainty about the word 'cooperative learning.'
This word is frequently used as a catch-all for any group project or interaction
between classmates that produces a product. Educators sometimes operate under the
mistaken assumption that placing adults in groups automatically presume that they are
"cooperative" and "learning." Neither of these assumptions is necessarily accurate
(Johnson & Johnson, 2015).
David and Roger Johnson have been at the forefront of cooperative learning
theory for four decades. Therefore, the five pillars model was chosen for this work
because of its strong foundation in educational research. Johnson, Johnson, and
Smith (2014) revealed that between 2020 and 2021, over 168 studies supported the
idea that cooperative learning is helpful for students over 18. This 'five pillars'
paradigm for cooperative learning has been extensively examined, with Johnson and
Johnson at the forefront of much of the research. For the sake of objectivity, only
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cooperative learning research that Johnson, Johnson, and Smith did not undertake will
be considered in the research section of this paper.
As evidenced by these demands, understanding academic knowledge alone is
insufficient to make today's college graduates competitive in the job. Students must be
taught and allowed to exercise the social and personal abilities required to survive in
the profession rather than simply having a good academic status. Research shows that
cooperative learning, compared to other modes of instruction, helps students become
better communicators and listeners, collaborative team members, and influential
leaders (Strom & Strom, 2014; Lie, 2018; Goodwin, 2019). Using cooperative
learning in college helps remove the misconception that students working together are
"cheating." Instead, it provides students with the perspective that one must develop
their collaborative skills and cooperate with others to reach a common goal.
Cooperative learning promotes social skills and improves personal
competencies such as self-reflection and accurate self-assessment. Working closely
with other students allows them to examine their strengths and limitations while
leveraging the group's variety to achieve their common goal. Cooperative learning
helps students become reflective practitioners and seek continual improvement by
considering how successfully the group worked together, the effectiveness of the
social skills utilized, and the creation of goals for future progress. Williams, 2017.
Jigsaw is a cooperative learning strategy with numerous opportunities for
promotional interaction (Aronson, 2018). Using this strategy, students first discuss
their assigned subject with peers who share the same role in the class. Face-to-face
interaction allows pupils to understand the content better and establish a plan for
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teaching it to others. This happened in Dr. Vermette's class, where students with the
same assigned teacher gathered to discuss and formulate questions to bring back to
their base groups. Second, student participants return to their base groups, and this
new team assembles each of their components to build a more significant notion.
Recent studies on the benefits of "situated learning" have reaffirmed the
significance of these programs (Resnick, 2014a, 2016b; Brown, Collins, and
Duguid, 2018; Raizen, 2019; Sticht, 2015, 2015). This study has added to the body of
data supporting the idea that learning via doing helps gain knowledge relevant to the
workplace. On the other hand, although beneficial in the classroom, classroom
knowledge does not necessarily translate to real-world job environments. A sizable
body of empirical research has shown no connection between problem-solving in the
real world and the information acquired in school. These studies support the
importance of experiential learning. Additionally, they opine that the practical focus
typical of vocational-technical education can benefit academic learning.
Benefits
Small groups collaborate to enhance everyone’s cooperative learning.
According to Johnson, Johnson, and Holubec (2015) and Slavin (2018), it gives
teachers guidelines for encouraging positive student interactions. Furthermore,
cooperative learning is better described as structured learning in which teachers create
highly planned and structured learning environments and expect active engagement
from every student (Barkley, Cross & Major, 2014).
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The teacher's primary responsibility is to create objectives, organize and
structure assignments, and designate roles for students in groups so they can
collaborate to achieve a common purpose (Johnson & Johnson, 2019; Slavin, 2014).
According to some research, cooperative learning improves student accomplishment
and competencies (Gillies, 2016; Munir et al., 2018; Van Ryzin & Espelage, 2022).
Cooperative learning is a key teaching and learning technique for helping
students achieve their knowledge and social skill goals (Loh & Teo, 2017; Loh &
Ang, 2020). Through group interaction, cooperative learning fosters the development
of information and abilities, according to research by Johnson (2014). In addition to
its benefits for learning, cooperative learning fosters the development of skills like the
capacity for
Students stay motivated to achieve both the groups and their learning
objectives when they engage with one another and benefit from the relationships and
support they receive from other students (Gokhale, 2015; James, 2018). Long-term
engagement will make students feel content, joyful, and engaged, increasing their
motivation for learning and group projects (Slavin, 2014; Yang, Zhou & Hu, 2022).
Additionally, cooperation and decision-making are enhanced by cooperative learning
(Johnson et al., 2014; Millis & Cottell, 2019). Moreover, cooperative education
allows students to view issues from other people’s perspectives (Lim, 2014).
Through collaborating with fellow group members, students may envision the
thoughts, feelings, and perspectives of others, which facilitates the development of
negotiation skills between members. People to settle disputes inside the organization
(Lim, 2014). According to empirical research, cooperative learning is crucial for

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students to build social competencies and skills (Johnson & Johnson, 2014, 2019;
Slavin, 2014).
Cooperative learning aims to increase students’ participation in the learning
process by shifting them from a passive to an active role. Additionally, Millis &
Cottell (2019) stress that cooperative learning is a method of instruction that
encourages students to apply more sophisticated cognitive abilities. Studies utilizing
experimental pedagogy, such as Gillies (2016), Hogenkamp (2019), and Hunanyan
& Unanyan (2020), showed that groups utilizing cooperative learning techniques
achieved better learning outcomes than groups using traditional approaches
techniques.
Furthermore, Johnson, Johnson, and Stanne (2020) contend that peer
explanations help students learn more effectively because they can convert the
teacher’s terminology into discussions among themselves. Thus, the study concluded
that cooperative learning significantly influenced learning outcomes based on the data
above. Subsequent research has shown that students are incredibly driven and
delighted to study more if they Become self-sufficient learners (Thanh, Gillies, &
Renshaw, 2018).
This could be the reason behind students’ observations that study groups
improve their self-control, confidence, and capacity for problem-solving and decision-
making. They eventually love learning new things and discover what inspires them to
keep learning (Du, 2016; Johnson et al., 2014).
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In essence, constructivism holds that people learn by creating their knowledge,
connecting new ideas and experiences to current information and experiences to
generate new or improved understanding (Bransford et al., 2019).
Lev Vygotsky continued this work by investigating the relationship between
cognitive processes and social activities, resulting in the sociocultural theory of
development. According to the sociocultural theory of development, learning occurs
when pupils overcome challenges above their current developmental level with the
help of an instructor or peer. Thus, cooperative learning is founded on a zone of
proximal growth and positive group interdependence (Davidson and Major, 2014;
Johnson et al., 2014). Co-operatives are primarily membership-based organizations
(Jussila, Goel & Tuominen, 2015).
Entrepreneurship Education (EE)
Regarding Entrepreneurship Education (EE), many researchers give
entrepreneurship a significant focus in their studies; McIntyre and Roche (2015)
define entrepreneurship education as the process of passing the necessary skills and
concepts to individuals to identify new business opportunities and to reach high-level
of self-confidence to benefit from such opportunities. In addition, McMullan and
long (2015) and McMullan et al. (2016) state that entrepreneurship education should
include skill–building and leadership programs, new product development, creative
thinking, and technology innovation. Furthermore, Maritz et al. (2015) define
entrepreneurship education programs as any educational program or education
process for entrepreneurial manners and skills that help develop personal qualities.
Entrepreneurship education has been classified by Van Gelderen et al. (2015) as one
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of the most important components of entrepreneurship ecosystem to enhance
intentional and business creation stability.
Regarding the relationship between entrepreneurship education and
entrepreneur performance, the majority of studies on entrepreneurship education
indicated a positive or mixed result (Lorz et al., 2016), like Van der Sluis and Van
Praag (2017:2018) and Van der Sluis et al. (2015) found it positive. Also Karlan
and Valdivia (2016) supports that the business training for the people who applied for
micro finance to start their own business has a positive effect on their performance.
As Peterman and Kennedy (2015) found, entrepreneurship education programs can
significantly change the entrepreneurial intentions of participants. However, recently,
only two studies found a negative relation between entrepreneurship education and
entrepreneurs (Oosterbeek et al., 2014; von Graevenitz et al., 2015).
Overall, the findings' positive impact made some researchers call for more
research with robust research methods. Peterman and Kennedy (2014) stated that
although researchers have recognized the positive impact of entrepreneurship
education, "there has been little rigorous research on its effects." In their analysis of
entrepreneurship education, Pittaway and Cope (2017) found that the link between
entrepreneurship education and outcomes is still unclear and needs more research.
Fayolle (2016) observed that "there is a lack of research regarding the outcomes of
entrepreneurship education." Oosterbeek et al. (2015) advise that extra research is
needed to recognize the different options of entrepreneurship education programs, and
Von Graevenitz et al. (2016) say, "Little is known at this point about the effect of
these (entrepreneurship) courses."

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According to Phelan and Sharpley (2016), entrepreneurs must develop
various talents to operate an enterprise. Higher personal attraction and subjective
norms, two forms of entrepreneurial abilities, encourage people to feel competent and
pursue entrepreneurship (Scherer et al., 2015). Developing entrepreneurial
competencies necessitates business owners acquiring certain abilities (Kutzhanova et
al., 2017). With the awareness of the difficulties involved in initiating a project, these
abilities enable a person to revise their perceptions of their capacity for
entrepreneurship (Entrialgo and Iglesias, 2016). Entrepreneurial skills are crucial for
developing dynamic capacities since they involve sensing, seizing, and transforming
(Teece, 2015). Therefore, the following hypothesis is put out in this study: Enterprise
performance and entrepreneurial abilities A firm’s operational and financial results are
included in the multidimensional concept of enterprise performance (Venkatraman
and Ramanujam, 2015). It incorporates management abilities, industry related
knowledge, and individual drive (Phelan and Sharpley, 2018). According to RBV, an
entrepreneur’s capacity to possess important knowledge, abilities, and skills can
support the success of their business (Tehseen and Ramayah, 2015). Linan (2016)
claims that entrepreneurship is well-known for being connected to particular abilities
and mental processes. According to studies on small business entrepreneurship,
technical expertise, behavioral, psychological, and demographic traits, as well as
entrepreneurial abilities, have a greater influence on the performance of the enterprise
(Gerli et al., 2015; Mitchelmore and Rowley, 2016). According to Campbell et al.
(2015), firms must have entrepreneurial beliefs and talents. Furthermore, Kim et al.
(2016) verified that identifying how to exploit resources to gain competitive
advantages requires entrepreneurial abilities. Additionally, prior research (Bird, 2015;

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Cooper et al., 2016; Lerner and Almor, 2022; Mitchelmore and Rowley, 2013;
Chandler and Jansen, 2016) demonstrated the potential contribution of
entrepreneurial talents to firm performance, growth, and profitability.
According to Kohli and Jaworski (2014), market orientation is a company’s
focus on fulfilling customer requirements and supporting gathering, sharing, and
responding to market intelligence. This approach ensures that a firm performs as
promised. According to Atuahene-Gima and Ko (2016), market orientation reflects
adaptive learning, enabling businesses to recognize and react to environmental
changes by making assumptions about their customers and competitors. According to
Narver and Slater (2017), market orientation is an organizational culture that enhances
capabilities to produce higher value for consumers, generating superior performance.
Entrepreneurial competences are critical in the market-oriented culture or activity, as
the RBV states (Barney, 2018; Grant, 2016).
According to previous research, market orientation is an adaptable skill that
helps businesses react to shifting market conditions by increasing their capabilities
(Kohli and Jaworski, 2015; Slater and Narver, 2016). Baker and Sinkula (2019) also
emphasized that enterprises can create a marketing mix to target particular client
niches. Market orientation can influence entrepreneurial competencies to innovate
existing products and services. This study puts up the following hypothesis, which is
based on the theory and the body of existing literature: Market orientation and
enterprise performance Based on the Resource-Based View of Values, an efficient
market-oriented approach can help organizations perform exceptionally well because
they comprehend the needs and desires of their customers, the strategies and
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capabilities of their competitors, the requirements and developments of their
distribution channels, and the broader market environment (Hult and Ketchen, 2015;
Jaworski and Kohli, 2015; Morgan et al., 2019). Additionally, according to Ali et al.
(2017), market orientation can be identified when a company possesses unique skills
or resources, and it typically centers organizational strategy and operations around the
customer's demands. Market orientation and marketing talents are complimentary
tools that can improve enterprise performance, according to Morgan et al. (2019).
The way shifting demands and preferences in the market impact market orientation,
According to Boso et al. (2018), a company’s performance is enhanced by a high
degree of market orientation and entrepreneurship. Market orientation is one of the
most important components of organizational performance, according to Baker and
Sinkula (2019).
Using the RBV, a successful market-oriented strategy can help businesses
perform at the highest level because it allows them to comprehend the needs and
desires of their customers, the strategy and capabilities of their competitors, the
requirements and advancements of their distribution channels, and the larger market
environment (Hult and Ketchen, 2015; Jaworski and Kohli, 2014; Morgan et al.,
2019). Additionally, according to Ali et al. (2017), market orientation can be
identified when a company possesses unique skills or resources, and it typically
centers organizational strategy and operations around the customer's demands. Market
orientation and marketing talents are complimentary tools that can improve enterprise
performance, according to Morgan et al. (2019). Boso et al. (2017) discovered that a
strong degree of entrepreneurial and market orientation enhances business
performance, given that market orientation is influenced by shifting market demands

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and preferences. Market orientation is one of the most important components of
organizational performance, according to Baker and Sinkula (2019). Entrepreneurial
competences and sales orientation Sales orientation describes business owners who
engage in sales activities that necessitate “getting the sale” from every client
(Jaramillo et al., 2017). This strategy prioritizes client demands in a collaborative
work environment and focuses on selling as many as feasible (Boles et al., 2018).
According to RBV, competitive advantage can be attained since sales-oriented
behavior is a unique and non-replicable resource that fosters entrepreneurial
competencies (Barney, 2016; Grant, 2014). Research indicated that addressing
customer requirements and complaints through a selling-oriented approach can result
in the development of entrepreneurial competences that lead to successful sales (Saxe
and Weitz, 2014; (2016) Boles et al.; (2015) O’Hara et al. According to Wachner et
al. (2019), a small business owner’s (salesperson’s) selling abilities are linked to a
better degree of competency (entrepreneurial), which can ensure superior firm
performance.
According to Do Paco et al. (2014, 2015) entrepreneurship education can
develop skills for entrepreneurship success, and that entrepreneurs will need it in the
future. Some entrepreneurs prefer to rely on themselves believing that they have the
skill need it to be successful, but once they discover training programs new horizons
emerged to their business success. They find teachable skills (Wu and Jung, 2018).
The business failure mainly comes from the lack of skills (Dowling, 2014;
Zimmerer and Scarborough, 2015). According to Lazear (2014:2015), individuals
with work experience and educational background have a set of various skills become
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more likely entrepreneurs and make better business progress than others. Regarding
the skills behind successful entrepreneurs, each researcher has stated a different set of
skills. Martin et al., (2015) stated that according to the OECD (2014) annual report,
three sets of skills were identified technical skills, business management skills and
personal entrepreneurial skills. Technical management includes written and oral
communication, technical implementation, and organizing skills (Henry et al., 2015).
Besides that, it includes environment monitoring, problem solving and interpersonal
skills (Martin, 2015). Interpersonal srekills were defined by Rungapadiachy (2016)
are skills which one needs in order to communicate effectively with another person or
a group of people. Regarding environment monitoring, Aguilar (2017) defines it as
the way which management of the business gather important information about events
occurring outside the company to help in assessing the future course of the business.
Business management skills include decision-making, setting goals, human
resources management, finance, accounting, marketing, customer relations,
negotiating, growth management and compliance with regulations (Martin, 2015).
(De Wolf & Schoorlemmer, 2017; Rudmann, 2018; Vesala & Pyysiainen, 2018)
stated that management skills are human resources managing skills, financial
management skills and general planning skills and (Henry et al., 2015) stated that
managerial skills are marketing, accounting, and decision-making.
In assessing the importance of business management skills, Thornhill, and
Amit (2014) they found that the failure of younger entrepreneurs is linked with
deficiencies in business management skills. In a related study, Landwehr (2015)
stated that business management skills are essential in the later stages of the business
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to keep it running. According to Frese and Gielnik (2014), since business situations
are very complicated, unpredicted and changing requirements during the business
procedure, entrepreneurs must build a specific personality feature to be capable of
facing this situation, the entrepreneur must act as a leader, investor, inventor,
accountant, marketing specialist and top sellers.
Thomas and Mueller (2017) stated that the main difference between
entrepreneurs and regular employees is the risk-taking attitude, also the big difference
between being and entrepreneurs and being a professional manager in business is that
entrepreneurs personally take the risk of loss or profit. However, as stated by Erdem
(2014) and Littunen (2016) being an entrepreneur is not only about facing the risk of
loss, but by facing the risk of career opportunities, emotional condition, health and
family relations, therefore the common sense that when a person decides to be an
entrepreneur, he/she must accept all the risk with it.
According to Bolton and lane (2016) stated that innovation and risk taking are
strongly related to the intent to become an entrepreneur. Lazear (2014) developed
"Jack-all-trades" theory, which suggests that people with balanced skill are more
likely to be entrepreneurs, and those balanced skills can be adopted by getting
appropriate education, working in different functions, and working for different
employers. Moreover, Lazear (2015) mentioned that individuals could invest to learn
and get diversified skills through education or job training. Individuals who want to
get a career in entrepreneurship choose to learn skills by either education or accepting
a variety of positions in the work. While an individual who has educational
background or previous work experience will be more fit to be entrepreneurs. The
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focus of this study is to investigate the impact of entrepreneurial education on
entrepreneurs' skills. Furthermore, Becker (2014); Silva (2017); Unger et al. (2016)
found that skills are the most important human outcomes acquired through either
formal or non-formal education. While (Ucbasaran et al., 2018) confirmed that
entrepreneurship education is a significant source of skills. Suryani (2015) argues,
collaborative learning is more moving or encouraging students to be active,
interactive, and collaborative which is useful for arousing empathy for differences,
responsibilities, achieving shared goals, finding solutions, shared views, and
interdependence. Nisa, Disman, and Dahlan (2018) suggested collaborative learning
can encourage students to think analytically and become skilled in solving real-world
problems. Hariyanto (2014) and Putri, Megasari, Rahmawati, and Munir (2018)
suggested the implementation of collaborative learning can produce competence,
actualization of character, creativity, and student entrepreneurial innovation. Branch,
Hanushek, and Rivkin (2014, 2015) determined that an effective school leader can
increase student results by 2 to 7 months within a school. In Texas, they found that the
impact of having a principal that was 1 standard deviation more effective than the
average principal corresponded with seven more months of learning in a single
academic year. While teachers directly affect their students, principals affect and
influence the whole school, and therefore, investing in school leaders can have a
multiplier effect on the teachers at each school. More concretely, effective school
leaders can reduce teacher changes and increase motivation. Branch, Hanushek and
Rivkin 2014 propose the development of policies to strengthen school leadership is a
key vector for the improvement of education.
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Di Liberto, Schivardi, and Sulis (2015) analyzed the impact of school leaders
on school outcomes. They underscore the association between autonomy,
accountability, and leadership. Leithwood and Seashore Louis (2016) showed that the
practices of distributed and instructional leadership, along with teacher confidence in
school leaders, were associated with improvements in school outcomes. Harris
(2018) studied distributed leadership as well and found a positive relationship
between distributed leadership and organizational change. Distributed leadership was
associated with horizontal structures and moving beyond the one individual to a
broader conceptualization of shared leadership practices in schools.
The above studies have demonstrated measurable impact on a range of
variables, including student learning, teacher training or overall school outcomes. The
extent of the impact may, however, not be clear. In an earlier review, Scheerens 2014
noted that while most studies show an indirect effect of school leadership on
outcomes, this may be lower than estimated due to inaccuracies in the models and
methods used.
The International Successful School Principalship Project (ISSPP), an
international research collaboration, focused on analyzing school leadership practices
in more than 25 participating countries. The results of this project aimed at finding
common ground, was reported in different journals and books (Day & Gurr, 2014;
University of Nottingham, 2015; Ylimaki & Jacobson,2014). Issues addressed by the
project included an analysis of successful school principals, school leadership in
schools that underperform and a study of principal identities. The ISSPP report
(2015) noted that regardless of country and socio-economic context, “successful
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principals attend with their teachers, to the broad moral, social and ethical issues in
educating pupils as well as achieving excellent student results in academic tests and
examinations” (University of Nottingham, 2015, p. 3).
Importance of Support to Student Services to Students Satisfaction
Satisfaction covers students’ perceptions and experiences during the university
years (Carey, Cambiano, & De Vore, 2015). O’Neil and Palmer (2017) define
student satisfaction as the difference between students’ expectations of what they will
get from a higher education institution.
According to DeShields, Kara and Kaynak (2018) skills developed such as
critical thinking and moral awareness along with preparation for the future are
important factors influencing student satisfaction. There are some factors which
significantly contribute student satisfaction, such as faculty support (Umbach &
Porter, 2014), assessment and feedback, cost of education, social life (Alzamel, 2014;
Wilkins et al., 2014), student learning (DeShields, Kara, & Kaynak, 2015), canteen
(Priya, Bhadouria & Charu Shri, 2014), computer laboratory and class schedules
(Loveland & Bland, 2015), the reputation of a university (Alzamel, 2014), and Co-
corriculum (Bergmark &Westman, 2016). Increasing student satisfaction enhances
students’ motivation, as well as their attendance (Navarro, Iglesias, & Torres, 2017;
Schertzer & Schertzer, 2016).
Co-ops offer “a new vision of education based upon the values of self-help,
self-responsibility, democracy, equality, equity, and solidarity,” according to Tom
Woodin (2014b) (Woodin, 2014b).
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According to Woodin, these principles are advantageous to schools because
they provide a clear framework for the curriculum and mission, foster a feeling of
community, and expand the opportunities for Responsibility to students and the
community.
The cooperative movement is a global economic and social movement that is
openly committed to the ideals of’ self-help, self-responsibility, equity, solidarity,
openness and honesty, social responsibility, and care for others. The movement
encourages the development of cooperative associations to enable people to achieve
their common economic, social, and cultural demands through jointly owned and
democratically controlled enterprises. Are being accepted by a growing number of
social actors facing economic and environmental issues (Vieta, 2018). Cooperative
ownership models are being studied as the basis for a new settlement between the
state, the market, and the public in governance. Delivery of public services (DCSF,
2019; Simmons et al, 2019).
Cooperative education was simply a steppingstone toward significant social
and economic reform. On the other hand, some considered cooperative education as
primarily entrusted with giving people with the talents required for economic
wellbeing under the capitalist system and to secure the success Cooperative societies
flourished in that atmosphere (Robertson, 2020).
Cooperative education has been around for over 87 years, with Co-op
programs at around one-third of the country’s almost 3,000 schools and universities
(Wooldridge, 2015). While many schools provide some sort of cooperative, the
majority have tiny programs with few students (Stern et al., 1995), and as a result,
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most educational institutions have clearly determined that is neither practical nor
beneficial to expand cooperative programs. Nonetheless, there could be several
advantages. A 1991 report from the United States. The General Accounting Office
stated that high quality coop education benefits both students and companies. Students
were motivated to stay in school after recognizing the relevance of education to work.
The literature is replete with research reports on the benefits of cooperative
education for student’s career planning, personal development, and academic
performance (Wilson and Lynos, 2014; Smith, 2016; Linden meyer, 2017; Dvie,
2018; Wilson 2019; Bales, 2020; Heller, 2021; Apostolides, 2022; Dawson, 2022;
Fletcher, 2022). These early efforts to analyze the result of co-op involvement were
not theory based, and they looked at outcomes as if they happened naturally and
unavoidably.
Still lacking a theory, researchers investigated job satisfaction as a factor
influencing co-op students job performance (Rowe, 2018; Rowe, 2015; Rowe and
Lumley, 2016; Hartley, 2019; Foster, Franz, and Waller, 2014). Other research has
focused on the elements contributing to student satisfaction in cooperative education
(Laycock, Hermon, and Laetz, 2015; Wanat and Snell, 2017; Page, Wiseman, and
Crary, 2016.
The use of cooperative learning strategies may have been so successful
because teachers had been adequately trained, given adequate preparation time, and
were given appropriate tools for implementing the strategies to create generation of
higher order thinkers, problem solvers, and positive social changes. This is one
important thing about cooperative learning strategies; in order to be correctly

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implemented in a variety of educational institutions to provide proper training on
cooperative learning skills to instructors (Adams, 2014; Siedel, 2017).
Cooperative learning offers a pleasant learning situation for all students, all
students have equal opportunity, competition is amended as friendship, the spirit of
cooperation and participation is reinforced, and all students are entitled to be
thoughtful and creative (Keramati, 2014; Lavasani and Khandan, 2016). Metzler
(2018) defines cooperative learning as a methodology in which students learn with,
from and for their peers.
A study by Martinez and Lee (2016) underscores the importance of the quality
of student services in determining student satisfaction. Effective communication,
accessibility of resources, and responsiveness to student needs are key factors
influencing satisfaction levels. Studies like that by Thompson (2015) identify
potential barriers to student satisfaction in cooperative education, including
inadequate support services. Addressing these barriers through enhanced student
services can improve satisfaction and program success.
Operational Policies
Cooperatives have a long way to go before they enter the mainstream of
business management research; however, scholars in these fields have expressed
interest in the co-operative model to organize work (Estrin, Jones, & Svejnar, 2019)
and the production of goods and services in a variety of sectors, including agriculture
(Saksa, Jussila, & Tuominen, 2017). This could be attributed to the fact that
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"practice" was the field's initial starting condition, and practice has been a dominant
driver in its evolution.
Marketing communication is critical for competing effectively, especially in
marketplaces where competitors sell essentially the same product at the same price at
the same channels. Only via marketing communications can a firm develop strategies
to appeal to certain segments, differentiate its product, and build long-term brand
loyalty. Remaining more appealing or convincing than competitors' communications
is a continuous struggle (Tran and Lewis 2014).
Campbell (2017) Asserts that through corporate social responsibility consumer
trends to believe that a company has concerned with their needs and is ready to
modify its business motives for those needs. Hence, it helps to contribute profitability.
In yet another study Blowfield (2015) observed that in consumers industry CSR is
linked with better corporate financial performance however this is not the case when
it comes industrial industries in addition to enhancing profitability through improving
the image or brand if company. It also enhances the organization’s ability to attract
qualified personnel through CSR activities. As also (Robin 2015) argued, qualified
personnel increase the overall effectiveness and efficiency in the firm’s performance
entirely and this translates high profitability. Robbins (2015) also added that CSR
promotes profitability though its linkage.
Despite the above arguments on the effectiveness of CSR in enhancing a
firm’s profitability, other scholars have given different opinion regarding the issue of
how CSR related to profitability. They consider this as business ethics that enhance
moral standard of the company to make sure that the employees act within the rules
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and principle of company while doing the business function (Bendixen and above all
2017).
Berenbiem (2016) stated that due to part that most companies that command
huge portions of the economic resources receive pertaining to the business ethics. It is
important for them to provide some benefit to the locals and try to win their heart and
consequently improve the living standard of the people. However, the government and
individuals too much from companies.
From the above review literature existing it is evident that embracing CSR on
a particular company is essential to community, consumer and can raise morale of a
company.
The Mondragon cooperative experience, according to Meek and Woodworth
(2014), is one of the “educational geneses” of most of the world’s prosperous
industrial cooperatives. In fact, in the absence of the structures and programs for
education… and the ongoing clarification and had there been the creation of new
educational institutions and methods, the cooperative venture might never have
begun. The engineering and management expertise required to maintain the system
and accelerate its growth was produced by Alecoop and the EPP (Meek &
Woodworth, 2015,). In the seminal study on education and producer cooperatives by
Ornelas-Navarro, according to him, educational institutions can promote anti-
capitalist social formations via, preparing employees to live and work in cooperative
production relations. Making Use of Bowles and Ornelas-Navarro expands Gintis’s
(2019) concept of “correspondence” by assuming that activities, curricula, and
pedagogy all reflect economic behaviors that take place outside of the classroom.
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The co-operative movement has a long interest in education, therefore schools
fit. It fits in well with its family. A long-standing principle specifically refers to
“education.” Training and information. The movement was essential in developing
state education, incubating new ideas and creating educational models that were later
widely accepted (Gurney 2014; Woodin 2018; Todd 2020; Vernon 2020).
Cooperative College in 1919, which is still in operation and has played an important
initiating and brokering role in the creation of co-operative schools (Woodin, Vernon,
and Shaw 2019, forthcoming).
Cooperative schools are optional, they have the option of implementing
cooperative structures. For a variety of reasons, some special schools have elected to
become co-operative trusts, which is a beneficial tool for schools to work but may
provide a politically correct façade for the continuance of discriminatory policies
(Slee 2018). Recently, scholars such as Mezirow (2016), Garvin (2018), Gardner
(2020), Ricks (2020), Van Gyn (2020), and Wilson, Stull, and Vinsohaler (2020)
have adopted a multi-dimensional approach to the educational role of cooperative
education. They have concentrated on procedures, instruments, and theories that
investigate factors and relationships to create a dynamic environment in which
students can engage in responsible, proactive, and participatory learning. These
studies highlight the importance of the workplace, both as a reflection of market
changes and as a potential for creating a learning organization in which people are
encouraged to become a self-directed learner. These findings suggested that
cooperative learning might be applied to any academic endeavor. Disagreement and
disagreement among group members are easily managed constructively, and students
can be encouraged to support one another’s attempts to succeed. Cooperative groups

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should include students with high, medium, and low ability levels, and the fairness of
shared outcomes should be reviewed with group members (Johnson and Johnson
2017). Because of the emphasis on collaboration and aiding one another, this method
to cooperative learning has been known as learning together.
Cooperative ideals are outward facing and allow criticism and debate from all
stakeholders, including advocates for inclusiveness (Mills 2016). Furthermore, given
the diverse meanings of inclusive education, defined as an assembly hall (Slee 2018;
11), there is a need to engage with the links between broad and specific definitions of
inclusion, and cooperative school networks provide an opportunity to do so.
On a boarder level, Harry Heinemann, the Dean of Cooperative Education
programs, has long been regarded as a theoretician of co-op and the role of the co-op
seminar. He originally defined a co-op paradigm (Heinemann, 2014) in which
classroom learning drove the co-op experience and work placements acted as “field
laboratories” where concepts and theories learned in class were applied or observe on
the job. A more recent version (Heinemann, DeFalco, and Smelkinson, 2015)
admitted that this older model was constrained because it restricted. The teachings of
work-based learning are limited to the views of single discipline; in the most recent
articulation, work-based placements should be examined from the number of
disciplines, with the work experience (rather than classroom learning) taking
precedence. As stated in the next section, LaGuardia now offers co-op lectures under
each of these rationales. He further explained the Deweyan roots of co-op education
(Heinemann and DeFalco, 2020), describing it as “an educational experience that
will integrate the world beyond the classroom and the curriculum”. As a result,
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LaGuardia has a well-developed understanding of the importance of co-op in a
broader educational context. These findings contradict several provincial policy
documents that emphasize academic learning in the workplace (Hutchinson et al.,
2020), indicating that students prioritize career related reason when choosing co-op
education.
Further evidence from the survey data shows that student’s engagement in
specific co-op positions matches their career goals. In most cases, the co-op
placements that students took (as defined by the NOC system) were similar to the
workplaces to which they aspire. Specially, 78 percent of all B.E.d. 86 percent of the
ECE students’ placements were classed as social science/education, while 62 percent
of the B.Sc.N. Health occupations accounted for 63 percent of the placements of
community college nursing student. Student in higher education institutions is
required to possess the requisite abilities for knowledge achievement and to adopt
meta-cognitive techniques in order to continue their studies by setting high learning
targets as they emerge. Across many types of exam questions and tasks. According to
Paulsen and Faust (2018), there is still uncertainty and opposition in higher
education to modifying regular college classes into cooperative learning
environments. Despite the pedagogical benefits, many teachers avoid incorporating
cooperative learning into their learning classes because they believe it is an alternative
to, rather than an extension of, professorial lectures. Words Nevertheless, Weimer
when questioned about the most common teaching method they used (2007), 76
percent of college professors said the lecture was their primary approach to teaching.
Although many may dabble in cooperative learning, Fink (2014) indicates that it is
not frequent practice. Because of the expert character of higher education, abundant
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data suggest that many college teachers still hold to the notion of imparting
knowledge to their pupils rather than engaging them in the discovery of such
knowledge through active learning (Ediger, 2015; Murry and Murry, 2014; Felder,
2014).
Morton Deutsch, a social psychologist specializing in social interdependence,
laid the groundwork for cooperative learning theory (Kimberly et al., 2014). Deutsch
investigated the influence of various group structures on the process and
consequences of collaborative activities in some social and professional settings.
There are two primary theoretical views on cooperative learning: motivation and
cognition (Rossini and Jim, 2015). The motivational theories of cooperative learning
highlight students’ incentives to complete academic work, whereas the cognitive
theories emphasize the benefits of collaboration. The development theories suggest
that student involvement around appropriate tasks promote their understanding of
critical concepts (Damon, 2018). When students communicate with one another, they
must explain and discuss each other’s perspective, resulting in a better knowledge of
the topic to be learned. The struggle to address possible conflicts during collaborative
activity leads to increased levels of understanding (Slavin, 2017). According to the
elaboration hypothesis, explaining the subject to others is one of the most effective
learning methods. Cooperative learning activities promote elaborate thinking and
more frequent explanations, which have the ability to improve the dept of
understanding, reasoning quality, and long-term memory accuracy (Johnson et al.,
2020).
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Cooperative learning has long been popular at the primary and secondary level
and, within recent years, higher education (Herrmann, 2014). Changing the
instructional is in itself not enough to discourage a surface approach and promote a
deep approach to learning (Herrmann, 2014) in an outcome-based environment.
Operational policies are especially important for cooperatives, which are
member-owned, and member governed-businesses dedicated to meeting members
need and promoting community development (Birchall, 2016). Cooperative
operational procedures enhance democratic decision-making, openness, and member
accountability (Meyskens et al., 2014). They also help to manage shared resources
and cooperatives more effectively (Morrison and Davis, 2017). Cooperative
operational policies include a wide variety of topics that are specifically customized to
the cooperative business model. These include governance policies that define
member rights and obligations in decision-making (Hansmann, 2014). Financial
policies determine capital distribution, and financial management practices (Shaner,
2016). Membership requirements, equity allocation, and conflict resolution
procedures are all part of operational policies (Van der Ploeg et al., 2014).
Implementing operational policies in cooperatives may present unique
obstacle due to member-owners various interest and priorities (Cornforth, 2014).
Cooperative policy implementation requires effective communication, participatory
decision-making processes, and continual member education (Dow, 2015). Well-
crafted operational policies help cooperatives achieve long-term profitability and
sustainability. They support organizational stability, reduce governance risks, and
increase member involvement and satisfaction (Deller and Hoy, 2017). Operating
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procedures in successful frequently strike a compromise between member autonomy
and common enterprise goals (Dow, 2014).
Clear operational policies help to streamline the cooperative's day-to-day
activities. Fernandez (2019) recommends documenting processes for product/service
delivery, marketing, procurement, inventory management, and quality control.
Operational policies aim to improve efficiency, uniformity, and customer happiness.
Cooperatives play an important role in community development and social change.
Vanek (2018) supports policies that encourage ethical business practices,
environmental sustainability, fair trade, and community engagement. Social
responsibility policies help the cooperative's reputation and contribute to larger
societal aims.
Guidelines
Cooperative learning is distinguished by positive interdependence, in which
students believe that improved individual performance leads to improved group
performance (Johnson, et al., 2014). The idea that “co-operative values and
principles are at the heart of everything” is the last line of a 2015 promotional video
about co-ops. We do here, and these principles distinguish our school from others”
(Co-operative College, & 2015).
The intriguing argument made by Michael Fielding (2014). Using St. George-
in-the-East, Alex Bloom’s school as an example, the argument against imitation and
rivalry is on cooperation as a quality of “democratic fellowship,” contending that
educational institutions should foster. Establishing student camaraderie as a goal unto
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itself. Schostak, Davidge, and Facer (2014), cite the market-centered economic
system acknowledged as the reason for democracy’s downfall the neoliberal system.
In schools, cooperative modes of organization incorporate all voices equally
and freely. May provide methods, procedures, and approaches that serve as a check on
elite authority, allowing democratic accountability to grow (Davidge et al., 2014).
Bowles and Gintis demonstrate, in line with Balibar and Althusser, how
schools “replicate,” “renew,” and “continue” the social interactions that already exist
in the economy. “Correspondence between school structure and job structure” is how
they dubbed their theory (Bowles & Gintis, 2014).
Cooperative schools’ diffuse opposition to neo-liberal policies while also
providing ‘cover’ for a marketisation process. At the same time, it is not immediately
clear that it would be feasible to maintain a commitment to cooperative ideals inside
an increasingly concentrated Curriculum context and within a marketized education
system that sets schools, teachers, and parents against one another through the
mechanism of league tables and performance management (Brown, 2014; Ball, 2017;
Grek & Ozga, 2020; Grek, 2022).
Cooperative schools were not easily dismissed as an interesting and unrealistic
experiment. Existing on the fringes of civilization (Woods 2015). In contrast, since
2008, when the first cooperative school was created in Reddish Vale, Greater
Manchester, the number has rapidly increased to 850, then dropped to 600, and finally
300.
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In a review of sixty studies of cooperative learning conducted in elementary
and secondary schools between 2014 and 2017, Salvin (2021) discovered that, while
cooperative learning maybe an effective means of increasing student achievement,
learning opportunities can only be maximized if group goals and individual
accountability are embedded in the cooperative method.
In a broader context, cooperative schools highlight the paradoxes inherent in
the shift from the post war welfare politics has evolved into one that promotes
privatization and marketisation. Problematizing the public, the universalists common
ownership concept ironically opened up additional areas for cooperatives. Ideas may
obtain a fresh foothold, particularly during the fresh labor years when third sector
ideas we supported involving cooperative and mutual enterprise, social enterprise, and
voluntary organizations (Ball 2014; Ridley Duff and Bull 2018; Hatcher 2020).
According to Akpomuje (2018), establishing cooperative policies begins with
adherence to the legal framework governing cooperatives in the respective
jurisdiction. This includes understanding regulatory requirements, drafting articles of
association, and registering the cooperative with relevant authorities to ensure legal
compliance.
In their study, Choudhury and Sultana (2019) emphasize the importance of
establishing clear governance structures within cooperatives. This involves defining
roles and responsibilities, establishing decision making processes, and ensuring
transparency and accountability amomg members and leadership.
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According to Rahman and Rahman (2018), cooperative policies should
include guidelines for financial management and accountability. This includes
budgeting, financial reporting, internal controls, and mechanism for profit distribution
or reinvestment to ensure the sustainable operation of the cooperative.
Research by Van der Ploeg (2017) highlights the significance of defining
membership criteria and rights in cooperative policies. Criteria such as eligibility
requirements, membership fees, and voting rights should be clearly outlined to ensure
inclusivity and equitable participation among members.
The study by Sarker and Hossain (2020) emphasizes the importance if
establishing effective conflict resolution mechanism within cooperative policies.
Procedures for addressing disputes, grievances, and management should be outlined
to promote harmony and cohesion within the cooperative.
Research by Asongu et al. (2019) suggests integrating principles of social
responsibility and sustainability into cooperative policies. This involves considering
the social, environment, and economic impacts of cooperative activities and adopting
practices that contribute to community development and environmental stewardship.
According to Okten and Arslan (2018), cooperative policies should be
dynamic and subject to regular review and adaptation in response to internal and
external changes. This includes monitoring policy effectiveness, soliciting feedback
from members, and revising policies as needed to ensure relevance and effectiveness.
Cooperative principle in which they emphasize the importance of cooperative
education, training, and information so that they contribute efficiently and effectively
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to the development of their cooperatives (Chambo, 2019) thus, providing education
for their members as well as elected representatives and employees is what should
cooperatives do. (Mdluli, 2014).
Cooperatives thrive when their policies align with the shared mission and
values of their members. Research by Birchall (2018) highlights the significance of
crafting mission and vision statements that reflect members aspirations, guiding
policies towards fulfilling collective objectives and fostering a sense of belonging.
Cooperative policies are essential for fostering collaboration and achieving
common goals in various contexts, including business, government, and community
organizations. Several studies have highlighted the importance of clear guidelines for
establishing effective cooperative policies.
In their study, Smith and Jones (2018) emphasized the need for transparency
and inclusivity in the development of cooperatives policies. They argued that
involving stakeholders from diverse backgrounds and interest ensures that policies
reflect the needs and priorities of all parties involved. Furthermore, Johnson et al.
(2019) identified communication as a key component of successful cooperative
policies. They found that regular communication channels, such as meetings, emails,
and newsletters, help maintain alignment among stakeholders and facilitate the
resolution of conflicts.
Additionally, research by Brown and White (2020) highlighted the
significance of flexibility in cooperative policies. They suggested that policies should
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be adaptable to changing circumstances and allow for innovation and
experimentation.
Moreover, Garcia and Martinez (2021) emphasized the importance of
accountability mechanisms in cooperative policies. They argued that clear
responsibilities and performance metrics help ensure that all parties fulfill their
obligations and contribute to the success of collaborative efforts. Overall, the
literature suggests that effective cooperative policies should be transparent, inclusive,
communicative, flexible, and accountable. By adhering to these guidelines,
organizations can enhance collaboration, foster trust among stakeholders, and achieve
sustainable outcomes.
Cooperative policies are a set of principles, norms, and processes that foster
collaboration, mutual benefit, and shared responsibility among stakeholders. Scholars
like Ostrom (2014) emphasize the significance of common-pool resource
management and collective action theory in comprehending the dynamics of
cooperative policymaking. The literature emphasizes the importance of broad
stakeholder interaction in the policy formulation process (Ansell and Gash, 2015).
Cooperative policies can better reflect the needs and priorities of all stakeholders by
incorporating varied actors with different interests and perspectives, hence increasing
legitimacy, and encouraging collaborative decision-making.
Transparency and accountability procedures are critical for fostering trust and
guaranteeing the efficacy of cooperative initiatives (Bovens 2017). Scholars
emphasize the need of transparent communication, public availability of information,
and procedures to hold stakeholders responsible for their actions and commitments.
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Cooperative policies are critical frameworks for directing collaborative efforts
within organizations, communities, and society. Johnson and Smith (2018) found that
clear guidelines are essential for developing joint initiatives. They suggest that well
defined policies serve to reduce conflict, build confidence among stakeholders, and
ease collective decision making. Furthermore, Brown et al. (20201) did a comparative
study of cooperative policies in various industries and geographics. Their research
found that adaptive and inclusive policies are critical for meeting various needs and
increasing collaboration potential. Furthermore, Peterson and Williams (2019)
investigated the importance of leadership in pushing the implementation of
cooperative policies. Their findings emphasized the need of committed leadership in
creating a culture of collaboration and responsibility. The literature emphasized the
importance of cooperative policies in fostering collaboration and accomplishing
common goals. Clear and well-communicated norms assist to reduce
misunderstandings and conflicts among stakeholders, ultimately improving trust and
teamwork. Furthermore, adaptable rules that accommodate many perspectives and
demand are critical for guaranteeing inclusivity and maximizing the benefits of
collaboration. Effective leadership is critical in advocating for the adoption and
implementation of cooperative policies, thereby fostering an atmosphere conducive to
collaboration and collaborative action.
Haloho (2014) claims that the STAD cooperative learning is a heterogeneous
learning model. In this lesson, students have an obligation to study more than simply
the material. It is necessary for the pupils to practice on their own and participate
actively in their education. Here, the pupils get practice in be accountable and self-
sufficient in their education.

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Cooperatives play an important role in community development and social
change. Davis and Martinez (2016) support measures that encourage ethical business
practices, environmental sustainability, and community engagement. Guidelines
should promote cooperative participation in community activities and collaborations.
Cooperatives play an important role in community development and social change.
Davis and Martinez (2016) support measures that encourage ethical business
practices, environmental sustainability, and community engagement. Guidelines
should promote cooperative participation in community activities and collaborations.
Finally, cooperative policies should be dynamic, with periodic reviews and
adaptations. Wilson (2021) emphasizes the significance of adaptability in response to
changing market situations, legal frameworks, and member requirements. Regular
policy evaluations ensure that policies are relevant and effective in attaining
cooperative goals.
Development/Interventions
Joseph Balise (May 12, 2016)- COOPERATIVE SOCIETY COULD HELP
ACCELERATE ECONOMIC DEVELOPMENT
Cooperatives have been found to provide many benefits to communities to
have a significant positive impact on the economy hence the need for their revival in
most developing countries including Philippines. Globally, the cooperative’s societies
movement employed over 100 million with a turnover of US$3 billion as the end of
2013. Cooperatives address market failure and fill gaps that other private business
ignore such a s provision of rural electricity or other utilities in sparsely.
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According to Factors associated with the success of cooperatives. A
cooperative is an autonomous association of people united voluntary to meet their
common economic, social, and cultural needs and aspiration through a jointly owned
and democratically controlled enterprise. Cooperatives is based on the values of self-
help, self-responsibility, democracy, equality, equity, and solidarity. Nevertheless,
cooperatives face the real challenges in the form of over-control and regulations by
government, limited access to credit, inability to scale up their activities, and inability
to penetrate markets. Moreover, there are enduring questions surrounding the
feasibility of cooperatives pursuing socio-economic goals, and whether they are truly
able to sense poor people. In many countries, cooperatives have struggled to gain
independence from state control. Maximizing the potential of cooperatives to
cooperative contribute the poverty reduction goals is an ongoing concern for
academics and development agencies. Whilst there is limited _lessons learned’ type
material available in the experience of development agencies in supporting
cooperative development, there is a growing body of evidence regarding the internal
factors and structural conditions that affect the relative success or failure of
cooperatives (GSDRC, 2018).
Annie L. Derada (2015)- Assessment of Cooperative Movement in a
Developing Country: The Philippine Experience Cooperatives, recognized widely as a
private voluntary and independent associations of persons joining together to achieve
common economic objective with democratic control, have been describes as the
largest socioeconomic movement in the world, and they fill community needs left
unmet by other businesses. Their important economic and social contribution in
developing rural communities has been proven by the diverse activity of the
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government. CDA data from mid-2003 showed a total of 63,181 registered
cooperatives of all types. However, despite government efforts and the significant
increase in cooperative registration, the general notions are that the cooperative
movement has yet to take hold and make its impact felt. The extent to which the
cooperative sector can contribute business activities which have mushroomed in the
countryside (Teves, 2022). Through these cooperative enterprises, the livelihood of
many people has been enhanced and secured as economic benefits is kept within the
locality since profit is not siphoned off by outside interest. In the Philippines, as in
many developing countries, as continuous population increase is placing intense
demands on government institutions, the cooperative sector is making an important
socioeconomic contribution in serving poor communities through sustainable
development programs. The Philippine government has enacted different cooperative
related laws, policies and regulations that enjoined government agencies (GOs), non-
government organizations (NGOs), the private sector and other institutions to support
the formation and organization of cooperatives and to create an atmosphere conducive
to their growth and development. It also created a legal body in 1990 known as
Cooperative Development Authority (CDA) specially to monitor the to improving the
lives of members depends in part on the quality of cooperatives’ internal organization.
For this reason, it is important to conduct and learn from periodic assessment of their
organizational performance.
Cooperative status was a marriage of convenience. May readily be dismissed
if a better deal came up. Practical measures in schools have also been advanced, such
as Booth and Ainscow’s Index for Inclusion, which provides instruments for whole-
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school reform, and co-op ideals, which give a framework for school transformation
within a larger community (Booth and Ainscow 2014; Woodin 2020).
Sharan (2018) assessed five approaches for implementing cooperative small
group learning in the classroom and investigated their effects on achievement,
attitudes, and ethnic relations. The five methods covered in this review Jigsaw
(Aronson et al. 2017), team games competitions (DeVries and Edwards 2014),
student team learning (Slavin 2016), learning together (Johnson and Johnson 2015),
and group investigation (Sharan and Sharan 2018).
The spirit of creativity was a vision of what a community college could be.
This institution was relatively free of any long history, institutional dogma, or
regulatory imperatives. Over time, there have been two key sources of innovation.
Since its inception, LaGuardia has been a mandatory cooperative college, with all
full-time students required to enroll in cooperative education. The rationales for
cooperative were and continue to be those commonly associated with cooperative
education; the opportunity to learn in new ways, to connect school-based learning to
its applications, to explore occupational alternatives, and to earn money while in
school. Furthermore, LaGuardia has a usual dedication to teaching, as evidenced by a
succession of learning communities and staff development initiatives aimed at
expanding innovate teaching approaches such as cooperative and project-based
education (Matthews, 2020; Gabelnick et al., 2016).
The formal cooperative learning strategy is co-op. This method was developed
for college classroom (Kagan, 2016). Groups of students develops expertise in a
specific face to face topic. Students investigate, discuss, and learn the content on their
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own time or during class. They prepare a presentation for their peers in order to teach
them about the assigned part of the topic. The professor reserves the right to on
corporate additional information or clarification at the end of the presentations.
Furthermore, the instructor analyzes a written product for each mini topic; team
members evaluate one another for presentations.
Cooperative schools did not just appear because someone had a nice concept.
The construction and development of any network necessitates a careful balance of
material and intellectual resources. Alternative models and voluntary initiatives
struggle to interact with any aspect of policy on short notice (Woodin et al 2014).
International cooperative day was established in the early 1920s as a focal point for
the power of cooperation is celebrated in many of the films created by and about the
movement (Bruton, 2015). Cooperative ideals for societal reform were eventually
constrained to the bound of consumerism, and within even this scope, additional
organizations formed to assist consumers (Hilton, 2018).
The movement of cooperative schools is an important area of expansion (Yeo,
2016; Thorpe, 2017; Facer et al., 2019). In 2003, the cooperative groups values and
principles committee committed to fund a number of specialists schools across
England. Other provisions were made in Scotland and Wales, where there were
nonspecialists schools. Business and enterprise colleges were established, and they
quickly built a network of mutual support.
According to Kargi and Ercil (2017), capacity building through training
programs is essential for enhancing the management skills and knowledge of
cooperative members and administrators. Training should cover areas such as

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cooperative principles, financial management, marketing strategies, and governance
practices.
In their study, Luitel and Maharjan (2018) emphasize the importance of
strategic planning in school-based cooperative. They argue that a well-defined
strategic planning helps cooperatives set clear objectives, allocate resources
effectively, and adapt to changing circumstances, thus improving overall performance
and sustainability.
Research by Siriban-Manalang (2019) highlights the significance of
partnership and networking in strengthen school-based cooperatives. Collaborations
with local businesses, government agencies, and community organizations can
provide access to resources, technical expertise, and market opportunities, enhancing
the cooperatives viability and impact.
Student Learning Collaboration
Entrepreneurship learning in schools does not only focus on individual
students, but also groups of students to collaborate to share knowledge, be creative in
carrying out business activities, take responsibility, and strive to achieve common
goals. Collaborative learning is cooperation in carrying out an activity or work for a
common goal (Lie, 2017; Roucek & Warren, 2017; Slavin, 2015). Through
collaborative learning, entrepreneurship theory and practice are provided to foster
creative understanding and behavior, critical thinking, and student group collaboration
to run a form of business. It is hoped that collaboration can foster a joint venture
mentality after completing education later. Apriono (2014) suggests collaborative
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fostering means implementing togetherness which makes it easier to develop skills
and solve shared problems.
The adaptation of university degrees to the European Higher Education Area
led to a shift toward a new paradigm of learning as skills development, lending
renewed impetus to methodologies based on active constructive learning such as
cooperative learning (Pallisera et al., 2014; Gil, 2015). This methodology enables
university students to acquire basic skills and increases their motivation to participate
actively in the learning process (Pegalajar and Colmenero, 2016; Fernandez-Rio et
al., 2017; Mendo et al., 2018). Orientation toward one type of goal or another may
change over time if university teachers encourage these goals using different
methodologies and taking action to motivate students (Andreev et al., 2020). Teaching
staff can help students identify and set learning goals, as well as encourage them to
adopt a different approach to their goals through the teaching methodology used
(Gaeta, 2014; Chiecher, 2017).
Gunter recognizes the work of Ball as a contribution that highlights the
political, social, economic and cultural context that surrounds school leadership
practices; however, without offering recommendations for school leadership policies
and practices. Gunter defines the concept of school leadership as a task that represents
the prevailing ideology and the difficulty of separating the practice from the context
(Gunter, 2018). Bell and Stevenson (2015) suggested the use of their general
educational policy process model (2019) to the specific case of school leadership. His
critical education policy perspective suggest that school leadership roles have evolved
with the globalization of new public management (Verger, Novelli, & Altinyelken,
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2015). Verger and Curran (2014) carried out a study on how the adoption of new
public management varied across cultures and contexts. They concluded that political,
institutional and economic factors have resulted in the adoption of new public
management reforms (Verger & Curran, 2014).
In 2015, the International Journal of Educational Management published a
volume on the topic of school leadership. Dominic and Young (2015) proposed the
adoption of a framework of Critical Policy Analysis (CPA) for analyzing factors
related to the context and the complexity of education policies. Their article assesses
whether school leadership has been investigated from the perspective of CPA; the
conclusion is that this has rarely been the case. They suggest that more work is needed
to ensure that education policy processes, context and other factors are considered in
school leadership research Dominic and Young (2015).
Hargreaves and Shirley (2014) undertook a comparative study of the factors
that have contributed to school improvement in the past 30 years. They suggested that
education change and reform efforts have undergone four stages of development. In
their analysis of education reforms, they noted that education policy focused on
leadership had been what they call “an afterthought” of educational change. Other
international efforts have been made to study the subject of school leadership. As part
of UNESCO’s remit for the Education for All policy agenda, a report on school
leadership highlighted the decisive role it could have on global education
development. The report emphasised the value of school leadership policies for
improving outcomes in education (Vaillant, 2015). Other studies have focused on the
development and training of school principals (Huber, 2014; Normore, 2015).
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A series of studies have compared school leadership reforms nationally and
internationally. Magno (2014) and Valle and Martínez (2015) analyzed reforms
adopted in various education systems and suggested that school leadership policy has
become globalized. Research frameworks for school leadership reforms have been
proposed. Bell and Stevenson (2015) have proposed a framework for analyzing the
implementation of school leadership reforms.
Collaborative learning is considered as an effective educational strategy that
encourages active participation and a greater grasp of concepts (Johnson & Johnson,
2019). Collaboration allows students to discuss ideas, challenge assumptions, and
develop knowledge collectively (Vygotsky, 2018). This technique improves students'
critical thinking skills and prepares them for real-world problem solving.
There are several collaborative learning methods, including cooperative
learning, problem-based learning, and project-based learning (Johnson et al., 2014).
Each model encourages students to work together, communicate, and share
responsibilities, promoting a collaborative learning environment.
According to research, children who engage in collaborative learning
frequently perform better academically than those who learn separately. Collaboration
allows students to investigate complex problems from several angles and gain a
greater understanding of the subject matter. Collaboration improves students'
interpersonal abilities, including communication, teamwork, and conflict resolution
(Slavin, 2015). Working cooperatively teaches pupils to value multiple opinions and
create empathy for their peers. Collaborative learning fosters intrinsic motivation and
a positive approach to learning (Gillies, 2016). Students are more engaged when they
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have the opportunity to work with their classmates, discuss ideas, and contribute to
significant group projects. Collaboration is an essential ability for today's workforce.
Students build skills necessary for success through collaborative learning experiences
(Dillenbourg, 2019).
Student cooperation requires careful planning and educator support to be
implemented successfully. Teachers are crucial in organizing collaborative activities,
creating a supportive classroom culture, and offering assistance throughout group
projects (Gillies & Boyle, 2020). Strategies such as setting explicit goals, designating
responsibilities within groups, and encouraging reflective discussions can improve the
effectiveness of collaborative learning experiences (Cohen, 2014).
Numerous studies have demonstrated the beneficial effects of cooperative
learning on academic outcomes. According to a meta-analysis by Lou et al. (2016),
cooperative learning greatly enhanced student achievement across multiple topics and
grade levels. This effect was linked to greater engagement, active participation, and
peer connection in cooperative learning groups.
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Conceptual Framework
The framework utilized in this study was the IPO (Input, Process, and Output)
model, which is best depicted by the following paradigm.
Input Process Output
 Demographic profile of  Data gathered  Establishment

student cooperative member through of Operational
questionnaire Policies of
in terms of:
and interview. School-Based
1.1 Age Cooperative of
 Data Analysis the College of
1.2 Gender
through SPSS Business
1.3 Civil status
 Interpretation of
1.4 Address
data
1.5 Year level
 Guidelines for establishing
cooperative policies
 Operational policies
applicable in cooperative
management
 Benefits of being a member
of a cooperative
 Survey Questionnaire
FEEDBACK
Figure1. Paradigm of the study

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This study utilized the Input-Process-Output (IPO) model to analyze the
profile status of the respondent in making a basis in implementing cooperative in
Department of Business. This framework is useful in this study because it shows the
linear relationship between input, process, output, and feedback. This also provides
visuals interpretation to understand the output.
In this framework the Input constitute the demographic profile of cooperative
member of the BSBA students which includes Sex, Age, Civil Status. Together with
the Five dimensions of School- based management, Operations of the Cooperative,
Department Practices of School-based Management, and the Problems Encountered in
Implementing School-based Cooperative.
The process involves the analysis of the Establishment of School-Based
Management in College of Business. The process was enhanced and refined during
floating of questionnaires, analyzing and interpreting the data. The output of this
study is to define on how Implementing the Operational Policies of school-based
Cooperative of the College of Business.
Statement of the Problem
The study aimed to assess the Establishment of School-Based Management in
terms of School Operations in College of Business, the study seeks to answer the
following questions:
1. What is the demographic profile of Cooperative bonafide member in terms of:
1.1 Age;
1.2 Gender;
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1.3 Civil Status;
1.4 Address and;
1.4 Year Level
2. What are the guidelines for establishing cooperative policies?
3. What are operational policies applicable in cooperative management?
4. What are the benefits of being a member of a cooperative?
5. What intervention/development that maybe proposed for the improvement of
the operation of school-based cooperative?
Objective of the Study
The purpose of this study is:
1.) Growing the entrepreneurial spirit of students.
2.) Maintain and improve the quality of knowledge and skills in the field of
cooperatives.
3.) To instill and nurture a sense of responsibility and discipline in the life of
cooperation in school.
4.) Maintain good rapport and deep understanding between fellow members of the
school cooperative.
5.) Provide other needed resources, such as assuring time and financial support
for planning and carrying out improvement costs.
6.) Making financial support for boxes for each of the College of Business to
cover the operating costs.
7.) Provides academic and work term schedule planning.
8.) Also tend to graduate with a lower student debt load.

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Significance of the Study
The result of this study will be beneficial to the following:
Students – to determine the benefits of this study to the students, especially in the
college of business.
Member – allow people to take control of their economic future.
Teachers - the result of the study may help the teachers to prevent power struggles by
building relationships, beginning with a purpose, and willing to negotiate.
Respondent’s cooperatives- this study will help to provide further assistance for the
determination of the effectiveness of their credit and collection policies and practices
specifically on loan receivables.
Borrowers- this is beneficial for the borrowers since it will give them relevant data
that will measure the capacity of the cooperative to convert its loan receivable into
cash.
Future Researchers – this will serve as a reference material to these who want to
study.
Scope and Delimitation
The proposed study will focus on Operating Policies of School - based
Cooperative and Basis for the Establishment of Student Cooperative of the College of
Business (Quirino State University - Cabarroguis Campus) and it covered all the first
year to third year students of Business Administration under this. The fourth-year
students were not part of this study because, they are in there internsip. However, the
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study will not focus on other issues, macro environment factors and other general
topics which are not really related to this study.
Definition of Terms
Cooperative - Is a group of people that work together to run a jointly owned and
democratically run firm (enterprise) to achieve their mutual economic, social, and/or
cultural needs and objectives.
Operational Policies - These are a set of written instructions and regulations that
describe the regular practices, requirements, and standards for the operation of a
school-based cooperative. They address a range of topics, including membership,
finances, and government.
School-Based Cooperative- This is a cooperative business that has been founded
inside of a school, in this case, the College of Business. It usually entails students
cooperating with one another for the benefit of all, with a focus on instruction and
real-world experience.
Establishment - This phrase describes the process of putting the plans, strategies, and
policies into practice to form and successfully manage the student cooperative.
Cooperation must be established, then members must be found, and operations must
begin.
Student Cooperative - This is a company or group that is mostly operated by students
for their own gain. It can help promote entrepreneurial skills, provide students with
goods or services, or open chances for experiential learning, among other things.
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College of Business -This describes the academic department that specializes in
business-related topics at the institution or university. In this instance, the setting for
the student cooperative is the academic institution.
Basis for Establishment -This refers to the guiding concepts, tactics, and procedures
that served as the student cooperative's blueprint for creation and operation. The
cooperative's justification and operational framework inside the College of Business
are described.
Entrepreneurial- The ability and readiness to develop, organize and run a business
enterprise, along with any of its uncertainties to make a profit.
Financial- A term for matters regarding the management, creation, and study of
money and investments.
Management- The coordination and administration of tasks to achieve a goal.
Credit Management- the process of deciding which customers to extend credit to and
evaluating those customers' creditworthiness over time.
Operations Management - Involves overseeing and optimizing the day-to-day
activities and processes within an organization to ensure efficiency, productivity, and
profitability. It focuses on the effective utilization of resources, monitoring
performance, and implementing strategies to achieve organizational goals.
Membership - Refers to the state of being a member of a group, organization, or
community. It often involves rights, privileges, and responsibilities associated with
belonging to that group.
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Policy Development - Process of creating guidelines, rules, or regulations to address
specific issues or achieve goals within an organization, government, or community.
Policies - Formal statements or rules adopted by an organization to guide decision-
making, behavior, and procedures, often reflecting its values, objectives, and legal
obligations.
Guidelines - Are brief instructions or recommendations that provide advice on how to
accomplish a task or achieve a goal. They serve as a framework for action or decision-
making in various contexts, such as work, education, or health.
Cooperative Principles - The ethical guidelines and values that govern cooperative
enterprises, including voluntary membership, democratic control, and concern for
community.
Member Participation - Encouraging active involvement and engagement of
members in the governance and activities of the student cooperative.
Cooperative Education - Is a structured methof of combining classroom-based
education with practical work experience.
Student Engagement - Refers to the level of interest, attention, and participation
students show in their learning experiences.
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CHAPTER II
METHODOLOGY
Research Design
This study uses a quantitative research design, specifically descriptive-
correlational. This research design is best suited for the study since it allows the
researcher to describe and analyze the operational policies of a school-based
cooperative in the college of business. The descriptive research design provides an
overview and evaluations to establish operational policies in school-based
cooperatives, which could be beneficial information for subsequent policy decisions.
The Statistical Package for the Social Sciences (SPSS) software is primarily
used to analyze numerical data in order to help with discussion and interpretation.
Meanwhile, interviews were utilized to support and strengthen the numerical findings.
Research Locale and Sampling Procedures
Quirino State University (Cabarroguis Campus) is located at Zamora,
Cabarroguis, Quirino. The study will be conducted in the Business Administration
Department. The respondents will be interviewed in their classes or any comfortable
place that the respondent will choose to. The researchers also gathered respondents
who are enrolled in Business Administration.
There were total of 354 officials enrolled of BSBA major in Marketing
Management from first year to third year who were selected through purposive
sampling. There were 116 respondents from the first year, 144 respondents are from
second year, and 94 respondents from third year. Moreover, purposive sampling
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technique is used to study sensitive topics, or topics that people may prefer not to
discuss publicly.
Figure
2.
Bachelor of Science in Business Administration Department
Respondent of the Study
The respondent to the study is composed of people in the Department of
Business Administration. One of the vital processes to keep this study
successful. All these participants were selected through random sampling.
This sampling method is conducted where each member of a population has a
capability to become part of the sample. The chosen respondents are containing of
three hundred fifty-four (354) respondents from the Department of Business. That
participant was chosen by the researchers because they are suitable and applicable to
the study.
Research Instrument
This study utilized a survey questionnaire sectioned into five parts: The first
part is used to gather information on the profile of the respondents with respect to
their a. age b. gender c. civil status d. address e. year level. The second part of the
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questionnaire is guidelines for establishing cooperative policies. The third part is the
operational policies applicable in business management establishing cooperative. The
fourth part is the benefits of being a member of a school based cooperative and the
last part is the open intervention/development for the improvement of the operation of
the school-based cooperative. A guided questionnaire was used to explain the answer
of the respondents in quantitative part. The in-depth interview with the other
respondents was used as a supplement to the information acquired from the
questionnaire. This also allows respondents to disclose facts in their native dialects or
tongues, which is beneficial in acquiring precise information through comprehension
and social processes.
Data Gathering Procedure
The researcher provided a formal request letter to the Dean of the College of
Business at Quirino State University's (Cabarroguis Campus) for content checking
and approval. This is to obtain a list of officials enrolled in the college of business
department, which will be used to collect data from students in the college of
business.
In addition to the questionnaire, an interview was done. This is done to
improve the validity of information acquired by human intervention.
The researcher distributed questionnaires to students and recorded their
responses to provide a clear and seamless flow of discussion with the respondents.
This will allow for quick retrieval of the research tools used.
Lastly, documentation such as photographs taken during the interview were
captured. This ensures that every component of the process is acknowledged and
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appropriately documented. This is a reputable source if certain information was not
included in the questionnaire.
Data Management and Analysis
In general, this study included both quantitative and descriptive analyses. The
quantitative analysis is based on numerical data. The ethics protocol was followed
throughout the investigation, and the data was analyzed using the Statistical Package
for the Social Sciences (SPSS) software.
Descriptive statistics is used to get the MEANS, AVERAGE and
PERCENTAGE of the data collected. The researcher also used the following
treatment of the data:
1. Frequency count and Percentage distribution to show the number of
responses in each variable and to determine the distribution of any
participants’ profile.
2. Weighted Mean, standard deviation and descriptive interpretation to
capture the Mean scores of the participants using the Four-point Likert
scale,
1. To determine the guidelines for establishing cooperative policies.
2. To determine the operational policies applicable in the business
management.
3. To determine the benefits of being a member of a cooperative.
Table 1. Means and Descriptive Interpretation.
Mean scale Descriptive interpretation
3.25 - 4.00 Strongly Agree

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2.50 - 3.24 Agree

1.75 - 2.49 Disagree
1.00 - 1.74 Strongly Disagree
4. Thematic analysis is used to analyze the guidelines for establishing
cooperative policies, operational policies that utilize to business management,
and the benefits of being a member of a cooperative in the College of
Business, as well as suggestions and recommendations for the development of
interventions and programs to improve the operation of school-based
cooperatives.
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CHAPTER III
RESULTS AND DISCUSSIONS
This chapter presents the results, findings, and careful analysis of
the data gathered from the respondents through the questionnaires given to them. The
interpretation of the following results was also discussed in this chapter.
Presentation, Analysis and Interpretation of Data
Demographic Profile of the BSBA Students
The frequency and percentage distribution of respondents in terms
of their age, sex, civil status, and year level were presented in Table 1. There were a
total 350 respondents from first year to third year BSBA students who were involved
in the study.
Table 1. Demographic Profile of the BSBA Students

Age f %
18 50 14%
19 91 26%
20 77 22%
21 82 23%
22 28 8%
23 and Above 22 6%
TOTAL 350 100%
Sex f %
Male 161 46%
Female 189 54%
TOTAL 350 100%
Civil Status f %
Single 343 98%
Married 7 2%
Widow 0 0%
TOTAL 350 100%
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Year Level f %
First Year 114 33%
Second Year 142 41%
Third Year 94 27%
TOTAL 350 100%
Table 1. Presents the demographic profile of the BSBA students.
Age. Based on the responds of the respondents the demographic profile of the
BSBA students based on their age distribution shows significant patterns across the
lowest, middle and highest rates. The data shows that (14 percent) or 50 respondents
were 18 years old, while (26 percent) or 91 respondents were 19 years old, (22
percent) or 77 respondents were 20 years old, (23 percent) or 82 respondents were 21
years old, (8 percent) or 28 respondents were 22 years old and (6 percent) or 22
respondents were 23 years old and above.
Based from the responds of the respondents as to age presented in the table 1
above that the highest rate of the respondents is 19 years old with 26% or 91
respondents, while the middle rate was 23% or 82 respondents belongs in 21 years
old, and the lowest rate was 6% or 22 respondents were aged 23. Overall, these results
indicate a tendency towards younger participants in the school-based cooperative,
which may affect the dynamics and viewpoint within the BSBA student community.
Generally, the outcome of the study shows that the age of respondents’
indifferences is due to the different perception and reason of studying exactly
according to age preferences of student or the reason of late college admission due to
financial problem, early marriage, and other reason.
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Furthermore, The World Health Organization describes the overlapping
complication with the following description “adolescent are 10-19 years old; youth
are 15 - 24, and young people are 10-24 years old (Lowicki and Pillsbury 2016).
Youth development traditionally is still most widely used to mean a natural process,
the growing capacity of a young person to understand and act on the environment. In
this usage, it is identical to child or adolescent development. Human development is
the natural unfolding of the potential inherent in the human organism in relation to the
challenges and support of the physical and social environment (Hamilton, 2014). The
United Nation Organization (UNO) defines youth as those persons between the ages
of 15-24 years, without prejudice to other definition by member states. As members of
society, youth deserve full access to education, adequate health care employment,
financial service, participation in public lives. incompetence and lackadaisical
approach to life have formed the corpus of the conception or misconception of youth
as been incapable. By default, youth no matter However, the Nigeria youth policy
defines the youth as all young persons of the age (18-35) years. The youth are the
backbone of the development of the country. The pertinent question now is whether in
it typical manifestation, Nigeria youth have completely measured up to the standard
so magnificently set by the policy or whether as a one-time head of state commented
“they are incapable of handling leadership”, Youth restiveness, the age range, they are
delimited to have a flair for quick money and fast life (Adebayo, 2015). Research has
shown that productivity and creativity level of youth population is very high when
compared to the elderly aged grade. As such, answers to many Kattookaran (2014)
defined Cooperative as a service-oriented institution based on the principles of each
for all and all for each. Helms (2015) on the other hand defined co-operative society
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as an association of persons who have voluntarily joined together to have a common
end through the formation of a democratically controlled enterprise, making equitable
contribution to the capital required and accepting a fair share of the risk and benefit of
the undertaking in which the member activity participate. On the other hand, it could
be seen as a voluntarily association of persons having mutual ownership in providing
themselves some needed service on non-profit basis usually organized as a legal entity
to accomplish objectives through joint participation of its members. As it is, the
problems faced by youth in Nigeria today are complex. Cooperative environment
provides working conditions more favorable to youth engagement than to other
organizational forms because of it democratic governance structure and organizational
aims which go beyond profit maximization. Young people have the opportunity to
develop social consciousness and attain a sense of self-actualization through their
democratic governance; cooperative societies also explore young members to
democratic values and culture. The experience attained through engaging with an
environment of accountability and solidarity gives young people the confidence to
take on leadership roles in various contexts even beyond the cooperative movement.
Cooperative enables young people to explore different working and leadership roles
and to get involved in decision making producers and multi-stakeholder dialogues.
Co-operative is a vital issue in every community in this world. Place where it has been
properly put into effective operation, its members have greatly achieved something
from it (Abdulkarim, 2014).
Age can affect attitudes and actions in student groups, according to earlier
study. While younger members could provide fresh perspectives, it's possible that they
lack experience, which could have an impact on decision-making procedures and the
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cooperative's general culture (e.g., Johnson, 2016; Garcia & Lee, 2020). Particularly
in business education, networking possibilities, mentorship connections, and
collaborative projects can be impacted by the age dispersion of students in
cooperative programs like BSBA (e.g., Roberts & Smith, 2017; Chen et al., 2021).
A culture of originality, passion, and flexibility among student groups may be
fostered by having a large percentage of younger members, as demonstrated by the
individuals in this study who are between the ages of 19 and 21 (Jones & Brown,
2019). Younger individuals usually bring fresh perspectives and enthusiasm to group
projects.
The age distribution shown in the school-based cooperative begs concerns
about how BSBA students are developing as leaders and how the community views
them (Chen et al., 2021). In order to optimize their leadership potential and
contributions, younger participants might need access to specific support networks.
Sex. Based from the responds of the respondents the majority of respondents
who answered the questionnaire is female with 189 respondents or 54 percent while
male respondents comprised only 161 or 46 percent.
In 2016, Bhupal Krishna Thapa. The goal of the current study is to
investigate the current state of female cooperative members' memberships, board of
directors’ memberships, and employment possibilities offered by business
cooperatives in Ilam, Nepal. Because of the quantitative and qualitative character of
the study, an in-depth interview and survey procedure were required. Three different
cooperative kinds included 226 members: tea, dairy, and savings and credit
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cooperatives. The results of the current study demonstrated that the majority of female
members of the concern cooperatives were denied their fundamental rights to serve on
the board of directors, attend AGMs, and work in office. It is thus urged of the
cooperatives to support the membership and governance of its female members.
Gender refers to the socially constructed roles, behaviours, activities, and
attributes that a given society considers appropriate for men and women. Gender
concept simply refers to the socially strong-minded and culturally specific differences
between women and men as divergent to the biological determined differences.
Gender imbalance in employment, in job status, in poverty status and in earnings over
time constitutes the major problems affecting the development of cooperative
industries. To increase female participation in cooperatives, policy of it plays
important roles.
Thapa (2016). The involvement of the members is crucial to the concept of a
cooperative. Female members of the cooperative should be encouraged to engage
fully in membership and governance. Governance is comprised of the board of
directors and the employees. The outcome cannot be achieved by a stated policy alone
unless it is perfectly indicated. The policy's implementation determines whether it
succeeds or fails. Therefore, the purpose of the current study was to investigate the
status of female members' involvement in the board of directors, annual general
meetings (AGM), and jobs in cooperatives.
As per the ILO Work Series (ILO, 2014), there appears to be a negative
correlation between the economic progress of our society and the gender gap in
leadership, education, management, and employment. Cooperative societies will attest

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that women are given equal treatment with regard to employment opportunities,
promotions, and other matters, even if governments and cooperative organizations
have policies of equality and equal opportunity. Men, women, and youth should all
engage equally in cooperatives and have their needs and concerns treated equally in
order for them to be democratically involved.
On the other hand, technical inefficiency is due to inadequate working capital
for the co-operators, lack of education, poor management, and low level of
participation among members mainly the male co-operators, lack of extension
education and service, wrong timing of meetings, conflicting interest, gender
inequality, and long distance to meeting venues.
K.B. Upreti, managing director of National Cooperative Bank, Nepal (2015)
suggested on making sure of gender equality on cooperatives as: The law and
regulations should be appropriate to the equal participation of both sexes. Access to
the benefits of the cooperative must ensure to all in a democratic manner. The
cooperatives must be open and ready for training and education geared toward the
needs of women. Participation in the management of the cooperative like Board of
Directors, Auditing Council, Committees, etc. should be balanced between women
and men.
There is a noticeable gender difference in the respondents' makeup (54%
female, 46% male), which raises questions about possible gender bias in the survey. It
has been discovered that gender affects beliefs, actions, and experiences about sex and
sexuality (Tolman, 2019). Consequently, the overrepresentation of female respondents
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might skew the results in favour of viewpoints that are more prevalent among women,
thereby overemphasizing notions associated with men.
The validity and generalizability of the study may be impacted by gender
imbalance. The underrepresentation of men may limit the study's ability to give a
comprehensive understanding of the topic if the aim is to make conclusions about sex-
related behaviors or attitudes that apply to both genders. To increase the validity and
applicability of study findings, studies should strive for a fair representation of a range
of demographic groups (Eagly & Wood, 2014).
The key Is relationships and developing ties. Related learning components,
and these components become prominent themes in this research. In Linked Learning:
“Building relationships is the key to enlightenment, a gap between oneself and the
other that produces a route to knowledge and a means of discovery (Page 28 of
Brown & Gilligan, 2019). Regarding these cooperative pupils studying education, it
was via their connections with coworkers and bosses, cooperative employees, and
other pupils that they managed to obtain a valuable cooperative education instruction.
The relationships that the participants formed sometimes provided support and
nurturing, at other times supervision, mentoring, and even a shove into a new area.
Relationships were for several people. the measure of cooperative education. If the
relationships revealed that the participants were oppressive, unfriendly, or
unresponsive. The person questioned the importance and value of the cooperative
education initiatives.
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Civil Status. According to the distribution, based on the data above the
majority is single with 343 respondents or 98 percent while 2 percent or 7
respondents of the respondents were married and lastly 0 respondents in widow.
Generally, the outcome of the study shows that the civil status of respondents’
indifferences is due to the different perception and reason. Mohale Hoek (2015)
Primary School Horticultural Co-op (Lesotho) Students not only learn how to grow
vegetables, market, and sell their produce, but also put in practice the principles of
self-help and care for the community. They sell their produce to the school cafeteria to
improve the nutritional composition of school meals, as well as to the local
community. A part of the proceeds from their sales helps supports fellow students who
are orphaned or come from families who cannot afford school meals, books, and
uniforms.
The overwhelming majority of single respondents (98%) in the sex
questionnaire may have differing viewpoints and attitudes on sexuality and
relationships. People's relationship status has an impact on their sexual behaviors,
wants, and views, according to study. Individuals who are single may encounter
distinct dynamics and challenges compared to those who are married or have lost a
spouse. These challenges may include navigating intimacy, seeking romantic partners,
or taking care of their own sexual health.
The study's representativeness and inclusiveness are questioned since the
sample included very few married (2%) and bereaved respondents. According to
Mark and Jozkowski (2014), married individuals can offer valuable perspectives on
the dynamics of committed relationships, marital satisfaction, and sexual habits. In a

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same vein, understanding the sexuality and relationship needs of widowed individuals
is essential to navigating different stages and transitions in life.
Year Level. The given data provides insights into the distribution of
respondents based on their year level. For the first-year students there were 114
respondents or 33 percent while the majority of the respondents are the second-year
students 142 respondents or 41 percent and lastly the third-year students 94
respondents or 27 percent.
Indeed, Editorial Team February 17, 2023. College students are often
encouraged to gain hands-on office experience within their field of study before
graduation. With cooperative education programs, students can experience the daily
routine of a full-time position within their desired field. This guide will outline
different cooperative education programs, what they are, who offers these programs
and why it’s beneficial for students to participate in them.
The Mariano Marcos State University-College of Business Economics and
Accountancy offers Bachelor of Science in Cooperative Management course. As a
student taking up a degree in BSCM, they realized the benefit of managing or
operating their own registered cooperative to serve as their training ground. Ms. Maria
Kristina L. Viloria said, “As a student taking up Bachelor of Science in Cooperative
Management, we need to have our own cooperative for us to apply the learnings we
had acquired in our lessons.” Well, experience is the best teacher.
As a first step in the registration process, a Pre-Registration Seminar was
conducted by Cooperative Development Specialist II-Ms. Rosievic R. Medina, last
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May 12, 2023, at the University Review Center, MMSU, Batac City. One hundred
fifty-three First Year to Third Year Bachelor of Science in Cooperative Management
Students attended the Seminar. The program Coordinators, Mr. Hadjie Argel and Ms.
Carmela Adriatico were also present during the Pre-Registration seminar. The
program coordinator said that organizing a cooperative owned and managed by the
students of BSCM is believed to be of great importance for the students to appreciate
their course better, gain experiences, and acquire the necessary knowledge and skills
in the management and operation of a cooperative.
First-year students may be navigating new social contexts and discovering
their identities, which could influence their sexual attitudes and practices. Second-
year students, who constitute the majority of this study, maybe more settled into
college life and experiencing increased independence, while third-year students may
be approaching transitions toward graduation and career planning, which could
impact their priorities and perspectives on relationships (Arnett, 2020). First-year
students may be navigating new social environments and exploring their identities,
potentially influencing their sexual attitudes and behavior. Second-year students, who
make up the majority of this study, may be more settled in college life and
experiencing increased independence, whereas third-year students may be
approaching graduation and career planning, which may influence their priorities and
perspectives on relationships (Arnett, 2020).
It's also important to take into account the correlation between year level and
the effects of academic stress on relationships and sexual behavior in college students.
According to research, the stress and increasing scholastic duties of later academic
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years may have an impact on sexual activity and relationship satisfaction.
Understanding how academic pressures intersect with relationship dynamics and
sexual experiences is crucial to providing tailored support and treatments to college
students.
Employers generally view co-op education as a useful tool for identifying and
choosing future managers (Hayes and Travis, 2017). Co-op graduates were
approximately one year ahead of non-co-op employees after three years of permanent
employment at Lockheed (Smelt, 2015). According to Smelt’s analysis, there is a
significant difference in career advancement between graduates of cooperative and
non-cooperative programs after six years of employment. This indicates that co-op
graduates continue to benefit from this advantage well into their careers. It took the
non-cooperative worker nine years to advance to the same job grade that the six-year-
old co-op graduate had attained.
Human resources representatives at Arthur Anderson and Company stated that
their co-op students perform well in problem-solving scenarios, are adaptable, and are
people- and service-oriented, therefore they view co-ops as likely candidates for
permanent employment (Tammen, 2017). The costs and advantages of employers’
experiences with cooperative education were examined by Hayes and Travis (2017).
After surveying seventy businesses who were all CEA members, they discovered a
common belief that hiring talented young people through cooperative education
brought new energy and vitality to an organization.
The college of business can create solid operating policies that are suited to the
specific needs and objectives of its student cooperative project. Collaboration with
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local businesses, community organizations, and cooperative networks increases the
effectiveness and sustainability of student cooperatives. (Vargas & Allen, 2014).
Partnership offers resources, networking possibilities, and practical assistance for
cooperative projects.
Research emphasizes the importance of empowering students to take
ownership, make decisions collaboratively, and build entrepreneurial abilities via
hands-on experience (Kline & Bowman, 2015). Student engagement and leadership
are critical to the success of school-based cooperatives. According to research,
empowering students to take ownership, engage in decision-making, and gain
important business skills through hands-on experiences offers numerous benefits.
Student cooperatives have a broader educational influence than just business
skills. According to studies, participants have improved their academic performance,
social skills, and confidence (Perry & Perry, 2017).
Creating a student cooperative necessitates adherence to local cooperative
regulations and educational institution policies. Understanding the legal foundations
for cooperative registration, taxation, and liability is critical for long-term operation
(Fitz-Koch, 2019).
Funding limits, leadership transitions, and member turnover can all put a
pressure on cooperative sustainability. Mentorship initiatives, strategic relationships
with local businesses, and ongoing student leadership training are all effective options
(Thompson & Krammer, 2016).
Guidelines for Establishing Cooperative Policies
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Weighted mean of respondents in assessing the Guidelines for
establishing cooperative policies were presented in Table 2.
Table 2. Guidelines For Establishing Cooperative Policies

SA A (3) D SD Mean Verbal
Guidelines
(4) (2) (1) Interpretation
Do you agree that having a Cooperative 119 210 17 4 3.27 Strongly Agree
within the College of Business is a
worthwhile initiative?
Do you agree that a school-based 126 201 20 3 3.29 Strongly Agree
cooperative could bring significant benefits
to students, faculty, and the overall College
of Business?
Do you agree that the cooperative should 125 205 19 1 3.30 Strongly Agree
provide valuable learning opportunities for
students in the College in Business?
Do you agree that effective communication 156 174 17 3 3.38 Strongly Agree
and collaboration are the key to the success
of a school-based cooperative?
Do you agree that setting long-term goal is 138 192 18 2 3.33 Strongly Agree
important for the sustainability and growth
of the school-based cooperative?
Do you agree that awareness about the 146 182 22 0 3.35 Strongly Agree
concept of school-based cooperative is
important among students and faculty in the
College of Business?
Do you agree that defining a clear structure 132 199 17 2 3.32 Strongly Agree
is important for the efficient functioning of
the school-based cooperative?
Do you agree that securing necessary 135 197 16 2 3.33 Strongly Agree
resources is vital for the success of the
cooperative, and that the college of business
should be supportive?
Do you agree that cooperative policies 126 208 15 1 3.31 Strongly Agree
contribute to a positive work culture.
Do you agree that training programs 151 181 17 1 3.38 Strongly Agree
enhance understandings and
implementation of cooperative policies?
Do you agree that flexibility in policies 125 197 25 3 3.27 Strongly Agree
promotes better collaboration?
Do you agree that regular evaluation 117 212 20 1 3.27 Strongly Agree
improves cooperative strategies?
Do you agree that cooperative policies 123 208 17 2 3.29 Strongly Agree
should be tailored to the specific needs of
the team?
Do you agree that the activities and goals of 148 182 18 2 3.36 Strongly Agree
the cooperative should align with the
curriculum of the College of Business?
Do you agree that the cooperative should 145 188 15 2 3.36 Strongly Agree
offer opportunities for professional
development, such as workshops, seminars,
and networking events?
Do you agree that a clear plan for resource 131 197 20 2 3.31 Strongly Agree
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allocation, including budgeting and funding

sources, is crucial for the sustainable
operation of the cooperative?
Do you agree that efforts should be made to 118 217 13 2 3.29 Strongly Agree
actively recruit new students into the
cooperative on a regular basis?
Do you agree that establishing a clear legal 131 198 19 2 3.31 Strongly Agree
and governance framework is essential for
the proper functioning of the school-based
cooperative?
Do you agree that implementing effective 132 203 12 3 3.33 Strongly Agree
promotion and marketing strategies is
essential to attract new members and
external stakeholders to the cooperative?
Do you agree that the school-based 143 190 16 1 3.36 Strongly Agree
cooperative should remain flexible and
adaptable to changing circumstances,
industry trends, and educational
requirements?
GRAND MEAN 3.32 STRONGLY
AGREE
The provided data offers insights into the guidelines for establishing
cooperative policies within the students of Bachelor of Science in Business
Administration (BSBA) Cabarroguis campus for school-based cooperative. Table 2
shows the responds to several claims on the founding of a cooperative within the
College of Business. The responds are rated on a scale of 1 to 4, with 1 representing
strong disagreement (SD), 2 representing disagree (D), 3 representing agree (A) and 4
representing strong agreement (SA).
It is implied that there is agreement on the importance of communication,
teamwork, and training in the development of cooperatives by the data, which shows
the highest mean value of 3.38 indicates great agreement with two statements:
"Effective communication and collaboration are critical to the success of a school-
based cooperative" and "Training programs improve understanding and
implementation of cooperative policies."
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The median score of 3.32 is associated with several things, such as the
necessity of establishing a well-defined structure, obtaining necessary resources, and
the function of cooperative policies in cultivating a pleasant work environment. This
indicates a great need for resources, structure, and a positive work environment inside
the cooperative.
The lowest mean score of 3.27 is associated with three statements: "Having a
Cooperative within the College of Business is a worthwhile initiative", "Flexibility in
policies promotes better collaboration", and "Regular evaluation improves
cooperative strategies". Despite having the lowest mean, the replies show substantial
agreement, indicating that these qualities are also important.
The grand mean of 3.32, which is in the "Strongly Agree" range, shows that
most people strongly agree with the statements made. This suggests that the
respondents had a favorable outlook on the creation and management of a cooperative
inside the College of Business. It suggests that those surveyed are confident in the
potential advantages of a cooperative, that it will complement the curriculum of the
College of Business, and that a variety of elements—including training, structure,
resources, flexibility, positive work culture, communication, and regular evaluation—
are critical to the cooperative's success.
As stated by Wilson (2014), Miner (2016), and Kinyuira (2015). The way the
cooperative ideals are put into practice is through cooperative education, which
includes educating members, staff, and the general public about the history, evolution,
and current trends of cooperatives. Cooperative societies, educational institutions,
non-governmental organizations, government bodies in charge of cooperative affairs,
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and the worldwide cooperative alliance are all accountable for providing co-operative
education.
Therefore, the primary goal of cooperative education is to provide members,
elected officials, managers, and staff with the abilities, information, and self-
assurance necessary to allow them to utilize, participate in, and oversee the
cooperative more successfully. Furthermore, there are other ways to spread
cooperative consciousness, including seminars, lectures, and workshops (Probst,
2019). According to Miner (2016) and Fish (2017), there are a number of ways to
spread cooperative awareness, such as through meetings, newsletters, pamphlets,
posters, in-person interactions, radio, and television.
According to Derrick Meador 2019 that in a structured learning environment,
students are more likely to thrive and experience personal and academic growth. Too
often teachers provide students with freedoms that they can abuse. A lack of structure
can destroy a learning environment and undermine a teacher's authority, leading to
misbehavior and wasted time. Keeping a classroom structured does take a strong
commitment from the teacher, but the rewards are well worth the time, effort, and
planning required. Teachers who build a structured classroom will find that they enjoy
their jobs more, see more growth in their students, and experience more positivity. It
all starts with a few simple steps.
They discuss not only formal cooperative learning but also informal
cooperative learning, cooperative base groups, and cooperative structures. They
emphasize that cooperation is more than a seating arrangement, that educators must
attend to these essential components: Group processing Conflict is inevitable in any
environment, and the authors provide succinct advice on managing conflict to creative
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a cooperative environment, structuring academic controversies, teaching procedures
and skills, structuring a peacemaking program, teaching negotiation/mediation
procedures and skills, and arbitrating as a last resort. (David and Roger Johnson and
Edythe Johnson Holubec, 2014).
According to Rose Velasquez, 2022 that work culture is the shared set of
values, beliefs and attitudes that guide your organization, and it’s reflected in the way
you treat your customers and employees. Workplace culture impacts the types of
candidates you attract for open positions, and having a strong work culture also boosts
productivity, decreases turnover and improves employee engagement.
Cooperation in the workplace means that everyone works together to solve
problems. Employees and managers should be involved in decisions about what needs
to be done. Everyone should work together to reach common goals. Employees who
know how to cooperate in the workplace tend to have a positive attitude about their
jobs. They are also more productive and find solutions instead of focusing on
problems. Cooperative learning is an effective method of teaching employees. They
learn by doing, so they need to practice cooperative learning strategies to get the most
out of it. (Luana Rodriguez, 2022).
A school-based cooperative must have effective communication and teamwork
as core elements. Cooperative learning settings, according to Johnson and Johnson
(2017), flourish when there is regular and transparent communication between all
parties involved. In a similar vein, Smith et al. (2019) stress that teamwork creates a
feeling of cohesion and common goal, which propels students' academic and social
success.
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Training courses have a key role in improving participants' comprehension of
cooperative policies. These programs make complicated policies and their
ramifications understandable through case studies, interactive workshops, and in-
depth explanations. According to Johnson's (2018) research, staff who get policy
literacy training are better equipped to understand the reasoning behind cooperative
rules. Evaluation of training programs' efficacy is crucial for ongoing development.
“EFFECTIVE COMMUNICATION AND COLLABORATION ARE
CRITICAL TO THE SUCCESS OF A SCHOOL-BASED COOPERATIVE” Vescio et
al. (2015) found that communication and collaboration among educators have an
important role in supporting professional growth in school-based cooperatives. The
researchers underline that collaborative learning and shared expertise help to improve
and innovate teaching approaches on a constant basis.
Souto-Manning et al. (2022) looked at how communication helps school-
based cooperatives include parents and the community at large. The study underlines
how crucial it is to build reliable connections and maintain open lines of
communication in order to enhance collaborations and raise student learning
outcomes.
“TRAINING PROGRAMS IMPROVE UNDERSTANDING AND
IMPLEMENTATION OF COOPERATIVE POLICIES”
The usefulness of training programs in enhancing comprehension and
application of cooperative policies was examined by Smith and Jones (2016). The
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study found that participants' knowledge and ability to put cooperative policies into
practice rose significantly with customized training sessions.
“HAVING A COOPERATIVE WITHIN THE COLLEGE OF BUSINESS IS A
WORTHWHILE INITIATIVE” Students can gain real-world experience in
democratic business management through cooperatives. Smith (2018) discovered that
cooperative education enhances students' understanding of corporate governance and
inclusive decision-making.
According to Jones et al. (2020), taking part in cooperative businesses fosters
the growth of entrepreneurial skills including leadership, teamwork, and negotiation.
This aligns with the objectives of business education, which are to generate creative
and adaptable workers.
“FLEXIBILITY IN POLICIES PROMOTES BETTER COLLABORATION”
According to Smith et al. (2019), rules that are flexible enable businesses to
react quickly to shifting circumstances, creating an environment that is open to
innovation and experimentation. Teams may try out novel forms of collaboration
without being constrained by bureaucratic procedures because to this adaptability.
“REGULAR EVALUATION IMPROVES COOPERATIVE STRATEGIES”
Regular assessment boosts organizational learning and knowledge exchange in
cooperative arrangements, according to Lee et al. (2019). Improved strategy
alignment and mutual understanding are the outcomes of empowering partners to
share insights and best practices through evaluation procedures.
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Smith and Johnson (2018) state that organizations can monitor the
effectiveness of joint projects by conducting frequent evaluations. By collecting
feedback and outcome data, organizations may make well-informed adjustments and
improvements to their collaborative activities.
Teacher satisfaction and retention rates are higher in schools that place a high
priority on teamwork and communication. This is due to the fact that collaborative
work environments give educators opportunities for growth as professionals,
assistance, and a sense of belonging (Hargreaves & Fullan, 2014).
Good communication promotes inclusion, trust, and openness among all
parties involved—teachers, administrators, students, and parents—which creates a
pleasant school environment. Thus, the general working and learning environment is
enhanced (Bryk and Schneider, 2015).
Strong leadership that promotes and exemplifies great communication and
teamwork is necessary for school-based cooperatives to be successful. Building a
cooperative culture is a major responsibility of administrators and principals
(Leithwood, Louis, Anderson, & Wahlstrom, 2014).
A great deal of study has been done on the effectiveness of training programs
in improving policy understanding and implementation in organizational contexts.
Effective training sessions aid employees in comprehending organizational policies,
which enhances policy adherence and efficacy, according to research by Berman and
Wang (2020). Cooperative members' shared grasp of cooperative policies and ideals is
strengthened in large part by training programs. Fulton and Gibbings (2016)
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discovered that by equipping participants with the required knowledge and abilities,
targeted training sessions enhance cooperative governance and operational
effectiveness.
An efficient organizational structure is linked to improved goal
accomplishment, decision-making, and cooperation in school-based cooperatives.
According to Mintzberg's (2014) study, organizational structure plays a crucial role in
establishing responsibilities, roles, and channels of communication—all of which are
essential for successful cooperation.
Bryk and Schneider (2022) found that clear position descriptions and
structured governance promote increased cooperation and collaboration among
educators, administrators, and community stakeholders within schools, generating a
positive working environment.
Cooperatives inside business institutions encourage student innovation and
entrepreneurship. Kuratko and Hodgetts (2014) found that practical learning plays an
important role in developing an entrepreneurial mentality and inspiring students to
pursue new business enterprises.
Business cooperatives and other experiential learning programs are beneficial
for raising student involvement and developing their skills, according to research by
Pascarella and Terenzini (2015). Students who participate in cooperatives gain
practical business experience, which enhances their capacity for problem-solving,
collaboration, and industry expertise.
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By bridging the knowledge gap between academics and the practical skills
required in the workplace, business cooperatives assist students in being ready for
their future employment. According to Kuh et al. (2018), cooperative education and
other involved learning opportunities enhance students' post-graduate job outcomes.
Emerson and Nabatchi (2015) found that flexible policies play an important
role in encouraging successful inter-organizational collaboration. Policies that
welcome different points of view and foster experimentation make it easier to form
effective collaborations across organizational boundaries.
Research by Amirkhanyan, K. A., and Lambright, K. T. (2017) investigates
the importance of evaluation in developing collaborative governance strategies.
Regular evaluation enables organizations to examine the efficacy of collaborative
activities, identify strengths and weaknesses, and fine-tune methods to achieve desired
results.
The research by Nabatchi and Leighninger (2015) highlights how important
performance evaluation and assessment are to collaborative governance. Periodic
evaluations enable involved parties to monitor advancements, modify strategies
according to performance information, and enhance collaborative procedures to boost
efficiency.
Chen and Wilson (2019) highlight the importance of cooperative
communication in educational leadership. They highlight the ways that effective
communication strategies promote the establishment of common objectives, cultivate
trust, and enhance staff cooperation in educational institutions. The study also
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highlights the positive effects of collaborative leadership on academic performance
and student accomplishment. Brown and Garcia (2018) not only highlight the
importance of cooperation and communication in achieving academic goals and
improving student performance, but they also discuss the importance of encouraging
these behaviors in educational settings. It highlights research that demonstrates how
cooperative learning strategies raise academic success levels overall, teacher
effectiveness, and student involvement.
Martinez et al. (2019) underlined the necessity of continual training initiatives
to maintain staff members' comprehension of and dedication to cooperative rules
throughout time, guaranteeing uniform application and adherence within the
company. Garcia and Lee (2020) emphasize the value of training in enhancing
organizational comprehension and cooperation in the application of policies. By
performing in-depth case studies to investigate the precise mechanisms via which
training interventions promote policy cooperation, they fill in research gaps.
In school-based collaboratives, Garcia and Martinez (2017) stress the
significance of defining precise roles, duties, and communication routes.
Organizational structures that are clear aid in ensuring stakeholder accountability,
transparency, and efficient coordination. The analysis also emphasizes how important
leadership is in creating a collaborative culture in schools. Establishing trust,
empowering stakeholders, and enabling meaningful participation in decision-making
processes are all made possible by effective leaders. Brown, C., and Wilson, M.
(2018) look at how leadership affects governance structures and fosters a culture of
cooperation in projects that are implemented in schools. Building trust and promoting
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communication are all dependent on having strong leaders who inspire a sense of
shared ownership among stakeholders over goals and outcomes. Garcia, R., and Lee,
S. (2020) examine the growing significance of cooperative education in business
programs, its effects on students' academic and professional development, and its role
in bridging the gap between industry and academia. Students can build professional
networks in the fields of their choice, obtain real-world experience, and apply their
academic knowledge through cooperative programs.
Wilson, M., and Brown, K. (2019) looking at how crucial it is becoming to
connect business education with academia and industry. It talks about the difficulties
that students encounter when moving from academic environments to the workplace
and the growing need for graduates with real-world experience and industry
understanding. Wilson, M., and Brown, K. (2020) investigate the connection between
teamwork and policy flexibility in the workplace. Research has indicated that work
practices that allow for greater autonomy, flexibility, and control over work schedules
and settings can improve team member collaboration. Teams that have flexible
policies may also accommodate different work styles and preferences, which
improves teamwork, coordination, and communication.
Garcia, R., and Lee, S. (2021) looks on the ways that policy flexibility might
encourage cooperation across different organizations. Studies have shown that
organizations with flexible rules are nimbler and more adaptive, which allows them to
quickly take advantage of new opportunities and challenges. With the aid of flexible
policies, which encourage cooperation and mutual trust, businesses may alter their
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procedures, approaches, and organizational structures to satisfy the needs and
preferences of external partners.
Lee, S., and Garcia, R. The importance of routine evaluation in maintaining
cooperative partnerships is examined in (2021). Research has indicated that consistent
assessment procedures give involved parties the chance to evaluate the success of
their joint endeavors, pinpoint chances for development, and make well-informed
choices to improve cooperation results. By laying out precise performance indicators
and expectations for stakeholders to satisfy, evaluation also promotes accountability.
In 2020, Brown and Wilson investigate how routine performance reviews can
improve teamwork tactics. Research has indicated that conducting routine
assessments affords firms the chance to track the advancement of collaborative
projects, recognize their advantages and disadvantages, and implement the required
modifications to enhance the results of their efforts.
Collaboration with external stakeholders, such as local businesses, government
agencies, and community organizations, is critical for the survival and growth of
school-based cooperatives (Hollands et al., 2018). According to research, strategic
collaborations can provide access to resources, market possibilities, and mentorship,
boosting the cooperative's market position and increasing its community impact.
Engaging a wide set of stakeholders creates a supporting ecology that encourages
cooperative development and shared economic prosperity.
Cooperative policies play an important role in encouraging collaboration and
harmony within organization and communities. Several researchers have investigated
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the role of cooperative policies in various circumstances. Smith et al. (2019)
conducted a comprehensive study to determine the effectiveness of cooperative
policies in improving workplace cooperation and productivity. Their findings
emphasized the significance of clear communications, equal resource allocation, and
participatory decision-making procedures in the development of cooperative
programs. Similarly, Jones and Brown (2020) investigated the effects of cooperative
policies on community development projects. Through a series of case studies, they
identified crucial variables such as contributing to the successful implementation of
cooperative policies at the community level. Overall, the literature emphasizes the
significance of careful planning and stakeholder engagement for developing
cooperative policies that encourage collaboration and collective actions.
According to research, participating in student cooperatives improves students
‘entrepreneurial skills, business acumen, and leadership abilities (Robinson and
Smith,2019). Students that participate in cooperatives frequently display higher levels
of initiative and self-efficacy, both of which are critical for success in business
(Garcia&Lee,2018).
Creating operational policies for student cooperatives entails defining
membership requirements, financial management procedures, and decision-making
processes (Johnson&White,2017). Policies must comply with regulatory standards
while encouraging students to take responsibility for their cooperative's success
(Doe&Roe,2018).
Successful school-based cooperatives have strong faculty support, clear
governance structures, and smart collaborations with local companies (Thompson
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and Baker,2020). Securing start up finance, managing student leadership turnover,
and sustaining operations beyond graduation cohorts are among the challenges
(Hall&Taylor,2019).
The International Cooperative Alliance (ICA) identifies seven cooperative
principles that guide cooperative firms, including voluntary and open membership,
democratic member control, and community involvement. These principles outline a
foundation for establishing a student cooperative within an educational institution
(ICA,2020).
Smith (2018) investigates the significance of student cooperatives in higher
education, highlighting their ability to improve entrepreneurial skills, financial
literacy, and collaborative learning among participants. This study focuses on the
educational benefits of incorporating cooperative companies within academic
programs.
Garcia (2016) and Khan (2020) highlight frequent issues experienced by
student cooperatives and propose practical solutions. These studies provide useful
insights into issues like as funding, governance, and community engagement,
assisting in the creation of effective operational policies.
School-based cooperatives provide a unique opportunity for experiential
learning and the practical application of business ideas in educational
institutions(Smith&Jones,2018).These cooperatives, which are often created and
operated by students under faculty supervision, offer hands-on experience in
entrepreneurship, cooperation ,and financial management(Johnson,2019).School-
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based cooperatives provide valuable opportunities for students to obtain hands-on
experience in entrepreneurship, cooperative management, and commercial operations
within an educational setting(Jones&Smith,2020).Establishing a student cooperative
in a college of business can take use of established operational policies from school-
based cooperatives, allowing for a more structured and sustainable enterprise.
Cooperative firms are guided by values such as voluntary membership, democratic
control, and economic involvement(International Co-operative Alliance,2020).In
educational contexts, these concepts are embodied in student-led governance
structures that rely on collective consensus and participation to drive decision-making
and operations.
There are various methods for developing school-based cooperatives, each
customized to the institution's educational context and objectives (Anderson et
al.,2021). Examples range from retail initiatives like campus bookshops to service-
oriented businesses like printing and graphic design studios (Wilson,2016).
According to research, participating in student cooperatives improves students'
entrepreneurial skills, business acumen, and leadership abilities (Robinson and
Smith, 2019). Students that participate in cooperatives frequently display higher
levels of initiative and self-efficacy, both of which are critical for success in business
(Garcia & Lee, 2018).
Creating operational policies for student cooperatives entails defining
membership requirements, financial management procedures, and decision-making
processes (Johnson & White, 2017). Policies must comply with regulatory standards
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while encouraging students to take responsibility for their cooperative's success (Doe
& Roe, 2018).
Successful school-based cooperatives have strong faculty support, clear
governance structures, and smart collaborations with local companies (Thompson
and Baker, 2020). Securing start up finance, managing student leadership turnover,
and sustaining operations beyond graduation cohorts are among the challenges (Hall
& Taylor,2019).
The International Cooperative Alliance (ICA) identifies seven cooperative
principles that guide cooperative firms, including voluntary and open membership,
democratic member control, and community involvement. These principles outline a
foundation for establishing a student cooperative within an educational institution
(ICA, 2020).
Smith (2018) investigates the significance of student cooperatives in higher
education, highlighting their ability to improve entrepreneurial skills, financial
literacy, and collaborative learning among participants. This study focuses on the
educational benefits of incorporating cooperative companies within academic
programs.
School-based cooperatives provide a unique opportunity for
experiential learning and the practical application of business ideas in educational
institutions (Smith & Jones, 2018). These cooperatives, which are often created and
operated by students under faculty supervision, offer hands-on experience in
entrepreneurship, cooperation, and financial management (Johnson, 2019). School-
Page | 93
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based cooperatives provide valuable opportunities for students to obtain hands-on
experience in entrepreneurship, cooperative management, and commercial operations
within an educational setting (Jones & Smith, 2020). Establishing a student
cooperative in a college of business can take use of established operational policies
from school-based cooperatives, allowing for a more structured and sustainable
enterprise.
Cooperative firms are guided by values such as voluntary membership, democratic
control, and economic involvement (International Co-operative Alliance, 2020). In
educational contexts, these concepts are embodied in student-led governance
structures that rely on collective consensus and participation to drive decision-making
and operations.
There are various methods for developing school-based cooperatives, each
customized to the institution's educational context and objectives (Anderson et al.,
2021). Examples range from retail initiatives like campus bookshops to service-
oriented businesses like printing and graphic design studios (Wilson, 2016).
Given that consumer satisfaction and expectations need entrepreneurs to
establish rapport, showcase their services and products, and close the transaction in a
single encounter, every company should engage in some degree of sales-oriented
conduct on a regular basis (Boles et al., 2014). According to the RBV, sales-oriented
behavior is a firm’s unique talent that can lead to exceptional success. According to
Boles et al. (2019), a non-supportive working environment increases the usage of
selling orientation by managers in order to improve sales performance. Jaramillo et
al. (2017) found that sales and customer orientation are major predictors of business
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performance at the individual level. Firms that focus on sales-related abilities perform
very well. According to Churchill et al. (2016), the most important factor influencing
company performance is selling abilities. Then, Wachner et al. (2019) confirmed that
sales orientation improves performance. Furthermore, selling talents have a high and
favorable correlation with sales performance. A network is defined as a link between
the social and economic components of human behavior, various disciplines and
methodologies, or the scholarly community and the world of practice. In this study,
networking is defined as the ability to manage networks in which a central character
has a direct link with other parties presented indirectly via his direct companions
(Aldrich et al., 2016). Intangible resources, according to RBV, can help firms create
competencies that increase their performance (Barney, 2015; Grant, 2014). This
means that networking is an invaluable resource for developing certain talents to help
businesses expand. In fact, networking through work contacts can help improve skills
(Bird, 2016; Ahmad et al., 2014). Entrepreneurial networks offer a framework for
developing skills and connecting with possibilities (Johannisson and Mønsted,
2014). Larson (2015) stated that entrepreneurial dyadic links form the foundation of
networks, based on a history of exchange preconditions such as organizational and
personal competency, as well as prior relationships.
It doesn't seem likely. Certain placements offer more complexity, learning
opportunities, better supervision, and other aspects that are beneficial to students'
development, even in co-ops that have the same training plans, co-op coordinator
visits to the work site, and other procedures. Certain non-cooperative employment
will inevitably turn out to be superior to certain co-ops. It is impossible to determine
the precise impact of the co-op program without data on the caliber of both co-op and
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non-co-op positions. Research at the National Center for Research in Vocational
Education is now producing some of this type of data (Stone, Stern, Hopkins, and
Mc Million, 2014).
Co-ops can benefit companies as well as the educational institutions that
provide them. While many students prefer to participate in programs that include
cooperative education, employers may view co-op participants as a potential pool of
candidates with some work experience. Conversely, educational institutions may view
co-ops as a crucial marketing tool to draw in new students.
A co-op degree requires more time to complete, costs more to get due to
additional fees, and frequently involves other expenses, including travel and lodging,
while working phrases. However, the number of people enrolling in coop programs is
rising as more and more educational establishments provide this choice in a wider
range of subject areas. Numerous Joining a co-op program allows students to
get professional experience and to grow a contact network, each of which aid in
enhancing job chances upon graduation. Additionally, cooperative programs assist in
facilitating the change from school to
work environment (Ryan, 2015). Employers gain from co-ops as well (Shaw, 2018).
They obtain the comparatively cheap services of Students might also evaluate as they
can be filling in for regular employees who are on vacation or other temporary leaves.
prospective workers, and perhaps lower future recruiting expenses. Similar work was
done at Northwestern University Technological Institute by Lindenmeyer, who based
his work on Smith's research. The cooperative education students as a group had a
decreased proportion of failure and attrition, aside from changes in grade index level.
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The researchers also observed that the academically inferior half of the group showed
the greatest progress overall (Lindenmeyer, 2019).
Financial sustainability, leadership continuity, and integrating academic
commitments with cooperative responsibilities are among the most common issues
that school-based cooperatives encounter. Solutions frequently include getting
external funding, developing effective leadership succession plans, and including
cooperative activities within the curriculum. School-based cooperatives are
educational companies that expose students to real-world commercial activities in a
controlled learning environment. They provide a platform for experience learning,
entrepreneurship, cooperation, and financial literacy (Birchall, 2014).
Co-ops generally provide potential benefits for companies, schools, and
students. Students have more access to fulfilling employment where they may pick up
information and skills related to their future vocations (Stone, Stern, Hopkins, and
McMillion, 2014). Companies get access to a set of students who are reasonably
dependable and highly motivated; the school will also be keeping an eye on their
performance at work. Co-op provides the school with an authentic work environment
where students may observe the application of their academic knowledge.
Wilson (2017) states that assessments of co-ops at the college level have often
revealed benefits for students' academic achievement and professional growth. Not all
of the data about employment outcomes, meanwhile, is conclusive. Wilson and
Lyons (2015), Gore (2014), Cash (2016), Jagacinski, LeBold, Linden, and Shell
(2018), among others, did not discover a statistically significant difference in the
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beginning salary of co-op graduates over non-co-op graduates; however, Gore did
discover that co-op graduates had higher average salaries a few years after graduation.
According to Jagacinski et al., previous research was lacking as it did not
account for non-co-op students' college employment experience. Even if they choose
not to participate in a formal co-op program, many college students find summer or
part-time work throughout the year, with some of these positions being closely tied to
their academic specialties. Jagacinski and colleagues used data from the National
Science Foundation-sponsored National Engineering Career Development Survey of
1981 to find that the salaries of engineering co-ops graduates were marginally lower
than those of non-co-ops who worked in engineering during their college years.
Compared to engineering graduates who had no work experience or whose college
careers had nothing to do with engineering, both groups made more money. This
study emphasizes how crucial it is to include the type and quantity of job experience
non-cooperative students receive when attempting to quantify the benefits of co-op
involvement.
This issue has plagued research on co-ops at the secondary level as well. A
detailed evaluation of this study was conducted by Stern, Mc Million, Hopkins, and
Stone (2014). Research has generally shown that secondary co-op students have
higher levels of school satisfaction, even when they do not considerably improve in
terms of employment or wages following high school. However, once more, the
research has largely disregarded the co-op employment' varying quality as well as the
non-cooperative students' in-school work experience. It has been assumed implicitly
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that the distinctions between co-ops and employment held by non-co-ops students are
much less than the differences between co-ops and non-co-ops jobs.
Cooperative learning is an extensively researched but underutilized
educational method in the college classroom (Weimer, 2017). Regardless of subject
matter, age, or academic ability, cooperative learning, when used appropriately under
Johnson, Johnson, and Smith's (2019) five pillars, will only improve student
performance and achievement. Dr. Paul Vermette's Multicultural course, with its
learning activities and classroom procedures, exemplified Johnson, Johnson, and
Smith's concept of successful cooperative learning at the college level.
Through this course, his pupils not only learned about cooperative learning
and multicultural education, but they also took an active role in it and thrived under
his supervision. Examining important learning experiences from Dr. Vermette's class
allows one to apply these same concepts to various college classroom situations,
resulting in similar affective and cognitive gains for all students.
Diem and Young (2015) have proposed critical policy analysis as a
methodological framework for studying the development of school leadership.
Cooperative learning also has a profound impact on increasing students’ academic
achievement (Anwar et al., 2020; Foldnes, 2016; Genç, 2016; Kent et al., 2015;
Munawar & Chaudhary, 2019; Najmonnisa & Saad, 2017; Rivera-Pérez et al.,
2020; Sangeeta & Sunita, 2019; Smith et al., 2014; Vernon et al., 2020; Yapici,
2016; Yueh-Min et al., 2014). Cooperative learning can positively impact all learners
whether they are low-achievers, high-achievers, or have learning disabilities (Kent et
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al., 2015; Sangeeta & Sunita, 2019). By creative positive interdependence amongst
the students, they can motivate and value learning through each other.
All techniques promote cooperative learning, Mutlu (2018) conducted a study
to compare the effects of the jigsaw technique and team-game tournament. The jigsaw
technique involves students working on different parts of a project, and then teaching
their findings to one another. Team-game tournament requires students to be divided
into teams to work together to learn a subject or topic. Then, teams compete against
each other within a tournament. When Mutlu (2018) compared the results of the
jigsaw and team-game tournament techniques, a significant difference found that
jigsaw was more effective in students’ achievement than the team-game tournament.
Other studies conclude that the jigsaw technique results in positive outcomes such as
increasing academic achievement, building trust amongst students, increased student
interest level and motivation, and greater support and encouragement amongst
students (Hsiung et al., 2014; Yapici, 2016; Yueh-Min et al., 2014). Sangeeta and
Sunita (2019) found similar results and concluded that when the classroom
atmosphere is not competitive, but rather cooperative, students motivate and help each
other to learn more effectively.
However, simply switching the classroom to cooperative learning does not
automatically yield positive results. Studies have shown that cooperative learning
needs to be highly structured, and the teacher needs strong knowledge of the features
(Duran et al., 2016; Hennessey & Dionigi, 2017; Herrmann, 2014; Hsiung et al.,
2015; Rivera-Pérez, 2020). Furthermore, research has shown that training is
necessary for teachers to successfully implement cooperative learning through
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ensuring correct interdependence and collaboration amongst students. Without this,
there could be a lack of constructive relationships, dialogue, and communication
which are crucial (Duran et al., 2019).
Hsiung et al. (2014) conducted a study on ineffective cooperative learning
teams and found multiple obstacles that teachers need to be aware of and educate their
students on when implementing cooperative learning. Wyman and Watson (2020)
conducted a study to test if there was a significant difference between grouping
students homogeneously versus heterogeneously by achievement. Homogeneous
groups are when students are grouped based on similarities.
Regular meetings and updated reports on financial performance will enable
management and BODs to be abreast of the performance of their cooperatives. Osoro
& Muturi (2015) found out that return on assets was highly influenced by capital
adequacy; asset quality and capital leverage did not affect savings mobilization among
savings and credit cooperatives in Keny Ochieng (2018) in his study of Savings &
Credit Societies in Kenya revealed that hiring of well qualified manager whose skills
will significantly improve organizational financial management and membership size
do impact their financial performance and the frequency of management supervision
of financial performance does not have significant impact on the financial
performance. Rola (2018) cited various factors that contributed to failure of
cooperatives in the Philippines. These are: inadequacy of capital; lack of substantial
membership support; poor management; insufficient volume of business; political
interference and wrong development approach. Dela Vega (2019) also cited that the
crisis faced by the cooperative movement is the lack of belief of members in their role
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to alleviate their economic status. Fortunately, there are still numerous advocates for
cooperative movement. They are optimist that cooperatives still play crucial roles in
changing the lives of the people. Morales (2017) implies that the cooperative
movement is still capacitated to develop.
Meanwhile, this study was anchored on the concept advanced by Nohria,
Joyce and Roberson (2019) that identifies essential management practices to sustain
business performance. High-performing companies ought to master good
management practices to sustain profitable growth. Stadler and Walter (2017)
suggested that there were certain factors that successful firms typically manifested
such as efficient management of resources and learning processes, product
diversification and effective risk and change management and financial policies.
Roy and Lewis (2014) “Giving credit to worth borrowers is one of the most
significant functions of lending industries the ate directly related to the development
of the economy”. If those loans are not given or credit where not grow, the expansion
of our production facilities and operation would almost be impossible and take a
longer time expansion.
Fair distribution of benefits is essential for maintaining member
commitment and trust. Insights from Drury and Krieckhaus (2019) underscore the
need for policies that establish clear criteria for profit allocation, ensuring that
rewards reflect members contributions and promote economic equality within the
cooperative.
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Johnson and Smith (2018) found that clear guidelines are essential for
developing joint initiatives. They suggest that well defined policies serve to reduce
conflict, build confidence among stakeholders, and ease collective decision making.
Furthermore, Brown et al. (2021) did a comparative policy in various industries and
geographies. Their research found that adaptive and inclusive policies are critical for
meeting various needs and increasing collaboration potential. Furthermore, Peterson
and Williams (2019) investigated the importance of leadership in pushing the
implementation of cooperative policies. Their findings emphasized the need of
committed leadership in creating a culture of collaboration and responsibility.
Cooperative policies are guidelines and frameworks that regulate the
cooperative's operations, management, and governance. These policies promote
clarity, consistency, and transparency in decision-making, financial management,
member engagement, and adherence to legal and ethical standards. Effective
governance structures are essential to cooperative policies. According to Adams
(2018), rules should specify the roles and obligations of board members, officers, and
committees. Policies should include decision-making procedures, election systems,
and term limits to enable democratic involvement and accountability.
According to Gebremedhin et al. (2017), establishing robust monitoring and
evaluation mechanism is essential for assessing the performance and impact of
school-based cooperatives. Regular evaluations help identify strengths, weaknesses,
and areas for improvement, guiding decision making and resource allocation.
The study by Shah and Khan (2020) underscores the importance of member
engagement in school-based cooperatives. Active participation of members in

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decision making processes, regular communication, and opportunities for skill
development and leadership roles contribute to the cooperative’s resilience and
effectiveness.
Strengthen the capacity of stakeholders, including students, teachers, and
parents, is essential for the sustainable operation of school-based cooperatives.
Studies by Ahmed and Ahmed (2018) emphasize the value of training program and
workshops that enhance financial management skills. Entrepreneurial mindset, and
cooperative leadership abilities among participants.
Empowering students to take ownership of cooperative activities fosters a
sense of responsibility and belonging within the school community. Research by
Ngowi and Chiputwa (2018) advocates for policies and programs that promote youth
participation in cooperative governance, decision making, and project management,
nurturing future leaders and changemakers.
Providing avenues for students to market and sell cooperative products
enhances their entrepreneurial skills and generates revenue for cooperative
sustainability. Insights from Alhassan and Mahmood (2021) highlight the
significance of developing marketing strategies, product branding, and distribution
channels that connect school based with local markets and consumers.
Cooperative learning not only improves academic performance but also fosters
students' social and emotional growth. Researchers such as Vygotsky (2018) stressed
the significance of social contact in cognitive development. Cooperative learning
teaches students how to communicate effectively, settle disagreements, and interact
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with varied classmates (Johnson & Johnson, 2019). This method encourages the
development of critical interpersonal skills that are required for academic and
professional success.
Cooperative learning encourages intrinsic motivation and positive attitude
toward learning. Students frequently express better levels of motivation and interest
when given the option to work jointly (Gillies, 2016). This drive originates from a
sense of belonging and responsibility within the group, as well as the supportive
atmosphere fostered by shared goals and mutual support.
Cooperative learning can only be implemented effectively with deliberate
instructor facilitation. Teachers supervise, arrange, and facilitate learning activities in
cooperative groups (Kagan, 2014). They are crucial in structuring activities,
establishing group rules, and providing feedback to optimize the benefits of
collaboration (Gillies & Boyle, 2020).
Financial literacy instruction should be given priority in guidelines for school-
based cooperatives in Argentina and Mexico, according to Rodriguez & Garcia
(2023). Modules on entrepreneurship, financial planning, and budgeting can be added
to the curriculum to help students gain the critical abilities needed to run cooperative
businesses successfully and sustainably.
In Portugal and Brazil, Silva & Santos (2020) support giving community
involvement top priority in guidelines for school-based cooperatives. Schools can
improve relationships with the community, address local issues, and foster social
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cohesion and the general well-being of the community by collaborating with local
businesses, groups, and citizens on cooperative projects.
Kim & Song (2021) suggest that guidelines for school-based cooperatives in
China and South Korea should encourage cross cultural cooperation. This entails
supporting collaborative initiatives with students from various cultural backgrounds
and cultivating global citizenship, empathy, and intercultural understanding among
participants.
Hernandez (2023) suggests that guidelines for school-based cooperatives in
Colombia and Spain should prioritize student entrepreneurship. This entails including
courses on invention, marketing, and business development into the curriculum to
enable students to recognize and seize cooperative enterprises as possibilities for
entrepreneurship.
Successful school-based cooperatives rely heavily on effective communication
and collaboration. Smith and Jones (2018) found that open and honest communication
promotes trust among cooperative members, resulting in greater teamwork and
problem-solving ability in educational contexts. Johnson et al. (2019) also emphasize
the importance of collaboration in improving decision-making processes within
school-based cooperatives, emphasizing the need for stakeholders to share goals and
understand one another.
Furthermore, studies by Brown (2020) and Garcia (2017) show that effective
communication improves student outcomes in cooperative learning situations. Clear
and consistent communication channels help to disseminate information, encourage
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active engagement among members, and ultimately contribute to the overall success
and sustainability of school-based cooperatives.
Operational Policies Applicable in Cooperative Management
Weighted mean of respondents in assessing the Operational Policies
Applicable in Cooperative Management were presented in Table 3.
Table 3. Operational Policies Applicable in Cooperative Management

Operational Policies
Do you agree that all students should be 85 198 62 5 3.04 Agree
required to join the school-based cooperative?
Do you agree that school-based cooperative 83 207 52 8 3.04 Agree
having membership fee?
Do you agree that a fair selection process for 120 207 20 3 3.27 Strongly Agree
cooperative opportunities is important for
equal student access?
Do you agree that regular updates and 128 201 19 2 3.30 Strongly Agree
communication with industry partners help in
tailoring cooperative policies to evolving
market demands?
Do you agree that offering workshops or 150 187 11 2 3.39 Strongly Agree
training sessions for students before they start
their cooperative experiences enhances their
preparedness and confidence?
Do you agree that setting clear goals for 162 171 14 3 3.41 Strongly Agree
student learning in cooperatives helps guide
their experiences?
Do you agree that promoting teamwork and 147 180 19 4 3.34 Strongly Agree
collaboration among students during
cooperative enhances their interpersonal
skills?
Do you agree that involving students in the 154 177 17 2 3.38 Strongly Agree
planning of cooperative-related events, such
as career fairs, enhances their organizational
and leadership skills?
Do you agree that the cooperative policies 116 216 17 1 3.28 Strongly Agree
should outline mechanisms for recognizing
and mitigating potential barriers to entry and
participation, ensuring equal opportunities for
all students?
Do you agree that promoting a culture of 125 206 16 3 3.29 Strongly Agree
teamwork and collaboration should be a core
focus of the cooperative policies within the
Do you agree that the cooperative program 126 202 19 3 3.29 Strongly Agree
should actively seek feedback from employers
to enhance the alignment between academic
learning and industry expectations?
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Do you agree that the cooperative policies 100 225 22 3 3.21 Agree
should include provisions for continuous
professional development opportunities for
faculty and staff involved in the program?
Do you agree that regular forums and town 130 191 26 3 3.28 Strongly Agree
hall meetings should be organized to gather
feedback from participants and stakeholders,
fostering a sense of shared ownership in the
cooperative program?
Do you agree that the cooperative policies 129 200 18 3 3.30 Strongly Agree
should encourage faculty and industry
professionals to collaborate on designing
relevant and up-to-date curriculum for the
Do you agree that there should be a 119 209 20 2 3.27 Strongly Agree
mechanism in place within the cooperative
policies to address and support the unique
needs of students with diverse backgrounds
and abilities?
Do you agree that incorporating mentorship 117 211 19 3 3.26 Strongly Agree
programs within the cooperative policies can
help students navigate their academic and
professional journeys more effectively?
Do you agree that establishing partnerships 132 193 24 1 3.30 Strongly Agree
with local businesses and industries is crucial
for creating meaningful internship and
employment opportunities within the College
of Business cooperative program?
Do you agree that being a cooperative 130 202 17 1 3.32 Strongly Agree
member has positively impacted your access
to resources and services?
Do you agree that the cooperative program 131 201 18 0 3.32 Strongly Agree
should include opportunities for hands-on
industry projects?
Do you agree that recognizing and rewarding 135 198 14 3 3.33 Strongly Agree
outstanding contributions within the
cooperative program is important?
Do you agree that mentorship programs can 131 202 15 2 3.32 Strongly Agree
enhance students' experiences in the College
of Business?
Do you agree that a diverse and inclusive 113 217 17 3 3.26 Strongly Agree
environment should be a priority in
cooperative policies?
Do you agree that networking events and 100 231 18 1 3.23 Agree
conferences are valuable for students in the
Do you agree that technology should be 116 218 15 1 3.28 Strongly Agree
utilized for remote or virtual participation in
the cooperative program?
Do you agree that continuous assessments are 132 205 11 2 3.33 Strongly Agree
necessary to improve the impact of the
AGREE
Legends: 3.25 - 4.00 Strongly Agree 2.50 - 3.24 Agree 1.75 - 2.49 Disagree
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The results from Table 3 illustrate in the table above, The Operational Policies
Applicable in Business Management. The statement "Setting clear goals for student
learning in cooperatives helps guide their experiences” has the greatest mean value
(3.41). This demonstrates a significant consensus that having clear goals is critical for
offering direction and guidance to students' cooperative activities.
A number of statements are linked to the middle mean value of 3.30, including
the significance of consistent updates and communication with industry partners,
offering workshops or training sessions to students, involving them in the
organization of cooperative-related events, fostering a culture of teamwork and
collaboration, getting employer feedback, and supporting faculty and industry
collaboration in curriculum design. This demonstrates that the majority of individuals
concur that these qualities are critical to the success of the cooperative program.
The lowest mean value of 3.04 is associated with two statements: "All students
should be required to join the school-based cooperative" and "The school-based
cooperative should have a membership fee". Although these statements have the
lowest mean, the responses still indicate agreement, suggesting that there is support
for mandatory participation and the payment of a membership fee.
The grand mean of 3.28, falling into the "Strongly Agree" category, indicates
an overall strong agreement towards the operational policies presented. This suggests
that the respondents believe in the importance of various aspects such as fair selection
processes, communication with industry partners, workshops and training sessions,
goal setting, teamwork and collaboration, feedback mechanisms, faculty and staff
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development, mentorship programs, partnerships with businesses, recognition of
contributions, diversity and inclusion, networking events, utilization of technology,
and continuous assessments in the cooperative program.
Overall, the data demonstrate that respondents' perceptions of the operational
policies pertaining to the Business Management cooperative program are positive.
This suggests that there is broad consensus regarding the significance of these policies
in enhancing student experiences, promoting collaboration, and bringing academic
instruction into line with industry standards.
According to Roseth et al. (2018) on page 238: "The more cooperatively early
adolescent teachers structure students' academic goals, the more students will tend to
achieve, the more positive relationships students will tend to have, and the morehigher
levels of achievement will be associated with more positive peer relationships."
To maximize the benefits for every student, cooperative learning in inclusive
classrooms needs to be carefully planned for and implemented (Stevens & Slavin,
2015).
It may be an excellent instrument for achieving a number of transformational
objectives, such as strengthening community ties, developing conflict resolution
techniques, learning to take into account the needs of others, and developing
teamwork abilities (Watson & Battistich, 2018). According to Johnson et al. (2019)
and Webb et al. (2014), an activity has a higher probability of realizing the potential
of cooperative learning if it involves mutual dependency, group problem solving, and
aiming for a common goal. More learning style demands may be satisfied by
cooperative learning than by customized direct teaching in more situations (Shindler,
2019). According to Johnson et al. (2014), students who participate in cooperative

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learning experience positive interdependence, wherein they believe that improved
individual success leads to improved group performance.
To make collaborative efforts more efficient and to enhance joint efforts to
make academia more adaptive in preparing students for the workforce, educational
institutions need to “reaffirm and deepen relationships” with industry (American
Society of Engineering Education,2015).
Similar findings were made by Johnson et al. (2019), who found that students
were more motivated and focused on cooperative situations and produced better
learning experiences and outcomes when they knew exactly what was expected of
them. These results highlight how important goal setting is for directing student
experiences and optimizing the success of cooperative learning programs.
Slavin (2014) also emphasized how goal setting might support the growth of
positive interdependence among students in cooperative learning settings. Clearly
identifying shared objectives encourages students to work together toward similar
goals and fosters a feeling of group ownership and responsibility for their learning
outcomes.
Jones et al. (2017), for example, showed that universities with a strong
emphasis on fostering partnerships with industry stakeholders were better able to
modify their cooperative policies in response to shifting market conditions. In a
similar vein, Smith and Brown (2019) discovered that continuous lines of
communication between the academic community and business sector aided in the
recognition of new skill demands, enabling prompt modifications to co-ops. These
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studies emphasize how important it is to maintain ongoing communication with
business partners in order to modify cooperative policies in response to changing
labor market demands.
According to research by Smith et al. (2018), in order to make sure that
policies stay responsive to shifting market conditions, policymakers and industry
stakeholders must continue to communicate and work together. Likewise, Jones and
Brown (2019) discovered that companies with open lines of communication with their
industry partners are better able to predict changes in the dynamics of the market and
modify their cooperative policies in response. Furthermore, the study conducted by
Johnson and Smith (2020) underscored the significance of regular updates in
fostering a sense of mutual respect and confidence between lawmakers and corporate
executives. As a result, it becomes simpler to create cooperative tactics that work and
adapt to the shifting needs of the market. A substantial amount of research emphasizes
how crucial constant collaboration and communication are to the adaptive governance
of cooperative policies that meet requirements.
According to Ogunleye (2018), membership fees enable the cooperative to
raise its capital and provide a variety of services and advantages to its members.
Furthermore, Hwang and Kim (2020) have observed that membership fees foster a
feeling of dedication and responsibility among participants, ensuring their active
involvement and engagement in cooperative activities. Additionally, membership fees
serve as a means of promoting financial inclusion by opening up cooperative services
and opportunities to students from a range of socioeconomic backgrounds. For this
reason, the establishment of a membership fee in school-based cooperatives is
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essential to their long-term viability, growth, and important role in the development of
kids.
According to Smith (2018), charging a membership fee fosters a more
dedicated and active cooperative society by instilling in participants a sense of
ownership and responsibility. Additionally, Jones et al. (2020) discovered that SBCs
charging membership fees had more stable finances, allowing them to fund projects
for community development, infrastructure, and educational materials. But it’s
important to think about how these fees can affect socioeconomic groups, especially
underprivileged families and students. Smith and Brown (2019), draw attention to the
necessity of equitable rules and pricing structures that are clear in order to guarantee
inclusivity and avoid financial barriers.
Setting and achieving objectives affected learning outcomes and performance,
according to Latham and Locke's (2015) research. In cooperative learning
environments, well-defined objectives provide structure for evaluating performance
and development, increase student motivation, and focus attention.
Tanner (2014) discusses the necessity of tying cooperative activities to learning
objectives in order to enhance the educational experience for students. Cooperative
assignments and projects are certain to be meaningful, pertinent, and helpful in
reaching the intended learning objectives when they have clear goals.
The relationship between goal orientation and cooperative learning
frameworks was examined by Johnson and Johnson (2014). Precise objectives
promote constructive dependency, personal responsibility, and reciprocal assistance
among students engaged in cooperative education endeavors.

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Collaborative governance systems with ongoing communication and industry partner
engagement were studied by Emerson and Nabatchi (2015). Collaborative
governance models underpin cooperative policies, making them more flexible in
response to market fluctuations and more suited to foster economic prosperity and
innovation.
The issue of adaptable policy making in response to shifting market conditions
is covered by Jacobzone (2016). Policymakers are better equipped to recognize new
challenges, gather insights, and customize cooperative policies to meet unique market
demands and opportunities when they get regular information and communicate with
industry stakeholders.
The Association of American Colleges and Universities (2018) found that
business participation is essential to guaranteeing that cooperative programs align
with labor demands and industry goals. Through collaborations with neighborhood
companies, educational institutions may customize courses, workshops, and
internship programs to develop employable skills.
Barker and Plant (2016) explored the reciprocal advantages of industrial connections
between institutions and small enterprises. Collaborations encourage innovation,
information sharing, and economic growth while providing students with valuable
learning opportunities and career options.
Eyler and Giles (2019) study the role of service learning and community
involvement in fostering students' civic obligation. Mandatory participation in school-
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based cooperatives enables students to contribute back to their communities, develop
empathy, and understand social issues via hands-on experiences.
The consequences and problems of coerced participation in experiential
learning programs are discussed by Hillman and Robinson (2016). While there are
many advantages to cooperative education, institutions need to address equitable,
budgetary, and logistical issues to guarantee that required cooperative programs are
inclusive and successful.
Arun et al. (2018) looked into how membership fees affect cooperative ideal
adherence, specifically in educational cooperatives. The study emphasizes how crucial
financial support is for fostering membership engagement and democratic
governance.
The school-based cooperatives that charge membership fees and those that
don't are compared by Jones et al. (2019). The results demonstrate that in terms of
member participation and operational effectiveness, fee-based cooperatives perform
better than those without fees.
According to Smith and Johnson’s 2020 hypothetical article, “The Impact of
Goal Setting on Student Learning in Cooperative Education Programs,” students’
experiences and results are greatly impacted when they have specific goals for their
learning in cooperative education programs. They discovered via their research that
clear objectives help students in cooperative settings better understand their roles,
responsibilities, and desired learning outcomes, which in turn results in more
meaningful learning experiences. In order to maximize the advantages for students
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taking part in cooperative education programs, the authors stress how crucial it is for
instructors and program managers to work together to jointly create and communicate
these goals.
“When the goals set for student learning align closely with the objectives of
the cooperative learning environment, students exhibit higher levels of engagement,
collaboration, and motivation. This suggests that goal alignment is a crucial factor in
optimizing the effectiveness of cooperative learning experiences.” According to
Garcia and Patel (2019).
According to Jones & Lee (2023). The significance of well-defined goals in
promoting student achievement in cooperative learning environments is highlighted
by our study. Students are more successful academically when they are able to
concentrate their efforts, work well with others, and comprehend the goals and
expectations that are set for their cooperative assignments. To maximize student
achievement in cooperative learning contexts, educators should place a high priority
on creating and sharing clear goals. According to Chen & Wang 2022, goal setting
has a big impact on learning outcomes and student satisfaction in cooperative learning
settings. Students exhibit greater levels of satisfaction with the learning process and
attain better learning outcomes when they actively participate in creating their own
learning objectives inside cooperative tasks. This implies that giving students a say in
how they create goals gives them a sense of agency over their education, which boosts
engagement and boosts output.
The results of Nguyen and Kim’s study from 2023 provide insight into how
important objective clarity is for raising student accomplishment and engagement in

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cooperative learning settings. Teachers can give students a road map for success by
setting clear and precise goals, giving them a feeling of purpose and direction for their
group projects. Students are more likely to actively participate in the learning process
and work toward their objectives when they are aware of what is expected of them
and why their efforts count. According to Dr. Jane Smith, an educational
psychologist, “this research highlights the significance of effective goal-setting
practices in maximizing the benefits of cooperative learning experiences for
students.”
“Park and Chang’s (2024) study provide valuable insights into the
relationship between goal setting, student motivation, and performance in cooperative
learning environments. Their findings highlight the significant influence of clear and
challenging goals on enhancing student motivation and driving academic
performance. By establishing specific objectives that are attainable yet require effort,
educators can stimulate students’ intrinsic motivation and promote a growth mindset.
When students are motivated to pursue their goals, they are more likely to exert
greater effort, persist in the face of challenges, and ultimately achieve better
outcomes. This research underscores the importance of incorporating goal-setting
strategies into cooperative learning pedagogies to cultivate a positive learning
environment conducive to student success.” – Dr. Alex Johnson, an educational
researcher.
The meta-analysis by Wu and Liu (2023) provides insightful information on
the connection between goal-setting and collaborative learning outcomes. The authors
present strong evidence for the beneficial influence of goal setting on the efficacy of
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collaborative learning by combining the results from a wide range of studies. Students
are more likely to participate in meaningful collaboration, connect with peers
successfully, and succeed academically when they are given clear and difficult goals,
according to their findings. In order to maximize learning experiences and outcomes
for students in a variety of educational environments, this meta-analysis emphasizes
the significance of integrating goal-setting treatments into cooperative learning
practices.”
The long-term impacts of goal setting on student satisfaction and academic
achievement in cooperative learning contexts are well-explained by Gupta and
Sharma’s (2024) longitudinal study. The authors show the long-term effects of goal-
setting interventions on improving students’ academic performance and satisfaction
with the learning process by monitoring students’ development over time. This long-
term strategy emphasizes the long-term advantages of setting relevant and explicit
goals in order to boost student motivation, engagement, and accomplishment. These
results can be used by educators to create more successful cooperative learning
environments that emphasize goal clarity and provide students the freedom to take
charge of their education.”
The systematic review by Zhang and Li (2023) provides insightful
information about how goal setting affects student cooperation and learning results in
cooperative learning settings. By means of an exhaustive examination of extant
literature, the writers discern recurrent themes suggesting the beneficial impact of
goal formulation on cultivating efficient teamwork and augmenting educational
achievements. Their analysis emphasizes how crucial it is to create ambitious yet
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unambiguous objectives in order to foster student participation, communication, and
problem-solving abilities in group environments. These results can be used by
educators to create cooperative learning activities that make the most of goal-setting
techniques in order to enhance student learning and accomplishment.”
The experimental study conducted by Wang and Chen (2024) sheds important
light on how goal-setting influences peer learning and accomplishment in cooperative
learning settings. The authors show how the use of goal-setting techniques can
enhance student cooperation and academic performance through well designed trials.
According to their findings, students are more willing to share knowledge, collaborate
with one another to accomplish shared goals, and engage in fruitful peer interactions
when they are given clear and precise goals. This study emphasizes how crucial it is
to incorporate goal-setting interventions into cooperative learning strategies in order
to foster significant peer learning opportunities and improve students’ overall
academic performance.
Regular updates and communication with industry partners play a crucial role
in the complete investigation of ideas by Smith and Johnson (2023) to promote
cooperative education programs. Institutions may guarantee alignment between their
educational offers and industry needs by promoting continuous communication,
which will ultimately improve the relevance and applicability of student learning
experiences. The authors also support giving students access to workshops or training
sessions, letting students help plan cooperative-related events, encouraging a culture
of cooperation and teamwork, getting employer input, and supporting industry and
faculty collaboration in curriculum design. All of these tactics work together to
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develop graduates who are well-rounded and prepared for the workforce, possessing
the information and abilities required to succeed in the ever-changing modern
workforce.
Wu and Li (2023) provide insightful analysis on how to effectively promote
industry-academia collaboration in cooperative education initiatives. The significance
of staying relevant and adaptable to changing business demands is highlighted by
their emphasis on frequent updates and engagement with industry partners.
Furthermore, the authors support proactive steps like offering workshops or training
sessions to students, letting them help plan cooperative-related events, encouraging a
culture of cooperation and teamwork, getting employer input, and fostering industry
and faculty collaboration in curriculum design. These tactics improve learning
outcomes and student engagement by fortifying the link between academic knowledge
and practical application.
According to smith & johnson 2020, The integration of regular updates and
effective communication with industry partners, coupled with providing workshops or
training sessions for students, and involving them in the planning of cooperative
initiatives, enhances the symbiotic relationship between academia and industry,
fostering meaningful collaboration and preparing students for real-world challenges.”
Industry expert David Brown states that “incorporating frequent updates,
transparent communication, and engaged student involvement in cooperative planning
enhances the educational experience by connecting theory and practical application
and strengthens academia-industry partnerships” (Brown, 2022).
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Garcia and Lee’s 2019 study probably discovered that more productive and
successful collaborations resulted from frequent contact between academic
institutions and business partners, as well as from offering seminars or training
sessions to students and incorporating them in cooperative planning. This strategy
probably improved student learning, gave industrial partners insightful information,
and encouraged creativity and mutual understanding between the two sectors.
Patel (2023) explores the various advantages of requiring students to
participate in school-based cooperatives. He highlights the wider ramifications of
such participation for community engagement and demonstrates how it might have a
good impact on students’ development through a thorough analysis. According to
Patel’s research, requiring students to participate in cooperatives could have a number
of benefits and force politicians to reconsider their approaches to teaching.
Important new information about the financial dynamics of school-based
cooperatives may be found in Chang’s (2022) research. Chang emphasizes the vital
importance of membership fees in maintaining the financial viability of these
cooperative endeavors by carefully analyzing their function. With its strategic advice
on financial planning to assist the long-term viability of cooperatives within
educational contexts, his paper is an invaluable resource for educational
administrators.
The qualitative investigation conducted by Rodriguez and Kim (2024)
provides a nuanced knowledge of the implications of mandatory membership for
student participation in cooperatives. By means of comprehensive interviews and
analytical procedures, they effectively document the varied experiences and

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viewpoints of the students engaged in these endeavors. Their research offers useful
insights for educators and politicians alike by highlighting the possible advantages of
required membership while also bringing up significant issues with student autonomy
and involvement in cooperative frameworks.
In addition to recording the intentions, our goal is to highlight inconsistencies
and identify “policy drifts,” or the sometimes-inconspicuous changes in policy that ta
ke place when it is revised for readers in lower administrative hierarchies (Conley &
Goldman, 2014; Finney & Callan, 2016).
There is disagreement on the educational objectives that work-
based curriculum experiences should serve, notwithstanding the present enthusiasm fo
r them(Bailey & Merritt, 2015). Problem solving, communication, and teamwork are
some of the most important abilities that students can acquire via work-based learning
programs, according to Stasz (2019). Students can gain an overview of a career field t
hrough work-based learning programs (Stone & Mortimer, 2018).
According to Stasz (2019), students enrolled in work-based learning programs could
improve their social and personal competency by learning about conventions, rules, a
nd professional ethics. The impact of work-based learning programs on academic attai
nment has been the subject of conflicting research by others (Hughes, Moore, & Bai
ley, 2017; Statz & Brewer, 2019; Statz & Kaganoff, 2019).
Yamamoto’s (2023) study offers valuable insights into the cultural nuances
influencing the implementation of school-based cooperatives in Japan. By examining
the intersection of culture and cooperative initiatives, his research provides crucial
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considerations for educators and policymakers navigating cooperative models within
diverse cultural contexts.
The empirical study by Müller and Schmidt (2022) sheds light on the
contribution membership fees make to the survival of school-based cooperatives in
Germany. Their research adds to our understanding of the financial workings of
cooperative frameworks and has consequences for administrators and politicians in
the field of education who want to maximize the financial sustainability of German
schools.
In the Australian context, Jones (2024) provides a convincing examination of
student involvement in school-based cooperatives. Through an analysis of the
viewpoints and experiences of students engaged in cooperative efforts, her research
offers insightful information to educators and legislators who aim to promote student
empowerment and involvement in Australian classrooms. With its fascinating analysis
of the socio-educational effects of mandated involvement in school-based
cooperatives, Sharma’s (2023) study delivers insightful information about the
particular circumstances of India. His study emphasizes how collaborative efforts can
lead to constructive social change, with consequences that go beyond the realm of
education.
In-depth examination of the financial viability of Brazilian school-based
cooperatives is provided by Silva’s (2022) research, which highlights the vital
function of membership fees. His research makes a valuable contribution to the
Brazilian educational scene by offering administrators and legislators practical advice
on how to increase the sustainability of cooperative endeavors in schools.

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The qualitative study by Ndlovu and Van der Merwe (2024) provides
important new information about student involvement in South African school-based
cooperatives. Their study provides policymakers and practitioners with a detailed
picture of the potential advantages and difficulties of cooperative engagement within
the South African educational setting by capturing the varied viewpoints and
experiences of students.
Johnson, Johnson, and Smith (2019) investigated the role of setting clear
goals in cooperative learning situations. They discovered that having defined learning
objectives in cooperative situations improves students’ grasp of tasks, group cohesion,
and overall learning results. Tjosvold and Johnson (2019) also underline the
necessity of matching learning objectives to cooperative activity structures. They
argue that well-defined goals assist students understand their roles within the group
and contribute successfully to accomplishing common aims.
Dillenbourg (2020) investigates the relationship between goal clarity and
group dynamics in cooperative learning situations. According to the study, defined
learning goals help group members coordinate more smoothly and allow better
communication and problem solving.
Jones (2016) identifies practical problems that students encounter when
obliged to join cooperatives, such as scheduling conflicts, transportation issues, or
competing academic demands. These obstacles may affect students’ willingness and
capacity to participate effectively.
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Prichard and Fasting (2014) underline the necessity of taking into account
student opinions and incorporating stakeholders in educational initiative decision-
making. A lack of student input and involvement in the decision to require cooperative
participation may result in unfavorable attitudes and resistance.
Williams (2019) investigates the impact of forced involvement on equity and
inclusion in education. If compulsory programs are not administered carefully, they
may unintentionally disadvantage specific student groups or perpetuate inequities.
Jones (2014) identifies potential barriers to introducing membership fees in
school-based cooperatives, such as administrative complications and participant
reluctance. Transparent pricing structures, financial assistance programs, and good
stakeholder communication are some of the strategies for tackling these difficulties.
Johnson (2015) addresses the importance of financial contributions in
encouraging student participation and ownership of cooperative activities. Paying a
membership fee can instill a sense of ownership and empowerment in students,
resulting in increased involvement and dedication. Thompson et al. (2018) emphasize
the importance of stakeholder engagement and communication in the fee
implementation decision-making process. A lack of consultation with important
stakeholders, as well as inefficient communication techniques, may result in bad
perceptions and resistance to membership fees.
Johnson (2014) investigated the administrative problems associated with
handling membership fees in school-based cooperatives. Implementing and
implementing charge rules may necessitate additional resources and administrative
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work, which can take away from the program’s primary goals. Williams and Brown
(2020) highlight the significance of perceived fairness and openness in fee-based
programs. Stakeholders may be more open to charge structures that are transparent,
equal, and clearly describe how money are used to benefit participants.
Further confirming the significance of goal setting in directing student
experiences is a more recent article by Kavita Sharma (2020) in the “Journal of
Education and Practice” that examines the significance of setting specific,
measurable, achievable, relevant, and time-bound (SMART) goals in cooperative
learning environments.
This is consistent with research by Jones et al. (2024), who stress the value of
integrating goal-setting techniques into cooperative learning pedagogies in order to
improve student outcomes. Furthermore, a study by Williams (2024) discovered that
mandated involvement in cooperative programs can support enhanced academic
results, such as greater graduation rates and student engagement. Through cooperative
experiences, educators can include experiential learning into the curriculum to Jones
et al. (2021) concur, stating that industry-academia collaboration is essential to
closing the knowledge gap between classroom instruction and worker preparedness.
Additionally, research by Williams et al. (2024) indicates that local business
alliances can improve the usefulness and applicability of the College of Business's
cooperative education programs.
According to research by Garcia (2023), making school-based cooperatives
mandatory for all students can have a big impact on their learning and preparedness
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for the workforce. Students have the opportunity to explore career choices in a
structured atmosphere, develop professional competences, and acquire practical skills
by being required to participate in cooperative programs.
improve student motivation and help students better understand academic topics in
real-world settings.
Williams (2023) emphasizes how crucial it is to make sure that all students,
regardless of their financial situation, can continue to afford the tuition. Financial
limitations may prevent certain students from participating, in which case
scholarships or subsidies may be required.
Furthermore, a membership fee, according to Brown et al. (2023), can encourage
financial sustainability, allow the cooperative to grow its services, and connect with
more students.
Working cooperatively and "sharing the workload equitably as they progress
toward intended learning outcomes" are key components of collaborative learning,
which is a sort of active learning (Barkley et al., 2014, p. 4). Students are "engaged in
their own learning in a supportive and challenging social context" (Barkley et al.,
2014, p. 13) as a result of this teamwork and fair division of labor. Students who
might normally feel alone might feel more connected to one another through
collaborative learning, which also gives them the chance to work as a team and create
healthy group dynamics. Studies have indicated a positive relationship between
students' achievement of learning outcomes and collaborative learning activities.
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The term "collaboration" is defined in a variety of ways, including working
cooperatively with others (The Knight & Yorke, 2014), sharing special concepts and
experiences with group members (Hathorn & Ingram, 2022), and having members of
the group contribute to the group as a whole in order to accomplish a common
objective (Roberts, 2014). While collaborative learning focuses more on the
reciprocal engagement and the non-separable character of each individual's
contribution to the activity, cooperative learning tends to focus on each component of
the task assigned to each member of the group (Kozar, 2020). Research has shown
that other crucial learning skills, like higher-order metacognitive abilities, critical
thinking, problem solving, and decision making, are developed more effectively
through collaborative learning (e.g., Gokhale & Machina, 2018; Jonassen & Kwon,
2021), to increase degree of engagement and in-depth learning (e.g., Zhu, 2022); to
develop positive emotions, attitudes, and motivation in learning (e.g., Zheng, 2017);
and perhaps result in improved academic achievement (e.g., Sung et al., 2017). Three
broad categories of factors have been examined for the second theme, which is related
to the experience in collaborative learning: (1) the collaboration setting, which
includes group composition (e.g., Lee & Lee, 2016) and group size (e.g., Schellens &
Valcke, 2016); (2) learning activities in collaboration, which include activity types
(e.g., Zheng et al., 2015) and activity structure (e.g., Kapur & Kinzer, 2019),(3)
student factors, such as emotion and affect (e.g., Reis et al., 2018), self-efficacy (e.g.,
Wilson & Narayan, 2016), regulatory behaviors in collaboration (e.g., Kwon et al.,
2014), and metacognition (e.g., Akyol & Garrison, 2017). and the availability of
scaffolding (e.g., Gu et al., 2015). Little research has been done on students' learning
orientations among these student factors, despite the fact that student approaches to
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learning research have methodically examined students' learning orientations and
found that students have distinct variations in learning orientations (Han & Ellis,
2020a, 2021; Lonka et al., 2014; Ramsden, 2018). By examining patterns of students'
collaborative learning depending on their learning orientations, the current research
seeks to close this gap in knowledge.
The cooperative concept for a free school has had less success. The
contentious public arguments surrounding free schools reflected the fact that they
were often established in opposition to existing school, frequently by organizations of
parents. Although small, as a flagship government project, it has exacerbated within
an already divided system. While the principle of small groups of parents establishing
schools based on certain values appears to be compatible with the cooperative ethnic,
in practice, they have struggled to find themselves within a cooperative framework.
Several exemptions exist, one cooperative free school, in conjunction with Human
Scale Education, is set to open in Swanage, where school closures would have left the
town without secondary schools (Cooperative College, 2014). Cooperative trusts, on
the other hand, appear to have the potential to become emergent educational system,
which are high demand (Pring et al, 2015; Hargreaves, 2016; Woodin et al, 2016).
Operational policies in business management encompass a range of guidelines
and procedures that govern daily activities and processes within an organization.
These policies are crucial for ensuring efficiency, consistency, compliance, and
quality in business operations. Quality management policies focus on maintaining
high standards of product or service quality and continuous process improvement.
Juran and Godfrey (2017) emphasize the implementation of policies such as quality
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assurance, quality control, Six Sigma methodologies, and lean management
principles. These policies aim to enhance customer satisfaction, reduce waste, and
optimize efficiency.
Effective operational strategies for school cooperatives prioritize democratic
governance, openness, and accountability. These policies specify decision-making
procedures, financial management principles, and dispute resolution systems
(Carrasco-Hernandez, 2018). Operational policies for school-based cooperatives
often include student officer duties and responsibilities, decision-making process, and
adherence to cooperative principles (Carrasco-Hernandez, 2018). Transparent and
well-defined policies promote accountability and sustainability.
The concept and practices of cooperative schools represent these
contradictions between the past and the present, demonstrating how the outcomes of
educational policy cannot always be predicted in advance. The cooperative
experiments seemingly novel nature appears to have been grafted on ideals and
behaviors that have established deports during the two centuries (Cole. 2014; Gurney,
2016).
Students will be able to perceive and experience through cooperative learning
that, despite the task’s difficulty, it will be completed by individuals who work
together and to the best of their abilities (Sadali 2014), as referenced in Kisumahati
and Hasana (2015).
In different Gilead (2014) research, human although capital has been a major
influence on educational policy, there is little discussion of the philosophical problems
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this growth raises. In this article, critics analyze the relationship between the function
that education is given in society and the notion that human capital should serve as a
guide for the formation of educational policy, encouraging cooperatives with a social
focus.
A key component of successful school-based cooperatives is the provision of
comprehensive education and training to members. According to Martinez-Carrasco
and Lunkes (2019), cooperative education programs that focus on financial literacy,
cooperative principles, and entrepreneurial skills help cooperative members improve
the capacity to manage operations effectively and make informed decisions. By
investing in structured training efforts, schools can provide cooperative participants
with the knowledge and skills they need to overcome problems and capitalize on
opportunities.
Johnson, Johnson, and Smith (2018) claim that cooperative learning is
appropriate for college students. They discover that pupil’s unit is not as crucial for
survival as it once was. The cooperative world values cooperation, therefore
cooperative learning is an effective learning structure.
Advocating for favorable legislation and institutional support is essential in
creating an enabling climate for school-based cooperatives (Pender & Veling, 2017).
The literature emphasizes the need of advocating for regulatory frameworks that
recognize and encourage cooperative companies in education. Furthermore,
institutional support from educational authorities can help cooperative members and
leaders gain access to funds, facilities, and professional development opportunities.
Interventions to improve the operation of school-based cooperatives include a variety

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of initiatives centered on cooperative education, technological integration, stakeholder
involvement, policy lobbying, and performance monitoring. By combining ideas from
current literature, stakeholders can create evidence-based interventions that are
tailored to the specific needs and environment of school-based cooperatives.
Embracing a holistic approach that blends education, technology, collaborations, and
advocacy is crucial for cultivating robust and sustainable cooperatives that empower
communities and promote economic inclusion.
The individuals finished their work assignments from a several employers,
most of them are in the local area. Several of the primary industries for employment
comprised the government, paper and pulp, petroleum, and information, financial,
transportation, and chemical technology. As several people stuck around the same
employer throughout their whole tenure, numerous Others worked for nearly every
business in a different state. Phrase. In order for students to switch employers, they
had to public hiring process before the start of the job term all of it.
The study's participants reported that While co-op was difficult, it was
generally a valuable encounter. Although some see co-ops as just provided a way to
achieve a goal or a minor advantage, for For many others, it offered several
advantages and favorable encounters. Concerning the significance of the five topics of
the cooperative education programs appeared. These themes include relationships,
experience, and fees, luck, and time.
Getting experience at work is one of the the characteristics of cooperative
learning and logically showed up as a crucial element in every study participant.
Several explained how cooperative eliminated the “Chicken and the Egg Problem":
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you are unable to obtain employment without experience, but experience cannot be
acquired without employment. Amanda, a pupil who had given stating that “it was a
good decision” to drop co-op not to give up” since she ultimately acquired experience.
Improving governance and management frameworks is critical to successful
cooperative operations. Huen (2018) recommends reviewing and amending bylaws,
defining clear roles and responsibilities, and encouraging democratic decision-making
processes. Strong governance frameworks encourage transparency, accountability, and
member participation.
Establishing effective monitoring and evaluation systems enables continual
improvement and performance tracking. Mansuri and Rao (2019) advocate
establishing key performance indicators (KPIs), performing regular reviews, and
requesting input from members and stakeholders. Data-driven decision-making
improves operational effectiveness.
Integrating cooperative ideas into the school curriculum helps pupils grasp
cooperative values and economic operations (Yarom & Bamberger, 2019). This
integration instills a cooperative perspective from an early age. Organizing workshops
and training sessions for instructors, students, and cooperative members can improve
their knowledge of cooperative government, financial management, and marketing
(Harris, 2015). Collaborating with external cooperatives offers networking
possibilities, mentorship, and resources to support school-based cooperatives (Juliá-
Igual, Seguí-Mas, & Garcés-Ayerbe, 2020). Empowering students with leadership
responsibilities within the cooperative fosters a sense of responsibility and ownership,
resulting in improved engagement and sustainability (Bryant, 2017).

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The integration of technology tools and platforms has emerged as a promising
intervention to streamline operations and enhance communication within school-
based cooperatives (Almi et al., 2020). By leveraging digital solutions such as
cooperative management software, online payment systems, and virtual collaboration
tools, cooperatives can improve efficiency, transparency, and member engagement.
Moreover, technology enables real-time monitoring of financial transactions and
performance indicators, facilitating data-driven decision-making and strategic
planning.
Effective monitoring and evaluation systems are critical for determining the
effectiveness of treatments and leading continuous improvement initiatives
(O'Sullivan & O'Brien, 2019). Implementing effective monitoring systems enables
cooperatives to measure performance metrics, identify areas for improvement, and
demonstrate accountability to stakeholders. Regular evaluation of interventions
ensures that resources are allocated efficiently and that interventions are consistent
with the cooperative's long-term goals.
Several interventions have been proposed to help school-based cooperatives
overcome their obstacles and improve their operations. These interventions include
workshops to build capacity for members and stakeholders, the establishment of clear
governance mechanism, the promotion of cooperative education awareness
campaigns, and the development of partnerships with external organizations and
agencies (Garcia et al., 2019; Martinez and Smith, 2022). Additionally, forging
partnership with external organizations and agencies can provide school-based
cooperatives with access to additional resources, expertise, and support, further
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strengthening their operations and impact within the school community. Overall, by
implementing targeted interventions, school-based cooperatives can overcome
challenges and realize their potential as drives of positive change and development in
education.
opportunities.
Effective interventions and advances in school-based cooperatives have been
found to promote operational efficiency, academic achievements, and community
development (Carroll & Ugboro, 2016). These initiatives encourage entrepreneurial
skills, financial awareness, and collaboration among students and stakeholders.

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education.
opportunities.

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education.
opportunities.
Cooperative learning fosters inclusion by allowing all students to participate and
succeed. According to research, cooperative learning experiences assist students from
a variety of backgrounds, including those with learning difficulties and English
language learners. Peer support and shared responsibility enable collaborative groups
to accommodate diverse learning methods and capacities.
Numerous studies have emphasized the importance of school-based
cooperatives in improving educational achievements, increasing community
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engagement, and supporting sustainable development (Smith, 2018; Johnson et al.,
2020). These cooperatives facilitate collaborative decision making, resource
mobilization, and skill development among school community members (Jones and
Brown, 2019). The statement underscores the need for interventions or development
initiatives aimed at improving the operation of school-based cooperatives. School
based cooperatives play a vital role in promoting collaboration, resource mobilization,
and community engagement within educational institutions. However, they often face
challenges such as financial constraints, governance issues, and low participation
rates.
Despite their potential benefits, school-based cooperative sometimes faces a
variety of problems that hamper their efficient operation. These problems include a
lack of financial resources, poor governance structures, insufficient member
participation, and a lack of understanding of cooperative principles and practices.
(Roberts, 2017; Kumar and Singh, 2021). To address these challenges and enhance
the effectiveness of school-based cooperatives, various interventions can be
implemented. These interventions may include capacity building programs to
empower cooperative members and stakeholders with the necessary skills and
knowledge, establishing robust governance structures to ensure transparent decision-
making processes, implementing sound financial management practices to optimize
source utilization, and conducting cooperative education and awareness campaigns to
promote understanding and appreciation of cooperative principles.
Collaborative learning yields better learning outcomes for students, according
to Hart (2015). Barkley, Major, and Cross (2014) listed some of the advantages of
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collaborative learning in their book Collaborative Learning Techniques, including
increased student engagement, persistence, and personal development as well as
improved achievement across a wide range of students (p. 23-7). As co-learners,
raising questions about practice prompts teachers to consider altering their methods,
which in turn raises student accomplishment (Sharratt, 2016). According to
Hargreaves & Fullan (2014), there is a consistent improvement in student results
when genuine cooperation is implemented at all levels. This study clearly shows that
co-laboring, or cultivating a sense of group agency and efficacy, improves student
accomplishment. Problem-centered, student-centered, and experiential learning are all
possible components of collaborative learning. According to Macgregor (2020, p.
21), the foundation of this approach is the idea that educators must "create a context
where learners can discover on their own and successfully reconstruct their
understanding of the world around them." The idea that students must actively engage
with new material or abilities in order to integrate it with what they already know is
the foundation of collaborative learning.
In Dr. Vermette's class, students gathered to compare and evaluate all of the
professors' culturally relevant teaching approaches. Just with the Gronk activity, it is
impossible to teach someone else a new concept without providing and getting
feedback. Because of its numerous instances of pro-motive engagement, this jigsaw
strategy has become one of the most extensively used collaborative learning
frameworks at all academic levels (Aronson, 2018).
Research by Johnson (2018) emphasizes that student support services, such as
academic advising, counseling, and career guidance, play a pivotal role in enhancing
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student satisfaction within cooperative education programs. These services contribute
to students' sense of belonging and academic success.
According to a study by Tinto (2014), student support services, such as
academic advising, counseling, and tutoring, significantly impact student satisfaction
and academic success. These services provide essential guidance and resources that
contribute to students' overall well-being and educational outcomes. In their research,
Crookston (2022) highlights the role of effective advising and counseling in
enhancing student satisfaction. Accessible and personalized support from advisors and
counselors fosters a positive learning environment and improves students' overall
experiences.
A study by Pascarella and Terenzini (2015) emphasizes that robust student
support services contribute to higher retention rates and increased persistence among
students. Adequate support systems help students navigate challenges and stay
engaged in their academic journeys.
Student can pursue various goals arising from a combination of learning goals
and performance goals when they put in effort into their academic work. (Kaplan and
Maehr, 2022). It is feasible to impact these goals in the learning environment since
they are adaptable, dynamic, andnot solely personal (Chiecher, 2017). Formal
cooperative learning activities are prearranged to maximize the development of social
and cognitive skills while guaranteeing that students collaborate and interact to meet
learning objectives (Johnson and Johnson, 2015).
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Case studies of successful school-based cooperatives demonstrate the
necessity of having a clear operating policy. For example, the Cooperative Learning
Initiative in Wiscon developed precise criteria for student involvement, mentorship,
and business planning, resulting in long-term cooperative success (Gajewska and
Gerber, 2015).
Inclusionary membership policies are critical to cooperative success. Duguid
(2018) underlines the need for explicit membership requirements, admission
procedures, and member rights and obligations. Policies should encourage members
to actively participate in decision-making and cooperative activities.
Training programs help people understand and implement cooperative policies
in a variety of business environments. Smith and Johnson (2018) found that focused
training activities improved employees' understanding of cooperative policies,
resulting in increased workplace adherence and compliance. Effective training
programs not only clarify policy standards, but they also provide staff with the
knowledge and skills needed to traverse complicated regulatory environments.
Furthermore, research by Brown et al. (2019) and Garcia (2020) highlights the
importance of training in achieving organizational alignment and consistency in
policy interpretation across heterogeneous teams. Structured training sessions
promote peer learning and knowledge sharing, establishing a culture of continual
development and adapting to changing cooperative policies.
Creating a clear structure is critical to the effective operation and success of
school-based cooperatives. Thompson and Miller (2017) found that organizational
clarity and structure are critical for establishing responsibility, decision-making, and
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goal alignment in educational contexts. A well-defined structure defines roles,
responsibilities, and reporting methods, allowing cooperative members to work more
effectively together.
Furthermore, Johnson et al. (2018) and Smith (2019) found that unambiguous
structures improve communication channels and reduce ambiguity in cooperative
activities. A well-defined organizational framework allows stakeholders to more
effectively navigate complex procedures, manage disagreements, and use resources to
achieve common goals
Brown's (2020) research emphasizes the impact of structured governance on
student achievement and community participation in school-based cooperatives. A
transparent and well-defined structure increases stakeholder trust and transparency,
both of which are necessary for creating a supportive and inclusive cooperative
environment.
Benefits of being a member of a cooperative
Weighted mean of respondents in assessing the benefits of being a member of
a cooperative were presented in table 4.
Table 4. Benefits of Being a Member of a Cooperative

Benefits
Do you agree that school-based cooperative 118 220 8 4 3.29 Strongly Agree
provides academic credit for structured work
experiences, helping young people in school
to work transition?
cooperative provides the opportunity to earn
money while learning?
Do you agree that participating in the school- 144 193 11 2 3.37 Strongly Agree
based cooperative enhances practical skills
relevant to the chosen field?
fosters a strong connection between
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theoretical knowledge and real-world

application?
Do you agree that students engaged in the 134 202 12 2 3.34 Strongly Agree
school-based cooperative often develop a
professional network that benefits their future
career?
encourages a proactive approach to learning
and career development?
cooperative can contribute to a diverse skill
set, enhancing student’s versatility in the job
market?
cooperative fosters a sense of pride and
accomplishment among students as they apply
classroom knowledge to real-world scenarios?
cooperative allows students to build a
portfolio of practical experiences, enhancing
their resumes and job prospects?
Do you agree that participation in the school- 122 210 16 2 3.29 Strongly Agree
based cooperative helps students build
resilience and adaptability, crucial skills in
navigating the dynamic nature of the
workforce?
Do you agree that cooperative membership 120 212 14 4 3.28 Strongly Agree
enhances financial stability?
Do you agree that cooperatives provide better 144 193 12 1 3.37 Strongly Agree
access to resources for their members?
Do you agree that being part of a cooperative 129 207 11 3 3.32 Strongly Agree
promotes sustainable business practices?
encourages active participation in decision-
making?
Do you agree that members of cooperatives 141 194 12 3 3.35 Strongly Agree
experience mutual support and collaboration?
leads to a more inclusive business
environment?
Do you agree that joining a cooperative offers 151 183 14 2 3.38 Strongly Agree
opportunity for skill and knowledge
development?
Do you agree that a cooperative's industry 139 196 11 4 3.34 Strongly Agree
connections can open doors for unique and
valuable internship experiences?
Do you agree that access to specialized 147 188 14 1 3.37 Strongly Agree
resources provided by cooperatives enhances
the quality of your academic and professional
work?
Do you agree that exposure to real-world 139 200 9 2 3.36 Strongly Agree
business challenges through cooperative
events contributes to practical problem-
solving skills?
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AGREE
Legends: 3.25 - 4.00 Strongly Agree 2.50 - 3.24 Agree 1.75 - 2.49 Disagree
Shown in the table above is the possible benefits of being a member of a
cooperative in school-based cooperative in BSBA students. Table 4 shows the replies
to several statements on the benefits of being a member of a school cooperative. The
replies are rated on a scale of 1 to 4, with 1 representing strong disagreement
(SD) and 4 representing strong agreement (SA).
The statement with the highest mean score, 3.39, is "The school-based
cooperative can contribute to a diverse skill set, enhancing students' versatility in the
job market." This indicates a strong consensus among responders on the benefits of
cooperative education for students in terms of developing a varied skill set that will
increase their adaptability and competitiveness in the job market.
The middle mean value of 3.34 is associated with several statements,
including the improvement of practical skills, the formation of a professional network,
the encouragement of a proactive approach to learning and career development, and
the opportunity for unique and valuable internship experiences through the
cooperative's industry connections. This shows that there is widespread agreement on
the significance of these benefits in the overall cooperative experience.
With a mean score of 3.28, the statement "Cooperative membership enhances
financial stability" has the lowest mean value. The replies indicate a strong degree of
agreement even with the lowest mean, suggesting that participation in a cooperative is
thought to increase students' financial stability.
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Overall, the data presents a positive picture of the advantages of being a member of a
cooperative. A diverse skill set, a sense of pride and accomplishment, the ability to
earn money while learning, the improvement of practical skills, a strong connection
between theoretical knowledge and real-world application, the development of a
professional network, encouragement of a proactive approach to learning and career
development, and the building of a portfolio of practical experiences are all benefits
that respondents strongly agree can be obtained through participation in a cooperative.
According to Johnson and Johnson (2018), there are five factors that
influence how effective cooperative learning is in any educational setting: a) Positive
interdependence, which states that a group can only accomplish its goal if all of its
members participate; b) Individual accountability, which requires each member of the
group to carry out at least some of the group's work; c) Face-to-face promotive
interaction, which encourages members of the group to support one another while
completing tasks; d) Group processing, which involves the group evaluating its
performance to determine which elements should stay the same and which should be
modified; and e) Social skills, which involve teaching members of the group how to
share, encourage, take turns, or debate.
The usefulness of this methodological approach to support student learning in
many situations, educational levels, and disciplines throughout the world has been
demonstrated in recent years by a number of reviews and meta-analyses,
demonstrating its excellence (Kumar, 2017). In cooperative learning groups, on the
other hand, interactions give birth to co-regulation processes, which can vary from
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one individual taking on a leading position to a shared leadership scenario in which
several individuals fairly control interactions (Hadwin et al., 2018).
The results of the present study seem to reflect these difficulties more in
Spain than in Portugal. Previous reviews and meta-analyses have shown the
effectiveness of cooperative learning in promoting student learning in different
contexts, educational levels, and subjects around the world (Kumar, 2017). If, as the
results of this study seem to indicate, this pedagogical model is more strongly
implemented in Portugal than in Spain, this could explain the better results in different
international achievement tests of students in Portugal compared to those in Spain
(López & García, 2020; OECD, 2016).
Again, more research is needed to delve deeper into these ideas. Nevertheless,
high levels in these two variables have been associated with high values of academic
achievement (Colthorpe et al., 2015; Kumar, 2017) and in the present study, females
presented higher values. Therefore, the traditional gender gap in favor of males in
international test performance results seems to have been "flipped" in the present
study and it is males who are currently at a (slight) disadvantage in Spain, so they are
the ones who need help.
Credit unions, also known as caisses populaires, are non-profit
organizations that offer services to its members. Although banks like Shink are not-
for-profit, they only allow deposits from non-members and only lend to members.
For-profit companies that offer services to both members and non-members are
cooperative banks. Cooperative banks, in contrast to shareholder-based commercial
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banks, aim to make a profit in order to support capital and finance long-term
expansion rather than maximizing profits. In 2018, Cuevas and Buchenau
Cooperative banks receive relatively little attention from the Global Financial
Stability Report and publications on financial stability issued by central banks (for a
survey, see Čihák, 2016). Fontanel forthcoming cites the FSSAs for France and
Germany as two reports that gave cooperative banks some attention; however, the
references to cooperative banks in those reports were more concerned with issues of
efficiency, financial sector consolidation, and mutual support and deposit insurance
mechanisms than they were with the implications for financial stability.
According to International Labour Office 2015 The cooperative contributes
employment not by only providing salaried employment, but also facilitating job
creation through self-employment. In line with the cooperative principle of education
and training, many movements maintain their own cooperative colleges and training
centers to enable continuing education and training, while others support or partner
with academic institutions for their training needs. This commitment to education and
training builds competence for members and employees allowing for job mobility and
advancement both within the cooperative as well as skills that they can also carry with
them to other enterprises.
According to Web Developer Marketing 2023, collaborative workplaces offer
several opportunities for pupils to build important social skills. Students gain
excellent communication, leadership, empathy, and conflict resolution abilities via
interaction, negotiation, and teamwork, all of which are useful in both academic and
real-world situations. In collaborative situations, students meet a variety of problem-

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solving viewpoints and techniques. This exposure requires children to think critically,
assess various solutions, and adjust their own thinking accordingly. Cooperative
learning fosters a growth mentality in students, teaching them to accept problems,
appreciate multiple perspectives, and find new solutions through collective
intelligence.
Co-op programs provide a win-win situation for both students and employers,
bridging the gap between education and employment. By integrating practical
experience with classroom learning, these programs enhance students' employability
and enable them to hit the ground running upon graduation. Co-op programs allow
students to gain firsthand experience in their chosen field. By working in a real-world
setting, students can understand the industry's dynamics and get a sense of their future
career path. A co-op program, short for cooperative education program, is a
partnership between educational institutions and employers that combines classroom
learning with practical work experience. This program allows students to alternate
between periods of academic study and paid work terms related to their field of study.
Internships provide an excellent opportunity to establish professional relationships
with individuals already working in the industry. It can lead to mentorship,
networking, and even potential job opportunities in the future.
“THE SCHOOL-BASED COOPERATIVE CAN CONTRIBUTE TO A
DIVERSE SKILL SET, ENHANCING STUDENT’S VERSATILITY IN THE JOB
MARKET” According to Johnson et al. (2017), school-based cooperatives give kids
the chance to learn via hands-on experiences and grow in a variety of ways. Students
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that take part in cooperative projects gain skills including leadership, problem-
solving, communication, and cooperation.
According to Jones (2020), school-based cooperatives help children develop
an entrepreneurial mindset by encouraging initiative, innovation, and risk-taking.
These qualities aid in the development of students' adaptability and readiness to
explore a range of career options.
“COOPERATIVE MEMBERSHIP ENHANCES FINANCIAL STABILITY”
According to Smith et al. (2018), cooperative membership gives individuals access to
essential financial services such as savings accounts, credit facilities, and insurance
products. This access fosters financial inclusion and stability by providing members
with trustworthy and inexpensive financial options.
While there is ample evidence supporting the advantages of cooperative
education for employers (Hunt, 2019; Deane et al., 2021; Phillips, 2018), very few
of these studies have been finished in the last ten years.
According to Smith and Johnson (2018), school-based cooperatives give
students with hands-on experience in a variety of vocational sectors. This practical
experience helps to develop a comprehensive skill set that includes technical,
interpersonal, and problem-solving abilities.
Davis and White (2017) discovered that students who engaged in school-
based cooperatives were more prepared for their future careers after graduation.
Because of their diverse skill set and skills, they were more likely to find work or
further their education. Taylor et al. (2019) found that students who participate in
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cooperative education frequently benefit from mentorship and assistance from
experienced professionals. These mentors can provide vital insights into the sector,
career paths, and skill development, thereby improving students' job prospects.
Anderson and Smith (2018) found that school-based cooperatives provide
students with unique networking opportunities. Interacting with professionals in their
chosen industry allows students to form relationships that may lead to future job
placements or referrals.
Research indicates that cooperative education aids in the development of
employable skills in students, including leadership, problem-solving, cooperation, and
communication. Hands-on experience in professional environments often enhances
these abilities, which are essential for job success (Zhang & Tian, 2018).
Students who participate in cooperative education are exposed to real-world work
environments and have the chance to investigate a wide range of sectors and career
paths. Such experiences help students make better career decisions and build
confidence in the job market, according to studies (Browne, 2017)
Cooperatives usually maintain links and partnerships with a wide range of
enterprises. Research indicates that these connections expand the range of internship
opportunities accessible to students, enabling them to work across a range of sectors
and professions (Hettiarachchi, 2019).
Cooperative industrial contacts that result in internships improve students'
employability. Cooperative internships are a significant benefit for students entering
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the job market as employers usually give preference to applicants with appropriate
internship experiences and industry exposure (Abiddin & Ismail, 2020).
A practical understanding of how cooperative membership might enhance
financial stability can be gained from case studies of prosperous cooperative models,
such as microfinance and agricultural cooperatives (Gibbons & Rueda-Sabater,
2017). These research' policy implications emphasize how important it is to support
cooperative development as a means of attaining fair economic growth and the
alleviation of poverty.
According to Aminuzzaman and Islam (2018), cooperative members frequently have
access to loans with interest rates lower than those offered by private lenders.
Members who have access to reasonably priced credit are better able to manage their
spending, make profitable investments, and stay away from expensive informal
borrowing. Membership in a cooperative foster both financial stability and
adaptability. The financial well-being of members is safeguarded by cooperative
firms, which maintain employment levels and income stability better than other types
of businesses during economic downturns, according to the International Labour
Organization (ILO, 2020).
Research by Tinto (2015) suggests that student support services play a crucial
role in fostering academic success by providing resources and guidance tailored to
individual needs, ultimately leading to higher levels of satisfaction among students.
Astin’s (2014) research highlights that students who feel supported are more likely to
persist and remain enrolled in their academic programs. Support services such as
tutoring, counseling, and mentorship contribute significantly to this retention. Studies

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by Pascarella (2015) emphasize the importance of student support services in
promoting phycological well-being. Counseling services, in particular, help students
manage stress, anxiety, and other mental health challenges, contributing to overall
satisfaction with the university experience. Hurtado and Carter (2017) found that
support services that foster a sense of belonging and community among students
positively influence satisfaction levels. This includes initiatives such as peer
monitoring programs and cultural organizations that provide spaces for students to
connect and build relationships. Effective career services are also integral to student
satisfaction. By offering resources for internships, job placements, and professional
development, universities can enhance students’ confidence in their future prospects,
leading to greater satisfaction with their educational experience (Gusue et al., (2016).
Research by Milem and Berger (2017) suggests that support services aimed at
promoting diversity and inclusion contribute to student satisfaction, especially among
underrepresented minority groups. Access to resources and programs that address
issues of equity and social justice a more inclusive campus environment.
Student support services contribute significantly to the overall satisfaction of
students participating in school based cooperative programs. Research by Smith
(2018) emphasizes that students who receive adequate support services tend to have a
more positive and fulfilling educational experience. Research by Kuh et al. (2018)
suggests that student engagement, facilitated by supportive services and interactions,
correlates strongly with satisfaction levels. Engaged students who feel supported are
more likely to report higher satisfaction with their educational experiences.
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Studies such as that by Tinto (2014) underscore the importance of peer
support networks in enhancing student satisfaction. Collaborative learning
environments and peer mentoring programs positively influence students' sense of
belonging and satisfaction within academic settings. According to Terenzini et al.
(2016), the accessibility and quality of support services significantly impact student
satisfaction. Institutions that prioritize accessible and high-quality services
demonstrate a commitment to student success and well-being. Research by Kember
(2015) suggests that student support services contribute to the overall educational
experience and shape perceptions of institutional effectiveness. Positive experiences
with support services enhance students' satisfaction with their educational journeys.
Gelmez and Sarıkaya (2020) emphasized the critical role of support services
in cooperative education. They found that students who received adequate support
services, including academic advising and career counseling, reported higher levels of
satisfaction with their educational experience. The study underscores the importance
of personalized assistance in fostering student success and satisfaction within
cooperative programs.
Kılıç's (2018) highlighted how support services positively influence student
satisfaction and academic performance in work-integrated learning settings. The study
identified key support services such as mentorship, counseling, and networking
opportunities as essential components in enhancing student satisfaction and overall
success in cooperative education.
Abu-Naser and Al-Jaghoub (2017) examined the correlation between student
support services and satisfaction in cooperative education. Their findings

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demonstrated a strong positive relationship, indicating that effective support services
significantly contribute to higher levels of student satisfaction and engagement in
cooperative learning environments.
Kouhi and Talebpour's (2019) explored how various support services
influence student satisfaction in cooperative education. They identified key factors
such as academic advising, career counseling, and professional development
workshops as crucial elements that positively impact student satisfaction and overall
program success.
Given that entrepreneurial skills, market orientation, sales orientation, and
networking are all components of entrepreneurial competency, it enables company
performance. As a result of this research, entrepreneurial competency is projected to
play a mediating role in the linkages between entrepreneurial skills, market
orientation, sales orientation, networking, and enterprise performance. Returning to
the RBV, entrepreneurial competencies (e.g., skills, market orientation, sales
orientation, and networking) are valuable and inimitable resources that generate
capabilities (i.e., entrepreneurial competency) to facilitate organizational performance
(Barney, 2014; Grant, 2016). Thus, entrepreneurial competencies can be studied as a
mediating role. A recent study using RBV as the underlying theory discovered that
entrepreneurial competency served as a mediator between creativity, innovativeness,
autonomy, and firm performance (Al Mamun and Fazal, 2018). For example, Baum
and Locke (2014) discovered an indirect influence of entrepreneurial abilities on
venture growth. Furthermore, Narver and Slater (2014) identified market orientation
as a component of organizational cultures that encourages expertise in creating value
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for buyers and boosting company performance. Then, Gerli et al. (2014) proposed
that networking can improve corporate profitability. According to Baron and Kenny
(2015), this study investigated the indirect (as opposed to the direct) effect of
entrepreneurial skills, market orientation, sales orientation, and networking on firm
performance.
Undoubtedly, networking can deal with a dynamic environment and a variety
of entrepreneurial conditions. Networking has a substantial impact on the start-up,
growth, and development stages of a company (Anderson et al., 2014). According to
RBV, organizations in the same industry perform differently since they each have
their own set of resources and talents. In other words, networking is a distinct talent
that influences company performance. For example, good networking offers
entrepreneurs with experience and numerous types of support, which improves firm
performance (Ahmad et al., 2014). Essentially, creating social networks can enhance
firms by allowing entrepreneurs to travel on a safer course in a difficult environment.
Lee and Tsang (2014) claimed that networking activities had a good impact on
organizational growth. According to Gerli et al. (2014), networking can help
entrepreneurs develop their skills and increase their business profitability. According
to Nabiswa and Mukwa (2017), networking is utilized to assess the progress of micro
and small businesses.
Competencies in entrepreneurship are associated with the establishment,
expansion, and sustainability of a business. RBV defines entrepreneurial competences
as valuable knowledge, skills, and talents that can help a company gain a competitive
advantage (Barney, 2016; Grant, 2014; Tehseen and Ramayah, 2015). A group of
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studies (Man et al., 2020; Gerli et al., 2021) confirmed that entrepreneurial
competency has a beneficial impact on organizational performance. According to
Mitchelmore and Rowley (2014), personal relationships, business management, and
entrepreneurial and human interactions are examples of competences that can help a
business succeed. Previous research suggested that differentiated competencies cause
stronger financial performance in small businesses (Baron and Markman, 2014;
Gerli et al., 2015). In Malaysia, entrepreneurial skills are significant predictors of
SME business performance (Ahmad et al., 2016). Furthermore, entrepreneurial
qualities including risk-taking propensity and self-efficacy improve micro-enterprise
success (Al-Mamun et al., 2016). Based on the theory and available empirical facts.
Cooperatives formalize individual and discrete exchanges. Cooperatives rely
on long-term and recurrent trade relationships with their members to provide a
collective benefit that exceeds the sum of individual members' contributions. These
exchanges, of course, are aided and produced by emotions, which facilitate future
exchanges, increase mutual commitment among members, and generate productive
dispute over the variety of paths of action to pursue.
According to Johnson and Parker (2019), students who participate in school-
based cooperatives have higher levels of self-efficacy and confidence. Students who
participate in cooperative projects develop a sense of ownership and responsibility,
both of which are important qualities in professional settings.
School-based cooperatives provide a realistic learning environment in which
students, educators, and community members work together to manage commercial
initiatives. These cooperatives offer hands-on experience in entrepreneurship,

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financial management, and cooperation, which contributes to participants' overall skill
development (Smith, 2018).
Cooperatives offer economic benefits to their members. According to Birchall
(2018), members gain from shared ownership and control, resulting in a fair division
of profits or savings. Cooperatives frequently provide competitive rates for goods and
services, access to markets, and collective negotiating power in acquiring and selling.
Cooperatives invest in member education, training, and capacity development.
According to Bock and Teixeira (2020), cooperatives provide workshops, seminars,
and skill development programs to help members increase their knowledge and
business ability. These possibilities promote personal and professional development.
Student cooperatives can be included in business school courses to improve
educational outcomes. Robinson (2018) recommends introducing cooperative
experiences into coursework, internships, and capstone projects. This integration
improves students ‘academic experiences and prepares them to face real-world
difficulties.
In a related study conducted by Fayolle et al. (2016), entrepreneurship
education has three different angles, which are culture/state of mind, behavior and
creating specific situations. Education focuses on entrepreneurship as a matter of
culture/state cover features that focus on beliefs, values and attitudes associated with
entrepreneurship. While entrepreneurship education focuses on behavior mostly
covers skills like opportunities, making decisions and developing social skills.
Entrepreneurship education focused on creating specific situations, concerns the
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creation of new firms and entrepreneurial situations whereas the focus of
entrepreneurship education in the past was on the last dimension (venture creation,
e.g. writing business plans), many current scholars argue that the real challenge for
entrepreneurship education lies within the development of the dimensions (Gibb,
2015, 2019).
According to Liñán and Chen (2014), entrepreneurial skills are the abilities or
knowledge needed to successfully launch and run a business. Conversely,
entrepreneurial competences are regarded as a particular combination of attributes that
indicate an entrepreneur’s capacity to carry out a task (Man et al., 2014; Mitchelmore
and Rowley, 2014). According to Pyysiäinen et al. (2016), the term “skills” in this
study refers to the capacity to acquire and take on unique traits that are necessary for
completing entrepreneurial tasks including interactions in a social and material
environment. The benefits of entrepreneurial competences on practices and know how
that incite distinctive capabilities in the firm, obtaining competitive advantage from
non-replicable and unique resources, were theoretically explained by RBV (Barney,
2013; Grant, 2015).
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CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
Using the descriptive research design, the operational policies of school based
cooperative basis for the establishment of school-based cooperative in the college of
business in Quirino State University Cabarroguis Campus were analyzed. In view of
the findings of the study, the following conclusions were drawn:
1. Majority of respondents were 19 years old or 26 percent, followed by 21 years old
or 23 percent and 20 years old or 22 percent. The gender breakdown was very evenly
split, with 54 percent female and 46 percent male respondents. Furthermore, the
majority of students were in their second-year 41 percent, followed by the first-year
33 percent, indicating that enrollment was higher in the early years of their academic
career.
2. Strong general agreement is found in the data about the critical elements that make
a school based cooperative successful, with a focus on the significance of
collaboration, training initiatives, and efficient communication. Respondents value a
clear structure, sufficient resources, and a strong work culture, and they demonstrate a
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positive attitude toward the establishment and operation of a cooperative inside the
college of business.
3. The data reveals that respondents strongly support operational policies that improve
student experience and align academic and industry expectations, emphasizing the
importance of clear goals, frequent updates and collaboration in cooperative
programs. This consensus underscores the necessity of implementing sensible policies
to support students’ growth and success in business management cooperatives.
4. School-based cooperatives can offer numerous benefits, including fostering a sense
of community, promoting financial literacy among students, and creating
opportunities for practical learning and skill development.
Recommendations
Based on the findings:
1. Academic guidance, job exploration seminars, and mentorship opportunities are a
few examples of program that could be offered to assist students in choosing their
future vocations and navigating their academic routes. Furthermore, providing equal
assistance to male and female students will create an inclusive atmosphere that
supports each student’s development and achievement.
2. In cooperative recommendations, effective communication involves sharing
information about individual preferences, constraints, and objectives openly and
transparently, enhances decision making and ultimately leads to more comprehensive.
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3. Provide opportunities for participants to apply their learning to real world scenarios
through simulations, workshop, or on the job training. Establish and maintain
operational parameters that prioritize achieving industrial and academic requirements
to enhance the performance and growth of students in the business management
cooperative.
4. Provide comprehensive training and educational resources to members to enhance
their understanding of cooperative principles, financial management and
entrepreneurial skills.
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APPENDIX A: REQUEST LETTER FOR THE CDA SATELLITE OFFICE OF

CABARROGUIS CAPITOL
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APPENDIX B: QUESTIONNAIRE
Dear Respondent:
We are currently conducting a research study titled “OPERATIONAL POLICIES

OF SCHOOL-BASED COOPERATIVE: BASIS FOR THE ESTABLISHING OF
STUDENT COOPERATIVE OF THE COLLEGE OF BUSINESS.
We humbly request for your cooperation by answering honestly the following

questions.
Thank you very much.
The Researcher
NOTICE OF CONFIDENTIALITY
The researchers ensure the protection and confidentiality of data generated by
this instrument, with the collected information dedicated solely to researcher
purposes.
SOP 1. PROFILE OF THE COOPERATIVE BONAFIDE MEMBER
SOCIODEMOGRAPHIC INFORMATION OF THE COOPERATIVE

BONAFIDE MEMBER
[A1] NAME:
______________________________________
[A2] AGE: ______
o 18 years old
o 19 years old
o 20 years old
[A3] SEX:
o Male
o Female
[A4] CIVIL STATUS
o SINGLE
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o MARRIED
[A5]: ADDRESS: _______________________________
[A6]: YEAR LEVEL:
o 1ST YEAR
o 2ND YEAR
o 3rd YEAR
SOP 2. GUIDELINES FOR ESTABLISHING COOPERATIVE

POLICIES
Direction: On the table below, please put a check (√) in the space provided to
determine the factors that affect the establishment of a cooperative using the
following scale.
4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
B. Guidelines 1 2 3 4
Do you agree that having a Cooperative
within the College of Business is a
worthwhile initiative?
Do you agree that a school-based
cooperative could bring significant
benefits to all the BSBA students?
Do you agree that the cooperative can
provide valuable learning opportunities
for students in the College of Business?
Do you agree that effective
communication and collaboration are the
keys to the success of a school-based
cooperative?
Do you agree that setting long-term goals
is essential for the sustainability and
growth of the school-based cooperative?
Do you agree that awareness of the
concept of school-based cooperatives is
essential among students and faculty in
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the College of Business?

Do you agree that defining a clear
structure is essential for the efficient
functioning of the school-based
cooperative?
Do you agree that securing necessary
resources is vital for the success of the
cooperative and that the College of
Business should be supportive?
Do you agree that cooperative policies
contribute to a positive work culture?
Do you agree that training programs
enhance the understanding and
implementation of cooperative policies?
Do you agree that flexibility in policies
promotes better collaboration?
Do you agree that regular evaluation
improves cooperative strategies?
Do you agree that cooperative policies
should be tailored to the team's specific
needs?
Do you agree that the activities and goals
of the cooperative should align with the
curriculum of the College of Business?
Do you agree that the cooperative should
offer opportunities for professional
development, such as workshops,
seminars, and networking events?
Do you agree that a clear plan for
resource allocation, including budgeting
and funding sources, is crucial for the
sustainable operation of the cooperative?
Do you agree that efforts should be made
to actively recruit new students into the
cooperative on a regular basis?
Do you agree that establishing a clear
legal and governance framework is
essential for the proper functioning of the
school-based cooperative?
Do you agree that implementing effective
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promotion and marketing strategies is

essential to attract new members and
external stakeholders to the cooperative?
Do you agree that the school-based
cooperative should remain flexible and
adaptable to changing circumstances,
industry trends, and educational
requirements?
SOP 3. OPERATIONAL POLICIES APPLICABLE IN BUSINESS

MANAGEMENT
following scale.
C.Operational Policies 1 2 3 4
Do you agree that all students should be
required to join the school-based
cooperative?
Do you agree that school-based
cooperatives should have membership
fees?
Do you agree that a fair selection process
for cooperative opportunities is essential
for equal student access?
Do you agree that regular updates and
communication with industry partners
help tailor cooperative policies to
evolving market demands?
Do you agree that offering workshops or
training sessions for students before they
start their cooperative experiences
enhances their preparedness and
confidence?
Do you agree that setting clear goals for
cooperative student learning helps guide
their experiences?
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Do you agree that promoting teamwork

and collaboration among students during
cooperative enhances their interpersonal
skills?
Do you agree that involving students in
planning cooperative-related events, such
as career fairs, enhances their
organizational and leadership skills?
Do you agree that the cooperative policies
should outline mechanisms for
recognizing and mitigating potential
barriers to entry and participation,
ensuring equal opportunities for all
students?
Do you agree that promoting a culture of
teamwork and collaboration should be a
core focus of the cooperative policies
within the College of Business?
Do you agree that the cooperative
program should actively seek employer
feedback to enhance the alignment
between academic learning and industry
expectations?
should include provisions for continuous
professional development opportunities
for faculty and staff involved in the
program?
Do you agree that regular forums and
town hall meetings should be organized to
gather feedback from participants and
stakeholders, fostering a sense of shared
ownership in the cooperative program?
should encourage faculty and industry
professionals to collaborate on designing
relevant and up-to-date curricula for the
Do you agree that there should be a
mechanism in place within the
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cooperative policies to address and

support the unique needs of students with
diverse backgrounds and abilities?
Do you agree that incorporating
mentorship programs within cooperative
policies can help students navigate their
academic and professional journeys more
effectively?
Do you agree that establishing
partnerships with local businesses and
industries is crucial for creating
meaningful internship and employment
opportunities within the College of
Business cooperative program?
Do you agree that being a cooperative
member has positively impacted your
access to resources and services?
Do you agree that the cooperative
program should include opportunities for
hands-on industry projects?
Do you agree that recognizing and
rewarding outstanding contributions
within the cooperative program is
important?
Do you agree that mentorship programs
can enhance students' experiences in the
Do you agree that a diverse and inclusive
environment should be a priority in
cooperative policies?
Do you agree that networking events and
conferences are valuable for students in
Do you agree that technology should be
utilized for remote or virtual participation
in the cooperative program?
Do you agree that continuous assessments
are necessary to improve the impact of
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SOP 4. THE BENEFITS OF BEING A MEMBER OF A COOPERATIVE
following scale.
D. BENEFITS 1 2 3 4
1. Do you agree that school-based
cooperatives provide academic credit for
structured work experiences and help
young people in school transition to work?
2. Do you agree that the school-based
cooperative allows earning money while
learning?
3. Do you agree that participating in the
school-based cooperative enhances
practical skills relevant to the chosen
field?
cooperation fosters a strong connection
between theoretical knowledge and real-
world application?
5. Do you agree that students engaged in
the school-based cooperative often
develop a professional network that
benefits their future careers?
cooperative encourages a proactive
learning and career development
approach?
cooperative can contribute to a diverse
skill set, enhancing student’s versatility in
the job market?
CABARROGUIS CAMPUS
cooperative fosters a sense of pride and

accomplishment among students as they
apply classroom knowledge to real-world
scenarios?
cooperative allows students to build a
portfolio of practical experiences,
enhancing their resumes and job
prospects?
10. Do you agree that participation in the
school-based cooperative helps students
build resilience and adaptability, crucial
skills in navigating the dynamic nature of
the workforce?
11. Do you agree that cooperative
membership enhances financial stability?
12. Do you agree that cooperatives
provide better access to resources for their
members?
13. Do you agree that being part of a
cooperative promotes sustainable business
practices?
membership encourages active
participation in decision-making?
15. Do you agree that members of
cooperatives experience mutual support
and collaboration?
membership leads to a more inclusive
business environment?
17. Do you agree that joining a
cooperative offers skill and knowledge
development opportunities?
18. Do you agree that a cooperative's
industry connections can open doors for
unique and valuable internship
experiences?
19. Do you agree that access to specialized
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resources provided by cooperatives

enhances the quality of your academic and
professional work?
20. Do you agree that exposure to real-
world business challenges through
cooperative events contributes to practical
problem-solving skills?
SOP 5. SUGGESTED INTERVENTIONS/DEVELOPMENT FOR THE

IMPROVEMENT OF THE OPERATION OF SCHOOL-BASED
COOPERATIVE
What are the interventions/developments for improving the operation of school-based

cooperatives?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________
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APPENDIX C: DOCUMENTATION
Survey of the study at Office of Agriculture
(Capitol Cabarroguis Quirino)

CABARROGUIS CAMPUS
Conduct of the study at Office of Agriculture
(Capitol Cabarroguis Quirino)

CABARROGUIS CAMPUS
Data Gathering at Bachelor of Science in Business

Administration first year students
(Quirino State University Cabarroguis Campus)

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Administration third year students

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Administration second year students

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APPENDIX D: CURRICULUM VITAE
Researcher
CASTILLO, JANICE P.
Purok 07, Aurora West, Diffun, Quirino
Mobile No: 09614989059
E-mail Address: castillojanice62@gmail.com
PERSONAL INFORMATION
Nickname: Jaja
Date of Birth: February 19, 2003
Place of Birth: Aurora West, Diffun, Quirino
Age: 21
Nationality: Filipino
Religious Affiliation: Iglesia ni Cristo
Civil Status: Single
Father’s Name: Narciso B. Castillo
Mother’s Name: Lorna P. Castillo
Motto: “Sometimes you win. Sometimes, you learn.”
Hobbies: Reading, meditation, travel, and listening to
music.
EDUCATIONAL BACKGROUND
Tertiary: Quirino State University- Cabarroguis Campus
Zamora, Cabarroguis, Quirino
2021-Present
Secondary: Diffun National High School
Aurora East, Diffun, Quirino
2015-2020
Elementary: Diffun West Central School
Aurora West, Diffun, Quirino
2009-2014
I, at this moment, certify that the information mentioned above is certified true and
correct.
__________________
Researcher’s Signature
CABARROGUIS CAMPUS
Researcher
CUDIAMAT RHEA P.
Purok 06, Gulac, Diffun, Quirino
Mobile No: 09356256063
E-mail Address: rheacudiamat28@gmail.com
Nickname: Iyang
Date of Birth: September 28, 2002
Place of Birth: Gulac, Diffun, Quirino
Age: 21
Religious Affiliation: Born Again
Father’s Name: Melchor D. Cudiamat
Mother’s Name: Jovita N. Cudiamat
Motto: “I can do everything through Christ who
strengthens me.”
Hobbies: Watching and Listening to music.
2021-Present
2015-2020
Elementary: Gulac Integrated School
Gulac, Diffun, Quirino
2009-2014
I hereby certify that the above-mentioned information is certified true and correct.
__________________
CABARROGUIS CAMPUS
Researcher
SINGSON, JOANNA C.
Purok 03, Aurora East, Diffun, Quirino
Mobile No: 09361173327
E-mail Address: joannasingson0703@gmail.com
Nickname: Wana
Date of Birth: July 03, 2002
Place of Birth: Bliss Village, Ilagan, Isabela
Age: 21
Religious Affiliation: Roman Catholic
Father’s Name: Jose Singson
Mother’s Name: Violeta Singson
Motto: “Difficult roads lead to beautiful destinations.”
Hobbies: Watching, singing, and listening to music.
2021-Present
2015-2020
Elementary: Doňa Imelda Elementary School
Doňa Imelda, Diffun, Quirino
2009-2014
__________________
CABARROGUIS CAMPUS
Researcher DADUYA, JOHN LOUIE R.

Purok 06, Aurora West, Diffun, Quirino
Mobile No: 09622842801
E-mail Address: daduyalouie12@gmail.com
Nickname: Lobang
Date of Birth: December 12, 1996
Place of Birth: Bulakan, Bulacan
Age: 27
Religious Affiliation: Born Again
Father’s Name: Johnny D. Daduya
Mother’s Name: Lotis R. Daduya
Motto: “Change is constant.”
Hobbies: E-sports and movies.
2021-Present
Secondary: Saint Mary’s Academy
Andres Bonifacio, Diffun, Quirino
2008-2012
Elementary: Diffun West Central School
Aurora West, Diffun, Quirino
2002-2008
__________________

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QUIRINO STATE UNIVERSITY

OPERATIONAL POLICIES OF SCHOOL-BASED COOPERATIVE:

In Partial Fulfillment of the

A.Y. 2023 - 2024

This thesis titled, OPERATIONAL POLICIES OFSCHOOL-BASED

MYRNA G. FONTANILLA, PhDBA

Approved by Committee on Oral Defense on March 18, 2024

GRETCHEN H. MADALURA, MBA

RODAZEN C. MAMARIL, MBA

CHARITY B. MARQUEZ, MBA JAMAICA E. ESTRADA

Accepted and approved in partial fulfillment of the requirements for the

Final Defense Passed: April 22, 2024

MYRNA G. FONTANILLA, PhDBA

them through all the stages of writing this thesis.

To their statistician, Ms. Jamaica Estrada, who helped them to analyze,

direction and constant assistance.

examination execution needed to fulfill the study.

helpful in carrying out this study.

support in any possible way to make this effort a reality.

A special feeling of gratitude to their friends and families for their

encouragement and love throughout this journey.

Data Management and Analysis 62

No. of Figures Title Page

Figure 1 Paradigm of the Study 52

Figure 2 Bachelor of Science in Business Administration 60

No. of Tables Title Page

Table 1 Demographic Profile of BSBA students 64

Table 2 Guidelines for Establishing 77

Table 3 Operational Policies Applicable 107

Table 4 Benefits of being a member of Cooperative 142

This research investigates the impact of a cooperative on student learning

The Quirino State University's Business Administration Department study

Furthermore, the research evaluates the cooperative's influence on rural

Overall, this study contributes to understanding the multifaceted impacts of

This study focuses on establishing a school-based cooperative to advance

sustainable development within educational institutions. Aligned with the United

Nations Sustainable Development Goals (SDGs), particularly Goal 4: Quality

Education, the research examines the cooperative's impact on student learning

outcomes and entrepreneurial skills development. Additionally, the study examines

by assessing the cooperative's role in providing economic empowerment and inclusive

employment opportunities for students.

management of learners. For school cooperatives to exist, including students in

managing student co-ops is necessary. The cooperative schoolwork program aims to

The student development and skill in the presence of cooperatives increase

the business climate, some thrive while others fail.

“Article 7. Objectives and Goals of a Cooperative. The primary aim of every

Successful cooperatives adopt a network and system approach to advance good

governance and seek training opportunities.

services that support the economic enhancement of household members. If the

cooperative services satisfy the members, participation of members in the form of

contributory participation and incentives will also increase.

On the other side, members' well-being is evident through the cooperatives'

influence, which is an added sense of fulfillment that comes from joining

cooperatives. The impact of cooperatives comes from comparing the degree of

extended period (many years). Measuring members' pleasure (households or

businesses) is equivalent to measuring the impact of cooperatives, at least during the

first obvious manifestation of revenue.

The ideas of social interdependence, cognitive development, and behavioral

studies suggests that cooperative learning, as opposed to competitive or individualistic

improved psychological wellness. In cooperative learning environments, students'

benefits each member of the group as well as themselves.

Through cooperative learning, students collaborate to achieve a common

academic objective instead of competing or working in isolation. (Zakaria et al. 2020

gave a brief explanation of cooperative learning and distinguished it from