The emerging knowledge society is one of the main reasons that underlie the appearance of the interactive combination of learning and working in higher education. It is argued that the coop education system and work-based learning can become important instruments in integrating learning and working only if coop education is organized as a knowledge network in which universities and business closely cooperate. Only then an innovative community can emerge in which student-employees work on their professional development. Based on this
community perspective on coop education, a literature study and secondary analysis of evaluation and policy studies with relation to coop education are performed, in order to distinguish drivers for the development of coop higher education as well as factors that inhibit the acceptance of coop higher education.