Journal articles on the topic 'Academic Administration Internship Program'
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Apriliyani, Neng Virly, Denny Hernawan, Irma Purnamasari, Gotfridus Goris Seran, and Berry Sastrawan. "IMPLEMENTASI PROGRAM MERDEKA BELAJAR KAMPUS MERDEKA." Jurnal Governansi 8, no. 1 (April 21, 2022): 11–18. http://dx.doi.org/10.30997/jgs.v8i1.5045.
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The aim of this research is to find out the impact of implementation of Freedom to Learn Independent Campus Program (MBKM Program) on the Study Program of Public Administration. The main aim of MBKM Program is basically intended to give freedom for higher education institutions to be more autonomous, independent, less bureaucratic, and innovative in producing highly qualified graduates. To achieve the main aim, the implementation of MBKM Program includes eight learning activities, namely student exchange, internship/work practice, teaching assistant in the education unit, research, humanitarian project, entrepreneurship, independent study/project, and thematic field work. The Study Program of Public Administration has implemented two learning activities, namely student exchange and internship/work practice. Results of this research indicate that the implementation of MBKM Program impacts on some aspects, namely improvement of experiential learning to build hard and soft skills of students, fulfilment of learning achievement of graduate, and improvement of lecturer capacity. Moreover, this research identifies the presence of constraints on the implementation of MBKM Program in the cases of curriculum revision, redesign of academic information system, and fund problem for student.
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Gapasin, DBA, Willy O. "Virtual Internship Program: Its Efficacy and Employability to Business Students in Better Normal towards Sustainability." International Journal of Scientific Research and Management 10, no. 12 (December 29, 2022): 4397–401. http://dx.doi.org/10.18535/ijsrm/v10i12.em014.
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Student Internship program serves as a great opportunity for every graduating student to have an actual or on-hand experience of what it would be like to work in a world wherein they are considered as part of a company. The rise of the so-called virtual internship has been substantial and acknowledged as an alternative option for the new norm because of the pandemic. The descriptive research was utilized through online survey among graduating students of Bachelor of Science in Business Administration major in Marketing Management and Human Resource Management during Academic Year 2021-2022. The study investigates the virtual internship program provided for business students who have engaged in efficacy and employability during pandemic period, and questions whether the implementation will be sustained beyond better normal.
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Hong, Jon-Chao, Hui-Ling Zhang, Jian-Hong Ye, and Jhen-Ni Ye. "The Effects of Academic Self-Efficacy on Vocational Students Behavioral Engagement at School and at Firm Internships: A Model of Engagement-Value of Achievement Motivation." Education Sciences 11, no. 8 (July 28, 2021): 387. http://dx.doi.org/10.3390/educsci11080387.
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There has been a marked increase in internship participation in recent decades. Many students who take cooperative programs consider internships to be the most appropriate entry point into their chosen careers. However, few studies have investigated factors related to internships from an engagement-value perspective that can influence the intention to continue doing internships with firms. This study concluded that academic self-efficacy was positively related to school and firm engagement; school engagement did not significantly relate to, but firm engagement did positively relate to the perceived usefulness of internships; and perceived usefulness of internships was positively related to intention to continue doing internships.
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Hermawan, Fahmy, Popi Puspitasari, Julia Damayanti, Lisa Oksri Nelfia, Endah Kurniyaningrum, and Giraldi Fardiaz Kuswanda. "QUALITY OF CONSTRUCTION PROJECT INTERNSHIP LEARNING THROUGH CUSTOMER SATISFICATION INDEX (CSI) MEASUREMENT AND IMPORTANT-PERFORMANCE ANALYSIS." International Journal on Livable Space 6, no. 1 (January 12, 2023): 37–44. http://dx.doi.org/10.25105/livas.v6i1.12924.
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Link and match between the world of business—industry and the flexibility—adaptability to rapid changes in the future, aresome of the reasons why higher education equipped with the Merdeka Belajar-Kampus Merdeka or MBKM system isnecessary. Internshipis one of the MBKM programs, which provides opportunities for students to gain professional work experience in the business world or industry. Civil Engineering Study Program, Universitas Trisakti is organizing an Internship program on Construction Projects in the Odd semester of 2021/2022 academic year. This study is an attempt to share knowledge about stake holder perceptions (students, lecturers, staff, and cooperation partners) regarding the success and failure of the implementation of MBKM. The measurement was based on the priority and satisfaction levels, with the variables of educational infrastructure, reliability, responsiveness, empathy, treatment of students and information systems. This is a quantitative descriptive study using a questionnaire distributed to 217 students, 26 permanent lecturers and 12 civil engineering administration staff as respondents. Cartesian diagram Importance Performance Analysis (IPA) is used to map the value of Customer Satisfaction Index (CSI) which shows the level of stakeholde rsatisfactions. The results show that the CSI values (satisfaction level) areas follows: students has reached 75.67% as itisforadministration staff75.15%, where as lecturers show a quite higher level which is 81.75%. In order to develop a well-organized MBKM in the future, institutions need to establish and manage programs interms of : coordinating between lecturers and field supervisors, adjusting field course Materials to student needs, socializing the amount of MBKM funds to students participating ininternships, and organizing remedial mechanisms. Based on the data analysis,100% of cooperating partners support the continuation of MBKM program and propose that qualified apprentices would become employees in their companies. Keywords: Construction Project, Internship Learning, Customer Satisfaction Index, Important-Performance Analysis.
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Gerlach, John David, and Tyler P. Reinagel. "Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements." PS: Political Science & Politics 49, no. 01 (January 2016): 132–38. http://dx.doi.org/10.1017/s1049096515001158.
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ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
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Nogueira, Teresa, José Magano, Eunice Fontão, Marina Sousa, and Ângela Leite. "Engineering Students’ Industrial Internship Experience Perception and Satisfaction: Work Experience Scale Validation." Education Sciences 11, no. 11 (October 21, 2021): 671. http://dx.doi.org/10.3390/educsci11110671.
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An essential aspect of higher education institutions’ academic curricula for engineering courses is the students’ industrial internship programs. In the literature, it is well accepted that such programs provide valuable learning outcomes and increase the graduates’ employment prospects. Thus, it is paramount to evaluate the internship programs’ quality to identify opportunities to improve their design and implementation. However, that evaluation typically depends on self-designed academic assessment surveys of questionable validity. The purpose of this paper is to assess engineering students’ perceptions of their internship experiences. For that purpose, the validation of a recently adapted version of the Work Experience Questionnaire (WEQ) was carried out on a sample of 447 engineering students that participated in industrial internship programs offered by Portuguese public universities and polytechnic schools. A confirmatory factor analysis was performed to confirm the suitability of the model proposed by the WEQ’s authors on this study’s sample. The psychometric qualities were evaluated through convergent and discriminant validity. The results showed that the model fit the sample well, and convergent and discriminant validity was established. The general competencies subscale was the most important for the participants—specifically, the competency of solving problems. Differences concerning the WEQ and gender, company size, and compensation were found and discussed. This study provides researchers in the field with a new tool validated explicitly for engineering students.
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Goia Agoston, Simona Irina, Ramona Stefania Igret, and Cristian Virgil Marinas. "Internship programmes – bridge between school and professional life." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 418–26. http://dx.doi.org/10.1515/picbe-2017-0045.
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AbstractAll stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the factors that influence their quality from students’ perspective? What strategies and measures can be adopted in order to improve the quality of internship programs? The present paper aims at addressing the above questions by analysing the responses of over 450 students which were surveyed within a questionnaire based research conducted in the Bucharest University of Economic Studies in Romania. Various research methods – starting with the analysis of descriptive statistics and continuing with factor analysis and regression analysis- were used in order offer an overview – as comprehensible as possible- of the situation of internship programs in various sectors in the field of business, economics and administration. The outcomes of the study can be of interest for several groups of stakeholders and can be taken into consideration when formulating and proposing improvement recommendations of the policies, regulations and operational measures in this field.
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Lafave, Mark R., and Glen Bergeron. "Building Professional Competence by Design or Just Marking Time: Suggestions for Educational Reform in Athletic Therapy Education in Canada." Athletic Training Education Journal 9, no. 2 (June 1, 2014): 59–63. http://dx.doi.org/10.4085/090259.
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Context and Background Athletic therapy postsecondary education and certification requirements in Canada have reached considerable milestones throughout their history. The most important of these accomplishments was administration of the first Canadian Athletic Therapists' Association (CATA) certification examination in 1975. At that time, there were three basic exam eligibility requirements: (1) core curricular courses; (2) 1800 practical hours; and (3) a valid first aid certificate. The only significant change to these certification requirements occurred in 1976, when the 1800-hour internship requirement was reduced to 1200 hours. However, a documented rationale for this change could not be determined. The noteworthy milestone occurred when the CATA approved a policy stating that, as of September 1999, all future athletic therapy candidates would have to be enrolled in a Canadian accredited program at a postsecondary institution. Although this policy significantly advanced the CATA's postsecondary academic/curricular requirements, the 1200-hour internship requirement has remained unchanged for almost four decades. Objective The purpose of this commentary is to stimulate discussion about the linkage between the practical-hour requirements and teaching, evaluating, and achieving clinical competence. Recommendations Recommendations for change are based on lessons learned by other organizations for medical educators and allied health care professions, such as the National Athletic Trainers' Association. One suggestion for change is to hold students accountable for achieving a predetermined level of clinical competence before they move through or graduate from a program. In order to accomplish this goal, students must be assessed with valid and reliable evaluation tools. Conclusion Therefore, it is important to establish a group of stakeholders who can identify issues and articulate a plan to guide the future of postsecondary athletic therapy education in Canada.
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Işık, Metin. "Expectations and Level of Satisfaction of University Students from the Higher Education System." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 163–78. http://dx.doi.org/10.12973/ijem.8.1.163.
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<p style="text-align: justify;">This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, socio-cultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.</p>
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Comeaux, Eddie. "The Occupational Socialization of Athletic Administrators: A Content Analysis of Graduate Program Websites." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 75–91. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.75-91.
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Employing occupational socialization as an interpretive framework, this study drew on a content analysis of athletic administration graduate program websites to explore the relationship between the programs and key issues facing professionals in the field of intercollegiate athletics. Results revealed that the processes and mechanisms in place to prepare graduate students for careers in intercollegiate athletics appear to be adequate, but could more comprehensively address the increasingly complex business enterprise of college sports, NCAA policies and rules, and key strategies to develop the academic talents of athletes. Formal processes, such as courses and experiential learning activities (e.g., internships, practica, field research) in the studied graduate programs, appeared to dominate role learning; informal processes or unintentional learning, such as interactions with peers and other campus stakeholders, appeared to be absent. This study highlights new directions for future work aimed at understanding the professional preparation of athletic administrators.
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Aqhninna, Finna, Wiedy Murtini, and Cicilia Dyah S. Indrawati. "IMPLEMENTATION OF ISO 9001 QUALITY MANAGEMENT SYSTEM IN UNS CENTER LIBRARY." JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran) 4, no. 3 (February 4, 2021): 38. http://dx.doi.org/10.20961/jikap.v4i3.44358.
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<p><em>The purpose of this study was studied to determine the implementation of the ISO 9001 Quality Management System in the UNS Central Library. The research method used is qualitative with a phenomenal approach. The phenomena that have occurred are the transformation of ISO 9001, program innovation carried out by the UNS Central Library, and Predicate A for the National University Libraries. The results of this study were reviewed by 10 ISO clauses with the PDCA pattern (Plann, Do, Check, and Act). So that getting a program that has been running includes Processing Library Materials, Cooperation Administration, Digital Library Services, Academic Internships, Maintenance of Infrastructure, Website Management, Book Returns, HR, Information Literacy, Scientific Library Clinics, Library Tours, News Coverage, Environmental Maintenance, to the processing of journals, magazines, and newspapers. All of these programs are the result of implementing ISO 9001 itself by compiling Quality Procedures and Work Instructions for all elements of the UNS Central Library.</em></p>
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Borcherding, Rhoda, Linda Goff, Bill Nolting, Chip Peterson, and Brian Whalen. "Experiential Education and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (December 15, 2002): vii—x. http://dx.doi.org/10.36366/frontiers.v8i1.90.
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This Special Issue of Frontiers is timely. Over the past ten to fifteen years, the field of education abroad has seen a dramatic increase in the number and variety of experiential approaches to learning. While it has long been recognized that the learning outcomes of study abroad are closely related to out-of-class experiences, until recently surprisingly little attention had been paid to this topic. This volume seeks to address this need by inviting some of the leaders in the theory and practice of experiential education abroad to address important considerations related to their work.
Like other Special Issues of Frontiers, this volume is meant to bridge a gap between the administration of study abroad programs and the academic disciplines from which study abroad programs emanate. Frontiers has as one of its central purposes connecting study abroad to its academic underpinnings and to the faculty that teach and research within these disciplines. In addressing the topic of experiential education, we hope to engage our faculty in further study and dialogue about how best to create, manage, and evaluate experiential education programming in study abroad in order to enhance learning outcomes. The current volume also bridges another gap, this one between study abroad professionals and our colleagues involved in experiential education. Past Special Issues of Frontiers have looked at the intersection of key fields related to study abroad: science and engineering; foreign languages; and area studies. By addressing the theoretical, pedagogical and practical connections between international education and experiential education, it is our hope that this volume will spur discussion and collaboration in areas of mutual interest.
The featured articles in this volume move from theory and history to praxis and the concrete issues that we encounter in our everyday work. The introductory essay by Lynn Montrose of Regis University provides a framework for understanding the theory and pedagogy of experiential education. After a brief review of some experiential education theorists, Montrose outlines the standards of good practice, and helps us to think about how to define experiential education goals and means of assessment.
Rather than an historical overview of experiential education, this special issue of Frontiers offers case studies that relate individuals to their political and historical contexts. Ronald Cluett, a professor of Classics at Pomona College, shows how movement across borders is an often-repeated narrative that blends the personal and the political. His historical case studies, ranging in subject from Cicero to Mohammed Atta, remind us that experiential education is an old form that has influenced history in tangible ways, both positively and negatively.
The next article, by Ann Lutterman-Aguilar and Orval Gingerich, examines the ways in which international experiential education contributes to educating for global citizenship. Drawing on their well-known program at Augsburg College, Lutterman-Aguilar and Gingerich argue that study abroad in and of itself does not contribute to the development of global citizenship, but that it can do so when study abroad programs are designed with that goal in mind. The authors provide suggestions for how to design such programs by drawing on the principles of experiential education and their own experience at Augsburg. Following this piece, John Annette provides readers with a broad view of the area of international service learning, based on his expertise.
The next series of articles frame the “how to” of this Special Issue by offering best practices from practitioners on the front line of study abroad experiential programming. These articles cover internships, field-based learning, and collaborative learning using journal writing. The first article is by Gerald Honigsblum, Director of the Boston University Paris Internship Program. Honigsblum outlines the material, cultural, intellectual, legal, and professional issues associated with a professional internship model. His article analyzes the conditions and variables of experiential learning within internship programs, and recommends a number of guidelines and strategies to make the internship a seamless learning experience that is both substantial and substantive.
Carol Brandt and Thomas Manley present the practice of using a fieldbook on study abroad programs as both a pedagogical and assessment tool. They provide specific examples of how the fieldbook is used to engage students in certain types of learning activities, as they elucidate both the successes and the problems with this approach. Experiential education requires rigorous reflective and analytical structures, and the fieldbook is an example of an effective model for achieving this goal.
Leeann Chen of Embry-Riddle Aeronautical University provides an innovative model for incorporating host nationals as cross-cultural collaborators in overseas learning. Chen proposes to have students write for a native audience, creating opportunities for students to reflect more deeply on cultural differences from cross-cultural points of view. Her article examines the experiential links created within a creative dialogic relationship rather than the traditional appositive relationship that exists between students and hosts. She also addresses how to prepare both host nationals and students for using writing addressed to the former as a structure of cross-cultural collaborative learning.
The next article of this Special Issue examines experiential education abroad models. Chip Peterson of the University of Minnesota argues that program design and pedagogical strategies are critical to transformative experiential education. He compares and contrasts three different approaches to program design, management, and evaluation. The many similarities among them reflect the common values, objectives, and principles of good practice on which they draw; the notable differences among them illustrate that there are many valid pedagogies.
In his article, Michael Steinberg of the Institute for the International Education of Students (IES) addresses the question of maintaining academic quality in experiential study abroad programming. He demonstrates that experiential education is a laudable and creditworthy endeavor, and discusses some approaches designed to reinforce the academic nature of experiential learning, using IES as a case study. Steinberg reviews recent research on credit acceptance and on student learning, and then discusses assessment and the nature of academic programming for students in field placements, internships, and service learning.
Finally, we include in this volume tributes to two giants in the field of experiential education abroad who passed away within the past year, Senator Paul Wellstone and Howard Berry. We are pleased also to be able to publish a bibliography of Howard Berry’s writings as well as a short article of his that appeared in Transitions Abroad. We thank Clay Hubbs of Transitions for granting permission to reprint the article and the tributes to Howard Berry. We thank also Amy Sunderland, Executive Director of the Higher Education Consortium for Urban Affairs (HECUA), for her moving tribute to Senator Wellstone. Both Wellstone and Berry were influential leaders in promoting and developing international experiential education, and we are pleased to be able to honor their memory in this Special Issue of Frontiers.
Readers will notice a page dedicated to notes from the Forum on Education Abroad. Frontiers is pleased to be a strategic partner of the Forum by sharing the research goals of the organization. The Forum and Frontiers will work together on future projects to benefit the field of international education. Already being planned are special issues of Frontiers developed in collaboration with Forum members whose topics include outcomes assessment and curriculum development. In addition, the Frontiers Editorial Board is pleased to distribute complimentary copies of Frontiers to all Forum members.
Study abroad professionals are challenged to design, manage, and assess all aspects of experiential education programs, often in a climate in which these programs themselves are not well understood. The guest editors and the editorial board of Frontiers hope that this Special Issue will contribute to the work of our colleagues by offering insight into critical topics, and by providing concrete ideas and tools for engaging in this work. It is a beginning, and we hope one that will assist study abroad professionals to think through the ways in which experiential learning influences study abroad learning.
Rhoda Borcherding, Pomona College
Linda Goff, Marymount University
Bill Nolting, University of Michigan
Chip Peterson, University of Minnesota
Brian Whalen, Dickinson College
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Kipreos, George, and Panagiotis Dimitropoulos. "Academic Internship and Students’ Satisfaction: Evidence from Greece." Journal of Studies in Education 6, no. 3 (June 8, 2016): 21. http://dx.doi.org/10.5296/jse.v6i3.9536.
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<p>Internship is an educational activity which has the advantage of teaching students how to apply the knowledge and concepts they have acquired in the classroom thus achieving a thorough learning of the subject matter. The scope of this study is to examine the level of students’ satisfaction from the internship program provided by the Department of Sport Management, University of Peloponnese in Greece. Questionnaire analysis was performed from a sample of students who have completed their internship and evidence revealed that 60% of respondents were satisfied with the internship program and more than 65% believe that the experiences gained from the internship will be significant for their future employment. Overall, students perceived the internship program as a significant feature of the curriculum and a mechanism that enhances future career potential.</p>
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Wilson, Asa B., and Albert P. Nowak. "Why a Health Administration Internship?" Research in Health Science 4, no. 3 (June 19, 2019): p142. http://dx.doi.org/10.22158/rhs.v4n3p142.
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A healthcare administration internship is discussed as an important factor in academia’s response to criticism that graduates are not well prepared for job challenges. Employers contend that many graduates have limited critical thinking strengths; a cognitive attribute that manifest itself in needed workplace skills.This article summarizes the conceptual framework and organizational features that, over a seven-year period, fostered the establishment of a statewide undergraduate health administration internship program. The internship is embedded in an AUPHA-certified health administration curriculum in a Midwest state university. The internship is discussed as a part of the health administration curriculum and as an experiential bridge from the university’s didactic world to the health service work environment. Enhancing interns’ critical thinking is the internship goal; an outcome pursued through experiential learning in the placement site and augmented with structured input from the university. Internship projects, assignments, project execution, and, preceptor guidance continuously augment the internship’s cycle of experiential learning. As the internship matured, mutual benefits between the program and participating facilities emerged. These returns are discussed under the headings of: a) employment support, b) research collaboration, c) networking opportunities, d) promotional outreach, and e) outcome-assessment research. These returns continuously reinforce value for all internship stakeholders.
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Knecht, Sandra K., Wayne A. Mays, Jennah E. Goessling, Courtney M. Booth, Madalyn R. Franklin, Caleb A. F. Parsons, Andres A. Ortega, Alexander R. Opotowsky, Adam W. Powell, and Clifford Chin. "CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB." Journal of Clinical Exercise Physiology 13, s1 (February 1, 2024): 9. http://dx.doi.org/10.31189/2165-7629-13-s1.9.
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BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.
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NG, VIVIAN HUI MIN, TECK HEANG LEE, and MELISSA TENG TENK TEOH. "UNDERGRADUATE INTERNSHIP ATTACHMENT IN ACCOUNTING: THE EMPLOYERS’, LECTURERS’ AND INTERNS’ PERSPECTIVE." Quantum Journal of Social Sciences and Humanities 2, no. 2 (April 1, 2021): 36–55. http://dx.doi.org/10.55197/qjssh.v2i2.47.
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Through fifteen (15) semi-structured phone interviews, the study aims: (i) to examine the implications of internship program in polishing the accounting students’ technical skills and soft skills; (ii) to evaluate whether the internship program acts as a catalyst in enhancing the employability rate of the undergraduates; and (iii) to examine the effectiveness of internship program in supplementing the tertiary education to improve the undergraduates’ academic performance from the companies, lecturers, and interns perspectives. This study finds that three groups of stakeholders strongly agreed that employability skills of the undergraduates have been enhanced upon completion of internship program, especially communication skills. In addition, the respondents opined that employability of the undergraduates depends on the hiring decision of the company, rather than the possession of internship experiences. The academic performance of the undergraduates is not encouraged to be judged based on their internship experiences.
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Balasubramanian, M., Senthil Selvan.S, V. R.Prasath Kumar, and Mahadevan S. "A Comparative Study on the Application of Quality Assessment Schemes in Academic and Construction Industries." International Journal of Engineering & Technology 7, no. 2.12 (April 3, 2018): 425. http://dx.doi.org/10.14419/ijet.v7i2.12.11510.
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In this study, the development of professionalism of undergraduate students of civil engineering is essential to face the challenges in the modern world and this study describes professional internship program for each semester in the civil engineering department at SRM Institute of Science and Technology. Based upon literature reviews of the professional internship program for each semester questionnaires are prepared and given to faculties, undergraduates of SRM Institute of Science and Technology and also get from the construction contractors, to predict issues in the traditional professional internship program. For undergraduates questionnaires consider weighted percentage of before and after professional internship program are Wb and Wa. The expert groups were utilized to planning, implementation, evaluation, and execution of the professional internship program at the SRM Institute of Science and Technology. An implementation of the professional internship program for each semester of undergraduate students of the civil engineering department at SRM Institute of Science and Technology. The outcomes obtained for civil engineering undergraduates are getting from valuable resources, that professional internship program for each semester is needed undergraduates to develop the carrier and gain knowledge and should create best civil engineers.
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Narvios, Leahlou E., Hubert G. Quiñones, and Florenda B. Gabuya. "Hospitality management program evaluations: Bases for curriculum enhancement." Brazilian Journal of Science 2, no. 12 (June 24, 2023): 10–18. http://dx.doi.org/10.14295/bjs.v2i12.386.
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Global standards in Hospitality Management in terms of academic learning and practical skills are very stiff competition in the industry. Interns' level of performance due to the individual KSA (Knowledge, Skill, and Attitude) evaluation CTU-Main HM collected. However, the internship performance of the Trainee depends individually in terms of KSA. A quantitative method structured questionnaire and distributed to evaluate how the individual factors of interns that would help determine the curriculum enhancement based on the results. Essential insights that advance understanding of the efficient design and informed management of internship programs based on evaluations among students can be invaluable in measuring outcomes from the internship program and the entire professional instruction program for future Hospitality Management professionals. It provides perspectives on coursework, activities, and suggested curriculum changes. Integrating program and internship assessment is appropriate since internships are part of the program. It attempted to explore the academic performance and internship performance in terms of KSA and personality of hospitality management students by examining their capacity before the internship and their skills enhancement needed for the internship experience following its completion. It reveals that an interaction that influence the individual factors is essential in shaping student expectations of the internship. Individual and organizational factors regarded as influencers on interns' experience, training factors about the transition of environment that regulate interns' experience and characteristics serve as mediators to the internship experience.
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Romdoni, Muhammad, Hery Sawiji, and Anton Subarno. "PELAKSANAAN PROGRAM MAGANG DUNIA USAHA DAN INDUSTRI DITINJAU DARI PERSEPSI MAHASISWA PROGRAM STUDI PENDIDIKAN ADMINISTRASI PERKANTORAN FKIP UNS TAHUN 2019." JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran) 5, no. 1 (April 24, 2021): 43. http://dx.doi.org/10.20961/jikap.v5i1.48638.
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<p><em>This research aims to figure out: (1) the implementation of business and industrial internship program by the students of Office Administration Education of the year 2019, (2) the strategy implemented by the students of Office Administration Education in convincing partner institutions in the program implementation, and (3) the method used by the students of Office Administration Education to solve the inappropriate competencies on the task given in the implementation of the internship program.</em><em> This research using </em><em>qualitative method with narrative approach is applied in this research. Purposive sampling and snowball sampling method are used to select the research subjects and head of office administration education as a key informan The data collection techniques used are interview, observation, and document analysis. The result of the research shows that: 1) the implementation of the internship was in line with the guideline of Office Administration Internship 2017 so that it went smoothly; 2) The strategy implemented by the students in convincing the partner institutions was proposal. The proposals were created as attractive as possible and filled with elaborations of the skills offered by the students; and 3) The students solved the inappropriate competence during the internship period by (1) conducting consultation with the study program, (2) frequently asking questions, (3) asking help from other employees, and (4) studying independently.</em></p><p><strong><em> </em></strong></p><p align="center"> </p>
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Brewer, Julie, and Mark D. Winston. "Program Evaluation for Internship/Residency Programs in Academic and Research Libraries." College & Research Libraries 62, no. 4 (July 1, 2001): 307–15. http://dx.doi.org/10.5860/crl.62.4.307.
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Academic libraries are turning increasingly to internship/residency programs to enhance their recruitment efforts. Yet, little evaluative information is available to measure the effectiveness of these programs or to justify funding for them. This article outlines the necessary components of an evaluation model for internship/residency programs based on a survey of academic library deans/directors and program coordinators. The study identifies the key evaluation factors that library administrators consider most important for measuring internship/residency programs, as well as the frequency, format, and sources of input for effective program evaluation.
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Farida, Ida, M. Ardiansyah, Masayu Nila Juwita, Dora Rinova, and Soewito Soewito. "Implementation of Internship Program as A Form of MBKM Learning Activities in Improving Students' Competency." Nusantara: Jurnal Pendidikan Indonesia 2, no. 1 (January 31, 2022): 107–22. http://dx.doi.org/10.14421/njpi.2022.v2i1-7.
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In this era of rapid change, students are expected to be able to prepare themselves and continue to hone their abilities. Universities are also required to provide innovative learning processes so that they can help students develop optimal and relevant attitudes, knowledge, and skills. This study aims to describe: 1) Preparation for internships. 2) Implementation of the internship. 3) Evaluation of the Independent Learning Internship Program-Free Campus Public Administration Study Program, University of Bandar Lampung. 4) Reveal how the Merdeka Belajar Kampus Merdeka or commonly called the MBKM internship program improves student competence. Methods of data collection using interviews, observation and documentation. The data analysis method uses interactive analysis by means of data reduction-data presentation & data verification. The results of this study are: 1) Preparation for internships in the Administration study program is carried out well, students have carried out registration procedures according to the provisions, DPL (field supervisor) also provides debriefing for students before being deployed to partner locations. 2) The implementation of the internship program for students is in accordance with the guidelines for the Independent Learning Independent Campus internship guidebook. 3) Stakeholders (partners) and DPL provide a joint evaluation at the end of the program. 4) Implementation of the MBKM internship program strengthen student competencies.
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Ramadhani, Wulan, and Dwi Poedjiastutie. "ACADEMIC CULTURE BARRIERS FACED BY ENGLISH DEPARTMENT STUDENTS JOINING INTERNATIONAL INTERNSHIP PROGRAM." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 1 (June 25, 2020): 83. http://dx.doi.org/10.22219/celtic.v7i1.12533.
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Academic culture barrier is one of the barriers that students faced when they were going abroad whether for studying or doing their internship. There are lots of students’ encounters a problem when they were doing their internship. This research was conducted to examine the academic culture barriers faced by ELED students joining the international internship program to Thailand. In conducting the research, the researcher utilized the descriptive qualitative design to obtaining formation related to the problem in academic life. The participants of this study were eight students of ELED UMM who join the international internship program in Thailand 2018. The researcher used semi-structured interviews and open-ended questionnaire in order not to limit participants in telling their experience. The results of this study are divided into 3 categories which are academic problems, solutions, and academic differences. The academic problems that the participants faced involve language, English knowledge, the use of Thai letters, curriculum, and students’ participation. The solution that they gave were using gesture in dealing with the language problem, using role-play in dealing with lack of knowledge in English, teach the students alphabet in dealing with the using of Thai letters, designing their own material in dealing with no exact curriculum, and try to interact to the students outside the class in dealing with passive students participation. Furthermore, the academic differences are the relationship between student and teacher, and school culture.
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Williams, Heather R. "Structure May Be Key to Incorporating Library School Interns in Academic Library Environments." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 59. http://dx.doi.org/10.18438/b8rw42.
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Objective – To evaluate the effectiveness of the San Jose State University Library internship program.
Design – Focus group; single point in time; qualitative design.
Setting – Large academic library in the United States of America.
Subjects – Nine former interns of the San Jose State University (SJSU) Library.
Methods - Nine former interns of the SJSU Library internship program participated in a single 90-minute session. No inducements for participation were offered. A moderator asked a series of 10 questions designed to gather feedback in three areas: 1) “the internship as part of the Masters program,” 2) “the internship’s role in the realization of personal objectives and professional development,” and 3) “the experience of working in team based activities.” A digital voice recorder captured the participants’ responses, allowing for detailed analysis of the responses after the session.
Main Results – The interns deemed their overall experience successful, as all indicated they achieved their professional development objectives for the internship. However, the interns also indicated their experience could have been improved by the appointment of a single dedicated coordinator for recruitment and oversight, as well as more feedback on the quality of their work, especially for course-related instruction.
Conclusion – The SJSU Library determined that the internship program was advantageous to both the Library and the interns. All of the interns who participated in the focus group achieved their profession development objectives for the internship. Additionally, the Library received valuable feedback for improving the program. Suggestions included appointing a dedicated internship coordinator, allowing interns more of an opportunity to choose their projects, and ensuring that interns are offered frequent feedback about the quality of their work.
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Dulschi, Ion, and Aurelia Tepordei. "TRAINING AND PROFESSIONAL DEVELOPMENT OF PUBLIC ADMINISTRATION STAFF: CHALLENGES AND SOLUTIONS." Administrarea Publica, no. 2 (110) (July 2021): 97–103. http://dx.doi.org/10.52327/1813-8489.2021.2(110).07.
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In this article, the authors make a brief presentation of the system of training and professional development of staff within the public administration authorities of the Republic of Moldova. The article reviews the master's programs, the scientific-didactic potential, the forms and methods of working with students, academic mobility, internships, etc. The article also presents the activities regarding the professional development of public administration staff, the most relevant problems, solutions and achievements in this regard.
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Kaseorg, Merike, and Lee Pukkonen. "Roles And Satisfaction During Internship Program In Estonian Universities." Annals of the Alexandru Ioan Cuza University - Economics 62, no. 1 (April 1, 2015): 23–36. http://dx.doi.org/10.1515/aicue-2015-0002.
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Abstract This study investigates an intern as someone who is a student in training, who may be paid, but in company is a temporary employee (Tovey, 2001); internship as a supplement or complement to academic instruction in environmental science. This article reviews roles during internship and satisfaction with the internship program from two perspectives: interns from five Estonian universities and site supervisors from various companies. The data from site supervisors and interns were collected through a web-based questionnaire. Surveys were carried out during 2012-2013. The sample consists of 418 interns and 194 institutions providing internship. The study gives and overview of the situation of the internship in Estonia. The data has been discussed in the context of the related literature.
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Cooper, David A. "The Presidential Management Internship Program." Public Administration Review 49, no. 6 (November 1989): 585. http://dx.doi.org/10.2307/976591.
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Wilson, Asa B. "Adopt-a-Hospital Project: An instructional tool for hospital administration." Journal of Hospital Administration 5, no. 6 (September 23, 2016): 63. http://dx.doi.org/10.5430/jha.v5n6p63.
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Backgournd: More often than not, university health administration curriculums are generic and are not foundational to a specific career track. This is especially true in relation to the transition from graduation to a hospital administration career progression. The overarching question is, “How does one prepare themselves for senior leadership in an acute care hospital setting?”Objective: A semester-long assignment – Adopt-a-Hospital Project – is discussed in the context of a healthcare finance course as tool for preparing students to think administratively regarding hospital operations. This Project is presented as an academic foundation preparing students for the required semester-long internship placement in an acute care hospital.Results: The Project-Internship sequence has, over a four-year period, demonstrated its value as an academic and experiential learning bridge from the academy to the world of work. Informal, qualitative findings are discussed in terms of a future quantitative study incorporating: (1) preceptor surveys, (2) intern surveys, and (3) focus group feedback.Conclusions: The Project-Internship sequence fosters a link between academic content and experiential learning in an acute care hospital – thereby augmenting one’s post-graduation readiness to pursue a hospital administration career track.
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Wallace, Jonalyn. "Nursing Student Work-Study Internship Program: An Academic Partnership." Journal of Nursing Education 55, no. 6 (June 1, 2016): 357–59. http://dx.doi.org/10.3928/01484834-20160516-11.
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Shakil, Anila Fatima Shakil, Sabika Zaidi, and Saima Rafiullah. "Exploring the Need of Internship Program for Productive Learning among Students at College Level In Pakistan." Voyage Journal of Educational Studies 3, no. 2 (April 30, 2023): 1–16. http://dx.doi.org/10.58622/vjes.v3i2.43.
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This research study emphasized on the significance of internship as a vital element of productive learning vis-à-vis the perception of students regarding as a tool for professional development in the real-work scenario with practical skills. The main objective of this study is to highlight the importance of internship for students to develop connections between learning into practice i.e. course work and work place as well as to create career prospects and employment opportunities for students. The study also aims to obtain in depth understanding of how internship is supported by various stakeholders. The method that was used in this study was descriptive method. The population of study was consisted of students and teachers of public colleges in Karachi. Those 80 students and 20 teachers from 10 colleges were selected as sample for the data collection by using questionnaire. The data collected by the respondents were studied and analyzed through SPSS; it was found through the results that there is a strong association between academic success and internship program regarding future professional expansion among students and it helps them to hone in on further choices within the concern field. On the other hand due to the lack of internship opportunities they confront various challenges and barriers while progressing towards career path. In the light of results, recommendations were also presented regarding initiation of internship program as an essential part of academic program as well as to overcome the gaps within internship program to acquired maximum benefits and professional skills among students for productive life.
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Neelam, Netra, Sonali Bhattacharya, Vishakha Kejriwal, Varsha Bhardwaj, Anshul Goyal, Arushi Saxena, Deeksha Dhawan, Aditya Vaddi, and Garima Choudaha. "Internship in a business school: expectation versus experience." Higher Education, Skills and Work-Based Learning 9, no. 1 (February 11, 2019): 92–106. http://dx.doi.org/10.1108/heswbl-03-2018-0025.
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Purpose The purpose of this paper is to evaluate the value of internship as a function of the disparity between the initial expectation from the internship and its actual experience. The perceived internship experience has been evaluated through the expectation confirmation theory (ECT). Design/methodology/approach A sample of 106 students pursuing Master of Business Administration in a business school in India were administered a questionnaire to assess their expectations and experience before and after the internship. The self-designed questionnaire based on review of extant literature on internship included items related to supervisor–intern exchanges, significance of prior classroom academic preparation, prior work experience and perceived learning value. Students’ assessment scores on the internship project were taken as the outcome variable. Findings Pre- and post-analysis of perceived internship value indicated a positive expectation disconfirmation. The result indicates that “Positive Expectation Disconfirmation” has a significant direct relationship with overall satisfaction with internship. Structural equation modeling further revealed that perceived quality of the supervisor–intern exchange has a significant relationship with perceived internship value. Perceived significance of classroom academic preparation has a weak negative relationship with both perceived internship value and internship performance. Perceived internship value has a weak positive relationship with internship performance. Originality/value It is first time an attempt has been made to look into the issue of internship from the ECT.
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Dalimunthe, Muhammad Bukhori. "Kirkpatrick Four-level Model Evaluation: An Evaluation Scale on the Preservice Teacher’s Internship Program." Journal of Education Research and Evaluation 6, no. 2 (April 8, 2022): 367–76. http://dx.doi.org/10.23887/jere.v6i2.43535.
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Internship programs are organized depending on the program provider (school), so many students have a big difference in the internship experience. On the other hand, the campus has limitations in running the program, one of which is evaluating the achievement of the internship program. The purpose of this study is to build validity on the evaluation scale of the apprenticeship program for pre-service teachers using Kirkpatrick's four-level evaluation model. This type of research is quantitative with a confirmatory quantitative approach. The sample is 212 pre-service teachers. The methods used in collecting data are observation, tests, and questionnaires. Instruments used for test sheets and questionnaires. Data analysis used a confirmatory factor analysis (CFA) approach with the SmartPLS v3.0 application. The analysis results are that the four-level evaluation model meets construct validity and proves accurate validation on the internship program evaluation scale. In particular, the internship program evaluation scale effectively tracks program achievements at each level. The implication is that academic stakeholders on campus can use this evaluation scale as a measuring tool to experiment with the success of the internship program. In addition, they can review the achievements of pre-service teachers in implementing apprenticeship programs based on each level of the Kirkpatrick model.
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Jamison, Kimberly, and Jennifer Clayton. "Exploring the experiences of administrative interns." Journal of Educational Administration 54, no. 5 (August 1, 2016): 514–36. http://dx.doi.org/10.1108/jea-02-2015-0020.
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Purpose – The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences. Design/methodology/approach – For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences. Findings – The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor. Originality/value – The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.
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Hasnawati Hasnawati, Syamsiar Syamsiar, and Besse Herlina. "Analisis Implementasi Program Magang dalam Meningkatkan Keterampilan dan Kompetensi Mahasiswa Jurusan Administrasi Publik Universitas Puangrimanggalatung." Journal of Research and Development on Public Policy 3, no. 3 (July 12, 2024): 66–90. http://dx.doi.org/10.58684/jarvic.v3i3.158.
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Internship program is considered as one of the important approaches in preparing students to enter the world of work by gaining practical experience relevant to their field of study. This study aims to evaluate the factors that influence the effectiveness of the internship program in improving the skills and competencies of students majoring in Public Administration at the Faculty of Social Sciences, Puangrimanggalatung University. This research method uses a qualitative approach by interviewing internship students, internship recipient agencies, and the Dean of the Faculty of Social Sciences, Puangrimanggalatung University. The data obtained was analyzed using the content analysis method to identify the main themes and patterns in the respondents' responses. The results showed that the driving factors influencing the implementation of the internship program include the suitability of tasks with students' interests and expertise, adequate support and guidance from internship-receiving agencies, and close cooperation between the faculty and relevant agencies. On the other hand, inhibiting factors include a lack of communication between students, supervisors, and faculty, as well as logistical and infrastructural constraints. Based on these findings, this study recommends improved coordination between internship receiving agencies, faculty, and students, adjustment of internship assignments to student needs, and provision of adequate support and guidance during the internship program. In addition, periodic evaluation and feedback from all parties involved are also needed to ensure that the internship program continues to develop and provide optimal benefits for students and related agencies.
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Chandra, Katherine Febelia, Denta Felli Ananda, RR Niken Purbasari, and Maris Agung Triandewo. "Organizing MIND Program Development, Implementation and Evaluation at MAP Retail Academy." Jurnal Abdimas Sosial, Ekonomi, dan Teknologi 1, no. 2 (March 1, 2023): 87–94. http://dx.doi.org/10.34208/aset.v1i2.1882.
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This internship report is intended to explain the author's activities during the internship at MAP Retail Academy through the Independent Campus Certified Internship Program organized by the Ministry of Education. This report will explain the author's daily activities as part of the HR Training Intern. This internship report contains the author's activities as a trainer in the Academic division at MAP Retail Academy. In addition to the daily activities regarding the work given, this report will also explain non routine activities provided by MAP Retail Academy and projects outside of the author's daily activities. This program has been running effectively and efficiently in training apprentices to be able to apply learned knowledge, skills, and attitudes such as effective communication, time management, and project management into work related to training.
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Suhartanta, Suhartanta, Ngatman Soewito, Hiryanto Hiryanto, Nunik Sugesti, Yosep Efendi, Siti Perdi Rahayu, and Yusri Bin Kamin. "Evaluation of student internship programs to support the sustainability of vocational education institutions and industrial cooperation programs." Jurnal Pendidikan Vokasi 14, no. 1 (March 30, 2024): 63–73. http://dx.doi.org/10.21831/jpv.v14i1.63585.
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The internship program is an annual routine activity in all faculties at Universitas Negeri Yogyakarta (UNY). This program implements a link and match between educational institutions and industry but has not been evaluated comprehensively. Therefore, conducting program evaluation research using the Context, Input, Process, and Product (CIPP) model is important. The type of research used is program evaluation research with the CIPP model. Data collection techniques in this research used questionnaires, interviews, and focus group discussions. The research subjects were UNY students who were grouped into four groups. Data were analyzed descriptively and quantitatively. The results showed that the context aspect of the internship program (goals and objectives) was in accordance with the graduate profile set at UNY. However, the general policy for organizing internships during the pandemic still needs to be developed. The systems and procedures of the academic community support the internship program, but there is still a need to improve cooperation documents and internship information systems for all faculties. The implementation of the internship program is in accordance with the activity plan set at UNY, but SIPKL needs to be developed to equalize the perception of field supervisors. The product of the internship program is in accordance with the goals and objectives set at UNY, but some students (34.16%) still have not received a job offer from the internship site. The results of this research can contribute to developing a quality-oriented internship program, which will then positively impact the cooperation relationship between universities and industry. Thus, a good working relationship will benefit both parties and potentially develop cooperation in other programs.
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MON, Pann Yu, Shuta UENO, Gengo SUZUKI, Naoyuki KARASAWA, Keitaro HORIKAWA, Masahiro NISHIKAWA, Masahiro AWAJI, and Tetsuaki ISONISHI. "A Comprehensive Evaluation of an Internship Program: A 360-Degree Review Involving Students, Host Organization Supervisors, and Faculty Members." Eurasia Proceedings of Educational and Social Sciences 33 (January 3, 2024): 47–55. http://dx.doi.org/10.55549/epess.1413307.
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In 2017, the School Education Act of Japan introduced a new category of higher education institutions, called "Professional Universities". These institutions are mandated by law to allocate a minimum one-third of the credits necessary for graduation to participate in practical training. During 2022-2023 academic year, the Faculty of Information at Kaishi Professional University (FI/KPU) established a robust internship program. Second-year undergraduate students participated in an internship program for five weeks (equivalent to 150 hours), while third-year students undertook for fifteen weeks (equivalent to 450 hours) with a diverse range of host organizations. The program's goal is to provide students at Kaishi Professional University with real-world exposure, preparing them for successful careers upon graduation. To assess the internship program's performance, the steering committee of internship program collected questionnaire feedback from all stakeholders involved, student interns, host organization supervisors, and faculty members. Analysis of this feedback offers insights into how the internship program influences the professional and personal growth of student interns. This assessment takes the form of a 360-degree review, encompassing perspectives from host organizations, students themselves, and faculty members. The study includes a descriptive analysis examining the correlation between student satisfaction with the internship experience and the host organization's satisfaction with student abilities. The result of this analysis shows how the internship program impacts on professional, personal growth of intern students.
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Wylie, Virginia L., and Ernestine H. Clark. "Personal Observations of Using Peer Coaching to Improve the Administrative Internship." Journal of School Leadership 4, no. 5 (September 1994): 543–56. http://dx.doi.org/10.1177/105268469400400507.
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The administrative internship is an important component of leadership preparation programs. In the present study, conducted in 1991–92 at Valdosta State College, Georgia, program graduates had rated the internship among the least rigorous but most valuable of coursework completed in the M.Ed. degree and fifth-year certification programs. Two faculty members in the Department of Educational Administration proposed to evaluate and recommend revisions in the internship experience to increase its rigor without diminishing value. The process and outcome of their use of peer coaching for both professional development and program improvement are reported in this article.
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Sulasdi, Sulasdi, Bambang Noor Achsan, and Fatwa Tentama. "Evaluation towards internship program of vocational school students in automotive engineering." International Journal on Education Insight 1, no. 1 (April 25, 2020): 41. http://dx.doi.org/10.12928/ijei.v1i1.2116.
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The purpose of this evaluation research is to evaluate the implementation of the job training (internship) program at SMK Negeri Nusawungu, Cilacap, in automotive light vehicle engineering expertise in 2018/2019. The evaluation used the Context, Input, Process, Product (CIPP) model. This research involved the object of research of the implementation of internship program which is carried out at the SMK N Nusawungu Cilacap in automotive light vehicle engineering expertise in 2018/2019. The data source in this study is the fieldwork practices and students in automotive light vehicle engineering expertise competencies who have implemented internship in the academic year 2018/2019. Students who were respondents were taken with a proportionate random sampling technique, the evaluation model used was the CIPP evaluation model with qualitative evaluation methods. Data collection was taken through questionnaires, interviews, and documentation. Data analysis uses descriptive statistics. The results suggest that the internship program was well run.
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Ariwibowo, Titis, Imam Fachruddin, Jarot Delta Susanto, and Denny Fitrial. "Aligning Maritime Education: Enhancing Industry Relevance Through Lecturer Internship Programs." Dinamika Bahari 5, no. 1 (May 31, 2024): 26–36. http://dx.doi.org/10.46484/db.v5i1.656.
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Higher education institutions play a central role in developing human resources in the maritime field. Less skilled employment was induced by a gap between university graduates and industry needs, leading to unemployment. This research examines the efforts of higher education institutions to develop curricula in line with maritime industry needs through the implementation of internship programs for lecturers. The research method used is qualitative descriptive, with research subjects being associations in the shipping field, port authorities, and several shipping companies. The results showed that universities under the Ministry of Transportation implemented the lecturer industry internship program. Then, the follow-up of the internship results obtained the sustainability of universities in producing the human resources needed by the business world and the shipping industry. From the evaluation of the internship program for lecturers, several factors hindering its implementation are identified, including internal academic institution issues, the industry not having the same view as the Academic objectives of the institution, and the strategic research plans of universities not aligning with the goals and needs of the shipping industry.
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A., Srividya, Suresh Thontadarya, and Praveena Babu. "An exploratory study for the perception and attitude of internship program by students of speech and hearing." International Journal Of Community Medicine And Public Health 10, no. 9 (August 29, 2023): 3367–72. http://dx.doi.org/10.18203/2394-6040.ijcmph20232705.
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Background: The attitude and opinion of internship experience as reported by students can be a useful data for effective monitoring of any academic program. Such methods are common practice worldwide, e.g., ASHA publishes survey reports annually. The present project was aimed at evaluating the perception and attitude of students of the internship program of speech and hearing sciences at the graduate level of DrSRCISH. Methods: The data was from 75 intern students posted at different rehabilitation, diagnostic and school setups. The study used a self-administered questionnaire in digital form (Google form) which had 22 questions in multiple choice or true/false statements. The questionnaire had three sections-demographic, experiences of the internship, and shortcomings in the internship. Results: Completed forms were received from the 31 out of 75 subjects. The forms were available for internees for a period of one month. Return rate was 41%. Current internship is able to provide diversity of internship training. Institution, special schools and Hospitals were the highest choices with 23%. The results support the principles of internship as formulated by RCI and ASHA. i.e. internship is necessary for clinical training programs. Supervision received, infrastructure, case load and working hours received favourable rating. The least favourite part of internship postings was logistics or travel concerns. Conclusions: The results of the data depict the effectiveness of the internship program on the professional - personal growth and skills of the students of speech and hearing sciences. Multidisciplinary working atmosphere, learning new skills were the strength of the program.
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Sary, Marisa Puspita, Atwar Bajari, Dadang Sugiana, and Nuryah Asri Sjafirah. "Homeschool internship program for students’ interpersonal communication development: A descriptive study." International Journal of Innovative Research and Scientific Studies 7, no. 2 (February 9, 2024): 618–26. http://dx.doi.org/10.53894/ijirss.v7i2.2704.
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This study examined how the senior high school internship program at ABhome helped students develop their interpersonal communication skills. It employed a descriptive-qualitative method. An internship is a course requirement that gives students the opportunity to obtain practical experience at institutions or businesses to supplement their academic studies and to develop their knowledge, abilities, and attitudes. However, despite the critical necessity for the early development of interpersonal communication skills, this practice is only common at the university level in the Indonesian educational system. Interestingly, the internship program is applicable at the high school level in the homeschooling system. It employed a descriptive-qualitative method. Data were collected through in-depth interviews with eighteen students who had participated in an internship program. The interpersonal communication between students and mentors extends beyond internship-related discussions, encompassing casual conversations about various topics. The communication between students and mentors is effective for five reasons. Mentors are open to receiving input and delivering information, empathising with students, exhibiting a positive attitude, promoting respect, and demonstrating equal communication. The finding highlighted that the interpersonal communication between ABhome students and their mentors during the internship program effectively fosters qualities such as openness, empathy, supportiveness, and positivity.
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Hoyer, Jennifer. "Information is social: information literacy in context." Reference Services Review 39, no. 1 (February 15, 2011): 10–23. http://dx.doi.org/10.1108/00907321111108088.
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PurposeThis paper aims to discuss traditional conceptions of information literacy as created within an academic context to address information needs within this context. It seeks to present alternative realities of information use outside the academic sector, and to suggest that information literacy instruction within academia does not go far enough in preparing students for the information society beyond university. The aim is then to follow this by discussion of appropriate information literacy models to prepare young people for information use in a variety of workplace environments.Design/methodology/approachAs an example of the application of appropriate information literacy models for successful workplace information use, the Edmonton Social Planning Council youth internship program is examined through a case study of two successful internship projects.FindingsThis youth internship program provides young people with skills that are highly relevant to their information environment outside the academic sector. It provides them with a framework for interacting with information that can be applied in any academic or non‐academic setting in which they find themselves.Practical implicationsThe program described could serve as inspiration for other public, private or nonprofit organizations to collaborate on similar initiatives. It also serves to remind academic librarians of core information best practices that must be conveyed through library instruction if students are to become good information citizens.Originality/valueWhile information literacy instruction receives much attention in the academic sphere, it is necessary to take a broader view of information use throughout the lifetime of information users and the instruction required to prepare students adequately. The paper focuses on these issues.
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Nugroho, Muhammad Rizky Adi, Wiedy Murtini, and Anton Subarno. "PENGARUH PRAKTIK KERJA INDUSTRI DAN EFIKASI DIRI TERHADAP KESIAPAN KERJA SISWA DI SMK NEGERI 3 SURAKARTA." JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran) 4, no. 1 (May 13, 2020): 1. http://dx.doi.org/10.20961/jikap.v4i1.38298.
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<p><em>This study aims to determine: 1) the effect of internship on students work readiness of grade XII Automation and Office Administration Department at Vocational High School 3 Surakarta academic year 2019/2020; 2) the effect of </em><em>s</em><em>elf-</em><em>e</em><em>fficacy on students work readiness of grade XII Automation and Office Administration Department at Vocational High School 3 Surakarta academic year 2019/2020; 3) the effect of internship and Self-Efficacy on students work readiness of grade XII Automation and Office Administration Department at Vocational High School 3 Surakarta academic year 2019/2020.</em></p><p><em>This study is quantitative approach with correlational method. The population of this study was all students of grade XII Automation and Office Administration Department at Vocational High School 3 Surakarta academic year 2019/2020 which amounted 108 students. The sampling technique used simple random sampling with 85 students as the sample. The technique of collecting data used questionnaire. The analysis in this study used a multiple regression.</em></p><em>The result of this research shows that: 1) there is a significant and positive effect of internship on students work readiness (t<sub>count</sub> 2,98, sign < 0,05); 2) there is a significant and positive effect of self-efficacy on students work readiness (t<sub>count</sub></em> 3,74, <em>sign</em> < 0,05)<em>; 3) there </em><em>is a significant and positive effect of internship and self-efficacy on students work readiness (F<sub>count</sub> 19,21</em>,<em> </em><em>sign</em> < <em>0,05); 4) Regression equation of this study is Ŷ = 15,24 + 0,18X<sub>1 </sub>+ 0,32X<sub>1</sub>. R square shows 0,31, it means that contribution of internship and self-efficacy is 31%. All the findings support the proposed hypothesis.</em>
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Kabacoff, Cathryn, Vasudha Srivastava, and Douglas N. Robinson. "A Summer Academic Research Experience for Disadvantaged Youth." CBE—Life Sciences Education 12, no. 3 (September 2013): 410–18. http://dx.doi.org/10.1187/cbe.12-12-0206.
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Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.
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Gebeyehu, Sisay Geremew, and Eshetie Berhan Atanaw. "Impact of Internship Program on Engineering and Technology Education in Ethiopia: Employers’ Perspective." Journal of Education and Training 5, no. 2 (August 14, 2018): 124. http://dx.doi.org/10.5296/jet.v5i2.12945.
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Since the introduction of the ETIP in 2009 in Ethiopia, every year all engineering and technology colleges and faculties run an internship program for a period of four months. As a result, considerable amount of effort and resources are being invested while its impact on the quality of the engineering and technology education is not yet evaluated. The aim of this paper is therefore, to present the impact of the mandatory Engineering and Technology Internship Program (ETIP) in views the employer’s perspective based on a nationwide assessment study. Primary data was collected from different sector employers using a standard survey questionnaire. Sample size is determined by using general sample size formula with 5% significant level or 95% confidence interval. In the study, from a sample of 103 different sector industries 182 individuals of different in various positions were selected.The major findings of the survey revealed that the length of internship period and working hours in the industry, appropriate supervision and mentorship and provision of appropriate resource during internship as the top influencing factors for internship program to bring the intended impact on the technology and engineering education in Ethiopia. Despite the various advantages inherent in internship programs, the study reveals that undergraduate students internship program still faces lots of challenges including lack of strict placement procedures, limitation of academic mentorship, poor supervisory practice in the industry, and variations in learning facilities both at universities and in the company.Finally, the study concludes that to improve the quality of the present internship education program and to insure its future sustainability, institutional linkages between the universities and host organizations is the number one priority.
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Karasik, Rona. "GERONTOLOGY INTERNSHIPS, PRACTICUM, AND FIELD WORK FROM A FACULTY PERSPECTIVE." Innovation in Aging 7, Supplement_1 (December 1, 2023): 149. http://dx.doi.org/10.1093/geroni/igad104.0488.
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Abstract While internships, practicum, and field work tend to be viewed primarily as student and site focused, academic faculty are also important to an internship’s success. Faculty roles may include assisting students in selecting and applying for site placements, ensuring that students are a “good fit” and properly prepared for a particular setting, overseeing quality control and assessment, guiding students to reflect on and harvest their learning throughout their internship, and at times, serving as advocate, trouble-shooter and/or mediator (Karasik, Donorfio, & Greenberg, 2023). In addition to student-facing responsibilities, faculty are also often involved in curricular aspects of internships and similar experiences (e.g., setting program parameters, expectations, and student learning goals and objectives), as well employing internship outcomes to academic program assessment (Karasik, 2009). Internship faculty also serve as a liaison between the academic program and community partners. Developing and maintaining community partnerships requires a broad skill-set, including but not limited to knowledge of the local aging network, collegiality, diplomacy, cultural and self-awareness, flexibility, and effective communication. Honing and consistently applying these traits is also essential, as recent studies suggest that at least some community partners perceive faculty involvement in community-based learning to be uneven and/or deficient (e.g., Karasik, 2020; Karasik & Hafner, 2021). Given the many roles faculty play in regard to internships and similar experiences, this presentation explores gerontology-based internships from a faculty perspective and shares the reflections and insight of one faculty member who has served as a gerontology internship coordinator for close to 30 years.
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Kahn, Brian A. "A Mandatory Internship Program at a Land-grant University: The Case of Oklahoma State University." HortScience 33, no. 3 (June 1998): 556c—556. http://dx.doi.org/10.21273/hortsci.33.3.556c.
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Internships provide well-documented advantages to students, colleges, and employers. The core requirements in Horticulture and in Turf Management at Oklahoma State Univ. were expanded to include 3 h of credit in an internship course, effective with the 1991–92 option sheets. All of our departmental teaching faculty advise undergraduate students, and each individual professor supervises the internship experiences of his/her advisees. Coordination is provided by a common syllabus booklet and by leadership from a faculty Undergraduate Horticulture Teaching Coordinator and the Department Head. Outcomes are assessed through student reports, cooperator evaluations, and a formal internship assessment seminar. The mandatory internship has added value to our degrees. Our students graduate with documented work experience in addition to their academic credentials. When our graduates are employed, they tend to more readily adapt to their jobs because they already have been exposed to some of the “real-world” aspects of their profession. This is especially true when an internship experience results in permanent employment with the same firm upon graduation.
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Hebert, Edward, Ralph Wood, Jayne M. Jenkins, and Charles E. Robison. "Internship Management, Placement, and On-Site Visits in Kinesiology." Kinesiology Review 6, no. 4 (November 2017): 394–401. http://dx.doi.org/10.1123/kr.2017-0042.
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Internship experiences are currently embedded in a multitude of academic programs to provide students a more seamless transition from university to the professional setting. Research in a variety of academic fields (e.g., business, sport marketing, public health) reveals that internships enhance students’ professional knowledge and skills as well as increase opportunities for employment. Students studying kinesiology intend to enter a variety of professions (e.g., preprofessional, fitness development, physical education teaching), and departments frequently offer students multiple opportunities to engage in field-based learning experiences (FBLEs). As kinesiology programs have evolved to provide several degree programs and grown in the number of students serviced, challenges in managing the internship program have emerged. The purpose of this paper is to share the experiences of three university kinesiology departments in regard to internship management, placement, and site visits.
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Ortman, Deanne, Linda Mann, and Judy Fraser Arsenault. "Perceived Roles, Benefits, and Supports For Dietetic Internship Preceptors." Canadian Journal of Dietetic Practice and Research 71, no. 1 (March 2010): 33–38. http://dx.doi.org/10.3148/71.1.2010.33.
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Evaluation of university-run dietetic internship programs will improve preceptors’ experience and, ultimately, increase the capacity for training future dietitians. We attempted to identify preceptors’ perceptions of their roles, benefits, and supports, as well as of the skills/traits that students need for internship, and suggested improvements for the internship program. Fifteen of 39 current program preceptors who had supervised more than one intern consented to participate in an ethics-approved research methodology. They responded anonymously to a series of questions posted in an online discussion group, and provided feedback on the subsequent reports. While no consensus emerged, more than 50% of participants perceived their role as providing a supportive learning experience for interns. Benefits noted most frequently were personal academic growth and contributions to their organizations from intern research projects. Effective supports included conventional communication methods and website materials. Participants identified self-motivation, independence, and communication skills as most important for interns. They also provided several suggestions for program improvements. The study methods and results could be helpful to other universityrun internship programs seeking improvement and growth.
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McKenney, C. B. "Internship Opportunities Utilized to Enhance Horticultural Skills." HortScience 32, no. 3 (June 1997): 528B—528. http://dx.doi.org/10.21273/hortsci.32.3.528b.
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Horticulture requires knowledge, acquired skills, and practical experience. Knowledge and acquired skills are relatively easy to impart in the university setting; however, weekly laboratory sessions fall far short of providing students with the practical experience they need in the workplace. Internship programs provide students opportunities to reinforce the knowledge and skills they have acquired in the classroom and allow them to gain new experiences, techniques and ideas. At Texas Tech Univ., students are highly encouraged to take an internship after both their 2nd and 3rd years. During an average academic year, about 30% of horticulture students participate in an internship, while more than 50% complete an internship during their degree program. Arrangements are generally made to ensure the students will rotate through a wide variety of horticultural experiences. At the conclusion of their program, interns write a report summarizing their experiences and then give a short oral presentation to other students at a club meeting or in a class. These presentations peak the interest of the other students and serve to keep the program effective.