SETTING The research described in this chapter was conducted from 1988 to 1991 at the University of Victoria (UVic) located in Victoria, British Columbia, Canada. The university had at the time of the study a student population of approximately 12,000 that included part-time and full-time undergraduate and graduate students. During this period the students at UVic were relatively homogeneous in proﬁle, but there were a relatively small number of minority students, mainly from Paciﬁc Rim countries. Cooperative education was practiced in 13 different programs across the faculties of Science, Social Sciences, Education, Engineering, Law, and Human and Social Development. These programs were administered from a central co-op ofﬁce, but coordinators worked in speciﬁc program areas so the model for co-op was a decentralized one. Many new programs in co-op had begun in the early 1980s, and although there was general satisfaction by senior administration and government about co-op at UVic, there was also general concern by faculty members that the programs at UVic were becoming more vocational than intellectual. Cooperative education was often labeled a training scheme, or job-driven, and was frequently implicated in the perceived effort to vocationalize education in universities.