Relevant bibliographies by topics / Internship

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Internship'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Internship"

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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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Andira, Dzulqarnain, Mokhamad Kohoirul Huda, and Sulaksono -. "Kewajiban Pemerintah atas Hak Imbalan Jasa Pelayanan Kesehatan Dokter Internsip." YUSTISIA MERDEKA : Jurnal Ilmiah Hukum 7, no. 2 (December 9, 2021): 126–34. http://dx.doi.org/10.33319/yume.v7i2.110.

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This Study analyzed the government obligation for the rights of medical service reward for internship doctor at wahana internsip. The aim of this research is to know the status of an internship doctor in accordance with statutory regulations, as well as the government's responsibility for medical service reward of an internship doctor at wahana internsip. The absence of laws and regulations that regulate the rights of an internship doctor regarding compensation or reward for services from medical services performed at wahana internsip or a place where the internship doctor is in charge of providing health services. The approachment method of this research is statutory, conceptual, and comparative. The collecting method for legal materials is done by editing, classifying, and organizing. The data analysis was done qualitively. The result of this study is the status of internship doctor is a doctor that already has competencies as a medical practitioner that has been approved by Indonesian Doctor Colegium (KDI), and the intern has full responsibility for medical service at the internship place. The Government is responsible for medical service reward of internship doctor.
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Khrapach, Dmytro. "WORKBOOK AS A COMPONENT OF METHODICAL PROVISION OF PRODUCTION PRACTICES OF BACHELORS OF VOCATIONAL EDUCATION IN THE «TRANSPORT» MAJOR." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 211–16. http://dx.doi.org/10.36550/2415-7988-2022-1-205-211-216.

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The article characterizes the content of methodological support for the internship of bachelors of vocational education in the «Transport» major such as the regulatory documents of the Ministry of Education and Culture of Ukraine and Khmelnytskyi National University. They include the program and methodological support (orders for conducting internships, agreements for conducting internships, educational-vocational syllabuses; educational and current curricula, schedules of the educational process), as well as educational and methodical support (internship programs, methodological instructions for conducting internshipі, diaries and referrals to internship, etc.). It is proposed to supplement the educational and methodological support of production (car-servicіng) internship with a workbook, which contains certain didactic material. Such material contributes to the systematic formation and development of professional competencies of future specialists, provided for by the educational program and the internship program, which can be done by performing a system of relevant tasks and exercises. The practice of using the workbook as a component of methodological support of industrial internship of bachelors of vocational education in the «Transport» major is highlighted. The characterized structure of the workbook consists of two parts: the first is a list of educational and production tasks and exercises for the formation of professional competences; the second includes the results of monitoring the process of formation and development of the intern's professional competencies. Each exercise contains information about the content of actions (operations) and the conditions for their execution, objects and means of work (technology, equipment, materials, tools, etc.). When performing each exercise, the intern must do the following verbally reproduce the content correctly with a detailed description of the performance conditions; observe the performance of labor actions, similar to the content of the exercise, by the worker; perform trial actions (operations) envisaged in the exercise, under the guidance of the worker: perform the exercise independently the planned number of times. The date of completion of each type of work is fixed by the head of internship from the enterprise with a corresponding entry in the workbook.
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Tjahjono, Laura Mahendratta, and Gladys Greselda Gosal. "IMPLEMENTATION OF INTERNSHIP DATA MANAGEMENT APPLICATION WITH PROTOTYPE METHOD AND USER ACCEPTANCE TEST METHOD." Jurnal Teknik Informatika (Jutif) 4, no. 2 (March 23, 2023): 321–32. http://dx.doi.org/10.52436/1.jutif.2023.4.2.304.

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Universities generally have programs that offer students internship opportunities in departments within the university. In several universities especially Universitas Ciputra, internships in departments within these universities are mandatory activities for scholarship recipient students. This internship activity involves many parties, including students implementing internships, departments that provide internship vacancies and also student bureaus that monitor the implementation of internships. The obstacle faced in this activity is the difficulty of fulfilling internship vacancies with students who have interests, abilities and profiles that match the requirements of internship vacancies. The student bureau also has difficulty monitoring the progress of the implementation of internship activities in the field. The purpose of this research is to provide a solution to the problems faced in this internship in the form of a website application developed using the Prototype Model method using the Laravel framework and tested using the User Acceptance Test (UAT) method. The result of this research is a website prototype that can be used. The results of the UAT test show that the application made can help solve problems in this internship activity with a user satisfaction level of up to 96%.
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Kattiyapornpong, Uraiporn, and Shamika Almeida. "An examination of comparative perspectives on international internships." Education + Training 64, no. 1 (November 5, 2021): 41–55. http://dx.doi.org/10.1108/et-02-2021-0072.

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PurposeWork integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.Design/methodology/approachThis study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.FindingsThe data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.Research limitations/implicationsThis study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.Practical implicationsAlthough international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.Originality/valueThis study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.
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Zuo, Yuhan, Qingxiong (Derek) Weng, and Xiaoyun Xie. "Are All Internships Equally Beneficial? Toward a Contingency Model of Internship Efficacy." Journal of Career Development 47, no. 6 (November 5, 2019): 627–41. http://dx.doi.org/10.1177/0894845319883415.

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This study was conducted to examine whether internships can boost graduates’ career development. In doing so, we develop a contingency model of internship efficacy. Employing signaling theory, we argue that internships serve as a signal of a graduate’s vocational capacity to their potential employers. We propose that major-related and nonmajor-related internships are differentially related to both starting salary and career outcomes (i.e., job compensation and job satisfaction) after 1 year and that three contextual factors (i.e., major-job fit, discipline type, and educational level) moderate the effects of internship experiences. Using two-wave data from 787 graduates in Eastern China, we found that while the influence of major-related internships was positive, nonmajor-related internship was negatively associated with starting salary. Moreover, this negative relationship was significant for graduates with a high job-major fit, graduates from science, technology, engineering, and mathematics disciplines, and postgraduates. The results suggest that internship experiences are not equally beneficial and challenge the notion that internships are always beneficial.
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Tan, Wai Kian, and Minoru Umemoto. "International Industrial Internship: A Case Study from a Japanese Engineering University Perspective." Education Sciences 11, no. 4 (March 30, 2021): 156. http://dx.doi.org/10.3390/educsci11040156.

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In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university’s rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today’s rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.
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Crowell, Tara L. "Academic Internships: To Take or Not to Take? Students’ Assessments of Public Health Fieldwork." Pedagogy in Health Promotion 4, no. 1 (December 30, 2016): 19–34. http://dx.doi.org/10.1177/2373379916684850.

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While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.
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Blau, Gary. "Relationships of Paid and Unpaid Internships, and Source for Obtaining, to Early COVID-19 Stage Anticipated Employment Outcomes." Journal of Education and Development 6, no. 1 (February 21, 2022): 1. http://dx.doi.org/10.20849/jed.v6i1.918.

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This study investigated the relationships of paid and unpaid internships to anticipated employment outcomes for graduating college business students. It also investigated the self-reported source(s) by which these students had obtained their internship(s). In May of 2020, 445 graduating business undergraduates filled out an online survey, for which there was complete data for 405 students. Although most of the internships were pre-pandemic, the anticipated employment outcomes by graduation were in the early stage of the COVID-19 pandemic. Three dichotomous response anticipated employment outcomes were measured: securing a full-time job; securing a full-time job that consistent with one’s major; and being self- employed. Results were that students with at least one paid internship were more likely to anticipate securing a full-time job and securing a full-time job consistent with their major versus students without a paid internship. In addition, students with at least one paid internship were less likely to see themselves being self-employed versus students without a paid internship. However, there were no relationships for students having at least one unpaid internship, versus no unpaid internship, to these anticipated full-time employment outcomes. Students with at least one unpaid internship were more likely to see themselves being self-employed by graduation versus students without an unpaid internship. Surprisingly, the general source of “on my own” was the dominant method reported by students for obtaining both paid and unpaid internships. These results are further discussed, and study limitations noted.
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Citra Ananda, Geby, Zuhri Ramadhan, Bambang Suwarno, and Bhakti Alamsyah. "Socialization Of The International Certified Internship Program In Support Of The Merdeka Belajar - Kampus Merdeka Policy At The Faculty Of Teacher Training And Education, Santo Thomas Catholic University, Medan." International Journal Of Community Service 2, no. 3 (August 18, 2022): 344–47. http://dx.doi.org/10.51601/ijcs.v2i3.112.

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The internship program is an activity for students to apply knowledge, attitudes, general and specific skills in the workplace. The duration of this internship is a minimum of 6 months and can be extended according to the provisions or agreement between the original institution and the Internship Workplace. Students must be guided by internal supervisors from lecturers and external supervisors from the Internship Workplace. The purpose of this paper is to find and take an inventory of several businesses as partners in the implementation of student internships at the Faculty of Teacher Training and Education, Santo Thomas Catholic University, Medan. Literature research on ideas was reviewed, various literatures were collected and analyzed descriptively. This study shows that there are several businesses that can be used as student internship partners. Such as multi-language internships in Altissia - Belgium, IT Internships at Smartinternz - Singapore, Hospitality Internships in Hotels in Asia Pacific, Middle East and Australia countries, and Internships on Cruise Ships. This program is to encourage students to be able to master various competencies and this program is expected to enable students to improve the competence of graduates, both soft skills and hard skills, to be ready with the needs of the times and prepare graduates who are superior, moral and ethical.
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Dissertations / Theses on the topic "Internship"

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Yu, Caleb Kuo-hsiung. "Internship report." ScholarWorks@UNO, 1989. http://scholarworks.uno.edu/aa_rpts/68.

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This internship report by Caleb Yu is to complete the program of the Arts Administration at UNO. The intern describes the nature of his work and suggests the possible future development of the UNO Fine Arts Gallery.
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Korokhtenkova, Daria. "Internship report." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/aa_rpts/104.

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This report describes the internship I spent at the Krasnodar Regional Center of Fine Arts in Russia. The Art Center is a leading fine arts organization in the Krasnodar Region of the Russian Federation and as such operates under the principles governing arts organization in Russia in general. I describe the managerial structure of the Art Center and responsibilities of each department, explain the specifics of the Art Center and the difficulties, problems and barriers that impact the functioning of the Art Center. I also present an in-depth analysis of the strengths and weaknesses as well as threats and opportunities available to the Art Center as identified through a SWOT analysis. After analyzing the four basic areas of this art organization including management, marketing, development and financial management, and comparing them to best practices in the field, I suggest recommendations to help remedy the weaknesses, emphasize the strengths and resolve identified problems. The steps required to implement the recommendations suggested are also presented. Finally I discuss the contribution to the Art Center including both its short and long-term effects of my participation on the organization.
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Poché, Michele Robert. "An internship report." ScholarWorks@UNO, 1997. http://scholarworks.uno.edu/aa_rpts/40.

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During my introductory interview, the professional duties outlined to me included a broad spectrum of areas. I would be responsible for coordinating all components of the production and presentation process, handling such intricate details as the payment of the performers and the design of the program to the scheduling of security personnel and the maintenance of departmental instruments. It would also be my responsibility to serve as the reservation agent for all departmental facilities by coordinating both on and off campus bookings for Dixon Hall, Dixon Recital Hall, Dixon Reception Hall, The Weinmann Patio Theatre, and the Myra Clare Rogers Memorial Chapel. Most importantly, it would be my responsibility to actively promote and seek media coverage and audiences for all events of the department. (Only through this exposure can the department expect to fill its house and maintain its academic reputation thereby ensuring the continued financial support of the public.)
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Barnwell, Shawn. "Relationship Between Internships and Employment Competencies of Degreed Professionals Who Completed a College Internship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2917.

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An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive participation in an internship improved their level of career preparedness in human services related fields. Post-internship survey data were acquired from a group of 21 graduates using the Career Benefits of CO-OP/Internship Experience instrument who were enrolled in a degree program at various colleges and universities in southeastern Virginia. These data were analyzed using a paired t test to compare pre and post internship perceptions of career preparedness. Results indicate a statistically significant improvement between the pre-internship and post-internship perceptions (p = .05). Furthermore, the study offers support to the notion that experiential learning may impact career success. This result indicates that internships may have a positive impact on career progression and gainful employment after graduation. The positive social change implications of this study includes recommendations to policy makers and university leaders to construct academic programs that incorporate internship opportunities, particularly to promote overall student success and future gainful employment.
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Rovere, Maria F. "INTERNSHIP IN THE DOCUMENTATION DEPARTMENT OF BAKER HILL CORPORATION An Internship Report." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1071189773.

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Thian, Marlene. "Southern Rep (Internship Report)." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/aa_rpts/148.

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Since its inception in 1986, Southern Rep has maintained a formidable reputation for providing quality artistic programming as a nonprofit theatre company. Despite this status, dwindling government funding for arts in the United States combined with a decline in earned revenue and audience attendance has impacted Southern Rep’s operations. The result is an increased need for development and fundraising activities. The purpose of this report is to document my internship with Southern Rep from September 4, 2012 through June 5, 2013. My assessment is written from the perspective of an Arts Administrator functioning in a development capacity. By identifying Southern Rep’s internal strengths and weaknesses combined with external opportunities and threats which impact its operations, I will provide recommendations to achieve sustainability of contemporary drama in a conservative yet emergent environment.
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Porter, Scott Andrew. "An Internship with ARCADIS." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218577319.

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Harmon, Amanda Lauren Leslie. "Herbarium Collections Management Internship." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524744021639645.

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Silva, Tiago André dos Santos. "Internship report in biostatistics." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/6154.

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Mestrado em Biomedicina Farmacêutica
Este relatório descreve a minha experiência de 9 meses enquanto estagiário na Eurotrials, Consultores Científicos, uma Empresa especializada em investigação clínica e consultoria científica. Este estágio desenrolou-se em duas vertentes: formação multidisciplinar e monodisciplinar. A formação multidisciplinar envolveu alguma forma de participação activa em diferentes departamentos desta Empresa, com o objectivo de obter uma perspectiva alargada do processo multidisciplinar inerente ao desenvolvimento clínico de produtos de saúde. A formação monodisciplinar concentrou-se na área de estatística médica, sendo realizada no departamento de Bioestatística da Empresa, com o objectivo de obter conhecimentos práticos de aplicação da estatística à investigação em saúde, implicando também a interiorização de conceitos estatísticos fundamentais. Este estágio permitiu-me compreender de forma mais aprofundada o trabalho multidisciplinar necessário para a realização adequada de um projecto de investigação clínica. Permitiu-me também não só adquirir conhecimentos importantes de análise estatística, mas também compreender, de forma mais clara, o papel da estatística na investigação clínica, como ferramenta essencial no planeamento do estudo, análise e interpretação dos dados obtidos.
This report describes my experience of 9 months as an intern at Eurotrials, Scientific Consultants, a company devoted to clinical research and scientific consulting. This internship developed in two aspects: multidisciplinary and monodosciplinary training. Multidisciplinary training involved active participation in different departments of this Company, with the objective of obtaining a broad perspective on the multidisciplinary process of the clinical development of medical products. Monodisciplinary training was focused in medical statistics, being carried out in the Biostatistics department of the Company. The objective was to obtain practical knowledge for the application of statistics in health sciences. This implied the learning of fundamental statistical concepts. This internship allowed me to understand, in depth, the multidisciplinary work necessary for an adequate performance of a clinical research project. It also allowed me to acquire valuable knowledge in statistical analysis, as well as to clearly understand the role of statistics in clinical research, as an essential tool in study planning, analysis and interpretation of data obtained.
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Silva, Christopher Terao. "Predicting Career Outcome Measures Using an Internship Evaluation Instrument: The Internship Profiling Questionnaire." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4276.

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Internships have become an integral part of post-secondary education, while also serving as a means for students to distinguish themselves as job candidates. Although internship programs have formally been in place for over a hundred years, surprisingly little research has been done into the topic, even though more than three out of four students participate in at least one internship before they graduate college. The purpose of this study is to develop and test an internship evaluation tool that will help educators distinguish the high quality internship opportunities from low quality ones. Based on management profiling questionnaires that became popular in the 1970s, we have devised this instrument, the Internship Profiling Questionnaire (IPQ), using feedback models of development. Using a sample of Brigham Young University alumni, we conducted an online survey of job placement, job satisfaction, and vocational self-crystallization concept as outcome variables to be predicted from the IPQ.
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Books on the topic "Internship"

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Larson, Chris. Internship Report. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2007.

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Parr, Jef. Internship report. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1999.

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United States. Dept. of Education., ed. Internship opportunities. [Washington, D.C.?]: U.S. Dept. of Education, 1994.

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Mitchell, Gretchen. Parametrix internship. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1998.

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Dowdell, Lisa. [Internship report]. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 2001.

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Theuer, Jamie. Stormwater internship. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2006.

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Bonsell, Thomas A. Internship report. Bellingham, Wash: Huxley College of Environmental Studies, 2001., 2001.

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Vu, Thuy. Internship report. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1993.

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Parsinen, Jon. Internship report. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2004.

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Illinois. Office of Secretary of State. Internship programs. [Springfield, Ill.]: Office of the Secretary of State, 1990.

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Book chapters on the topic "Internship"

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Terhart, Ewald, and Ulrike Weyland. "Internship." In Handbook Transdisciplinary Learning, 205–14. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-022.

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Campbell, kirk A., and Eric J. Strauss. "Internship." In Orthopedic Residency and Fellowship, 63–68. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003525486-12.

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Melacarne, Claudio. "Supporting Informal Learning in Higher Education Internships." In Employability & Competences, 51–63. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.12.

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This paper addresses several critical issues relating to the organization of internships at universities, dealing above all with ‘curricular’ internships, i.e., those apprenticeship experiences included as mandatory in university courses. Starting from the idea of ‘informal learning’, the paper shows the strong connection between new workplace needs and the potentiality of pedagogical and reflective approaches in designing internship experiences
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Griffitts, Michael. "Internship Management." In Dos and Don’ts in Human Resources Management, 19–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43553-3_7.

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Keilin, W. Gregory. "Predoctoral Internship." In The Portable Mentor, 171–79. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0099-5_13.

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Martin, Gary E., Jimmy R. Creel, Thomas W. Harvey, Robert E. Nicks, and Michael Schwanenberger. "Internship Assessment." In District Leader Internship, 11–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003299493-2.

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Martin, Gary E., Arnold B. Danzig, Richard A. Flanary, and Margaret Terry Orr. "Internship Assessment." In School Leader Internship, 11–16. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003128342-1.

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Selcke, Leslie. "Landing an Internship." In Careers in Food Science: From Undergraduate to Professional, 1–12. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-77391-9_8.

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Cole, Peter H., and Daisy Reese. "The Internship Phase." In Mastering the Financial Dimension of Your Psychotherapy Practice, 13–16. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315692340-3.

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Baird, Brian N., and Debra Mollen. "Finishing the Internship." In The Internship, Practicum, and Field Placement Handbook, 284–94. Eighth edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351067850-11.

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Conference papers on the topic "Internship"

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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "To Mandate or Not To Mandate: Internships in Industrial Design Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002980.

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Internships are widely valued with students, educators, and professionals believing they support student success and improve readiness for entry into the profession. Students who participate in an internship related to their profession are more likely to find employment in their field. (Binder, Bagueley, Crook, and Miller, 2014). However, it is unknown how a mandated internship experience in industrial design education impacts student experiences, the rate of participation, and the perceived quality of the internship. Through internships, students are immersed in work culture, processes, and a variety of industrial design settings while also gaining a highly valued line on their resume. While their academic coursework focuses on learning core skill sets and theory, soft skills, professional expectations, and understanding of the realities of the field are often learned through an internship. Some postsecondary institutions have created a mandate for participating in at least one internship prior to graduation, yet little is known about the impact of a required internship in comparison to programs that prioritize internships but do not have a mandatory internship requirement for graduation. This study of two 4-year comprehensive universities in our country aims to assess various considerations around internships, including obstacles to participation, the impact of a mandate on when students participate in their internships, and how students obtained their internships. The study also investigates the legitimacy and quality of internships, and if demographics such as gender or race are a factor in participation. This study employed quantitative methods for data collection and analysis. A survey was administered at two separate 4-year industrial design programs in our country and included current 3rd year, 4th year, and graduated students from the prior year. The sample for the survey included (n=78) students, (n=43) from a program with a mandated internship program, and (n=35) from a program with no internship mandate. This study also included semi-structured interviews of 8 students, 4 from each institution to understand application rates, internship experiences, hiring process, and perception of value for their education and for their preparation for employment. This initial investigation is a model for further investigations involving a broader range of institutions and internship experiences.
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Bautista-Cortezano, Pablo. "Internship Presentation." In Internship Presentation. US DOE, 2023. http://dx.doi.org/10.2172/2217175.

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Washburn, Luke. "Internship Overview." In Internship Overview. US DOE, 2024. http://dx.doi.org/10.2172/2371005.

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Dei, Maryna. "SINGLE EDUCATIONAL SPACE IN THE CONDITIONS OF DIGITAL TRANSFORMATION." In INTERNATIONAL INTERNSHIP. E-SCIENCE SPACE, 2021. http://dx.doi.org/10.54658/ess.9788396163615.pp.1-376.

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The collective monograph is devoted to the actual issues concerning the modern development of education and science. In particular, the monograph examines the theoretical and practical aspects of various spheres of the science, as a commitment to economic development in Ukraine. Created for scholars, research workers, postgraduates and students of higher education institutions, as well as for all those interested innovative development of various fields of science.
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Serreqi, Martin, Brunilda Kosta, and Ledjon Shahini. "Analyzing the Effectiveness of Internship Programs from Students’ Perspectives: A Non-parametric Approach." In 7th International Scientific Conference – EMAN 2023 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eman.s.p.2023.169.

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This article assesses the difference between economics students’ expectations and actual internship experiences. Non-parametric statistical analysis was used to examine the variations. This research was divided into two phases. During the first stage, students’ expectations for internships were evaluated. The faculty selected a group of students to participate in an ex­periment, which was an internship program that was thoroughly thought out. Both students and host organizations received support from the facul­ty throughout the entire process. Pre- and post-internship results showed sub­stantial differences. This article concludes with a discussion of research limita­tions and conclusions.
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Vuong, Eiffel, and Kevin Jones. "Creating an Equitable Option for High School Internship Opportunities: An Online Platform for Efficiently Connecting Students and Employers." In 11th International Conference on Signal Image Processing and Multimedia. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130905.

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Internships are nearly impossible to find as a highschooler outside of paying for one or having familial connections[1]. A reason for this is that there are only substandard public resources for finding these internships as ahighschooler [2]. So, by creating an equitable option through an online website, highschoolers would be able tofindinternships much better. Within the proposed website would include ways to search/filter for internships, haveemployers create accounts and create internship posts. Students would also need to quickly be able to browseinternship options, which was fixed through adding a list of random internships of dif erent varieties that canbescrolled through on the main page [3]. With this ease of access to obtaining an internship, many highschoolerswould be able to find what interests them easily and help them find experiences that are more worthwhile beyondjust the skills they learn such as helping with college applications or getting a job [4].
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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "Beyond the Classroom: A Case Study of Higher Education Internship Support for Industrial Design Students." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005391.

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This paper presents a case study that investigates the organizational structure and support mechanisms provided by industrial design programs at three comprehensive universities for student internship placements. The ultimate goal of the study is to evaluate the success of each program. Internships serve as a pivotal component in preparing students for the professional landscape, offering a practical bridge between academic knowledge and real-world application. Existing research suggests that students engaged in internships are more likely to secure employment in their chosen field (Binder, Bagueley, Crook, and Miller, 2014). However, the strategies and institutional support contributing to high participation rates in quality internships remain inadequately understood.Internships are valuable for students’ resumes because they offer an immersive experience of work culture, design methods, and a range of professional environments. While academic coursework primarily focuses on core skill sets and theoretical knowledge, internships play a pivotal role in cultivating soft skills, fostering an understanding of professional expectations, and providing insights into the practical realities of the field. Internships bridge the gap between academic learning and professional expectations, equipping students with a holistic skill set for their future careers.The study focuses on three 4-year comprehensive universities in our country, aiming to assess the range of strategies employed by each institution in supporting their students in securing internships. The variables under scrutiny include the impact of institutional support structures, the maturity of the industrial design program, availability of mentorship programs, access to alumni in the field, prioritization of internships in the program, and level of faculty engagement. A mixed-methods approach was used in this research to evaluate the success of internship structures at the three institutions. Quantitative data was collected through a survey administered at three separate 4-year industrial design programs in our country, including current 2nd year, 3rd year, 4th year, and graduated students from the prior year (n=117). Qualitative data was gathered through semi-structured interviews of 9 students, representing 3 from each institution. These interviews focused on how institutions did or did not participate in students' search for an industrial design internship. This investigation serves as a model for subsequent research involving a broader range of institutions and internship experiences.
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Satterfield, Debra, Ryan G Wilson, and Azalea Houdek. "Industry Academia Collaboration in UX Education: Bringing the UX Industry into the Classroom." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003139.

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Students interested in a User Experience (UX) career are facing a multitude of barriers when leaving academia: a competitive, saturated market; poorly written job descriptions and companies unsure of the duties performed by UX practitioners; a rapid evolution of the market and emerging technologies; and individual uncertainty of career direction, be it UX Research, UX Design, User Interface Design, Interaction Design, Front End Design, or more. By developing professional networks and mentor relationships with Industry professionals, students can enhance their understanding of the field of UX and become more acquainted with industry expectations such as working with clients, title definitions, current and emerging technologies, evolving business needs, and streamlining their career focus.To support the industry-academia collaborations, a strategy was developed using a hybrid teaching model, I-SPACE (Innovation for Students, Practitioners, Alumni, and Community Engagement) that brings industry professionals into a college course on UX via online platforms such as zoom and Miro thus creating a virtual internship experience. The I-SPACE teaching method was co-created by design educators and industry professionals for the purpose of simulating internship experiences within an online course. The online virtual internships with industry professionals are conducted in three 5-week segments over a 15 week semester, to give students exposure to three distinct UX industry models and three sets of industry professionals. The goal of the virtual internship is to enhance career preparedness post-graduation through industry exposure, build a social network of professionals in the field of UX, and establish mentors.This paper will discuss the structure of the course, interactions with industry professionals in UX, and engagement with subject matter experts (SMEs). It will also discuss a comparison to traditional internships and a virtual I-SPACE internship experience in terms of the impact on student work, mentorship, and professional networking that are unique to the I-SPACE collaboration strategies and the insights of the industry mentors on the virtual internship strategy. Implications for virtual internship experiences will be addressed regarding issues of diversity, equity, and inclusion in internship opportunities and potential barriers will be identified.
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Sanahuja Vélez, Gisela, Gabriela Ribes Giner, and Ismael Moya Clemente. "Business internships and new technologies: a scenario for growth and innovation." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2596.

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Literature on traineeships recognizes beneficial effects on its main agents: students, employers, and higher education institutions. Furthermore, some authors have identified added effects when applying new technologies to the business internship experience, specially referred to improved computer skills and learning outcomes. The Faculty of Business Administration and Management of the Universitat Politècnica de València has had a remarkable increase of internships over the past years. As computer skills are being more demanded by employers in a globalized and technological world, it is expected that virtual placements and ICTs in the internship practice will be a trend in universities in the up-coming years. The management of internships of the two new Double Degrees in the Faculty of Business: Business Administration and Management + Computer Science Engineering, and Business Administration and Management + Telecommunications Engineering, could provide the perfect scenario to put into practice and to explore the possibilities of new technologies applied to internships. The recent change in the Spanish law and in the regulations of universities, such as the Universitat Politècnica de València, allows business internships to take place abroad. This could also provide an opportunity for innovation and growth, if combining internationalization with virtualization of internships.
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Wang, Lei. "“Internet + Internship Management”: College Internship Management Optimization." In 2020 International Conference on Computer Engineering and Application (ICCEA). IEEE, 2020. http://dx.doi.org/10.1109/iccea50009.2020.00074.

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Reports on the topic "Internship"

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Griggs, Rachel Michelle. Internship Report. Office of Scientific and Technical Information (OSTI), July 2017. http://dx.doi.org/10.2172/1371635.

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Puckett, Cory. Internship Sumary. Office of Scientific and Technical Information (OSTI), July 2022. http://dx.doi.org/10.2172/1878012.

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Redhouse, Theala. Internship Experience. Office of Scientific and Technical Information (OSTI), December 2022. http://dx.doi.org/10.2172/1902869.

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Dreyer, J. DHS Internship Paper. Office of Scientific and Technical Information (OSTI), September 2007. http://dx.doi.org/10.2172/960267.

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Riso, V. LLNL Internship Reflection. Office of Scientific and Technical Information (OSTI), August 2014. http://dx.doi.org/10.2172/1150046.

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Hunter, Lisa. Akamai Internship Program. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada621878.

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Holtkamp, Derald J., Christine L. Mowrer, and Tiffany K. Yoder. Swine Veterinary Internship Program: Enhancing the Value of the Veterinary Internship. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-742.

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Tew, Karen. DHS Internship Final Report. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1171571.

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House, Samantha. DHS Internship Final Report. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1171572.

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Tvede, Hayley Rae. Sandia National Laboratories Internship. Office of Scientific and Technical Information (OSTI), December 2016. http://dx.doi.org/10.2172/1505070.

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