Relevant bibliographies by topics / Internships

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

Academic literature on the topic 'Internships'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Internships"

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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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Yi, Qi-Feng, Jin Yan, Huang Hui, and Yan Yang. "Nursing students’ perceptions and experiences of e-internships during the COVID-19 pandemic: A phenomenological study." PLOS ONE 17, no. 9 (September 9, 2022): e0273963. http://dx.doi.org/10.1371/journal.pone.0273963.

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Background Clinical internship is an indispensable stage for nursing students to graduate successfully and become qualified nurses. However, COVID-19, a novel coronavirus disease with strong human-to-human transmission, hit China in late 2019 and forced the Chinese government to suspend classes and clinical internships. To cope with this situation, e-internship, which facilitate varied interactions without the need for direct contact, is used as an alternative strategy to help nursing students continue their internships. Objectives To describe the perceptions and experiences of undergraduate nursing students in e-internships during the COVID-19 pandemic. Methods A descriptive phenomenological design was adopted. Seventeen undergraduate nursing students in a major teaching hospital in Changsha, China, were recruited into the study. Data were collected through semi-structured, in-depth, face-to-face interviews. The interviews were transcribed verbatim and analyzed using Colaizzi’s approach. Results Four themes were captured from the data analysis: perceived images of clinical nurses in e-internships, psychological experience, perceived benefits of e-internships, and perceived limitations of e-internships. Conclusions Our findings suggest that e-internship is a suitable method for training and cultivating undergraduate nursing students during a crisis. To enhance the efficiency of e-internships, guidelines and standards should be formulated, and effective measures should be taken to build better e-internship platforms. In the future, we suggest combine on-site internships with e-internships, thereby fully using their advantages, and improve the efficiency of internships as much as possible.
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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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Jeske, Debora, and Carolyn Axtell. "e-Internships: prevalence, characteristics and role of student perspectives." Internet Research 24, no. 4 (July 29, 2014): 457–73. http://dx.doi.org/10.1108/intr-11-2012-0226.

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Purpose – The purpose of this paper is to discuss the emergence of a new form of internship (virtual or e-internships), which poses particular challenges for the interns, the supervisors and organizations alike. The authors present results regarding the prevalence and characteristics of e-internships, including a brief e-internship description for demonstrative purposes. Then use the findings of a student survey to outline the role of students’ past internship experience and prior knowledge as potential factors that influence acceptance of e-internships. Design/methodology/approach – The case study was based on an interview with an e-intern and the analysis of student awareness, prior experience and knowledge was based on the analysis of a student survey. Findings – The paper summarizes preliminary research that confirms the emergence of e-internships in several countries. It also outlines the characteristics of these new internships and outlines how e-internships compare to traditional internships, thus providing an insight for practitioners and managers. The case study and student survey outline the role of previous internships and prior knowledge as potential influences on self-selection and interest in e-internships. The paper further discusses some of the practical issues. Research limitations/implications – This paper outlines a number of new findings about the e-internships and represents only a first step into the right direction. The success factors and conditions for these internships are currently largely unknown. Originality/value – This paper provides information about e-internships using available statistics, a case study and survey results. The paper outlines relevant research avenues for researchers in the area of virtual work and personnel management, e-collaboration, communication studies and multimedia effectiveness.
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Sawyer, Katina. "Keeping It Real: The Impact of HRD Internships on the Development of HRD Professionals." Advances in Developing Human Resources 19, no. 2 (February 1, 2017): 176–89. http://dx.doi.org/10.1177/1523422317695228.

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The Problem Participation in internships may provide undergraduate human resource development (HRD) students with practical experience necessary to be successful in the field. However, research is lacking which examines the impact of HRD internship experiences on professional development and career trajectories. Research is also limited which provides guidance on how to distinguish which undergraduate internships may be most valuable. The features which make internships most effective in preparing students for their chosen careers warrant further examination, specifically within HRD. Relatedly, it is important to understand which internship experiences are most likely to develop HRD competencies for undergraduate students. The Solution Qualitative and quantitative data were collected from HRD professionals who had participated in an HRD internship while they were undergraduate students. These data were analyzed, using qualitative and quantitative methods, to better understand the structure and focus of student HRD internships. Specifically, while the data are preliminary, this study generated insights regarding the extent to which effective internships were able to promote the development of key HRD skillsets, and which skillsets were most likely to be enhanced. The Stakeholders Using the results of this analysis, educational institutions can better understand how to locate effective internships for students. In addition, students can utilize these data to better recognize valuable internship experiences in the future.
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Lain, David, Kari Hadjivassiliou, Antonio Corral Alza, Iñigo Isusi, Jacqueline O’Reilly, Victoria Richards, and Sue Will. "Evaluating internships in terms of governance structures." European Journal of Training and Development 38, no. 6 (July 1, 2014): 588–603. http://dx.doi.org/10.1108/ejtd-04-2013-0044.

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Purpose – This paper aims to evaluate internships in terms of governance structures. Internships are being promoted as a European Union policy lever to address high youth unemployment. However, concerns exist that internships often have few developmental opportunities and poor employment outcomes, something this conceptual paper examines. Design/methodology/approach – The authors develop a conceptual framework for distinguishing between different types of internships based on “dimensions of governance” (contract, agreed duration and partnership). A distinction is made between “open market”, “educational” and “active labour market policy” internships, drawing on examples and evidence from Spain and Portugal. Findings – The authors argue that “governed” internships, linked to educational programmes or genuine active labour market policies, are much more likely to have beneficial outcomes than “open market internships”. This is because they provide the positive governance conditions relating to contract, duration and partnership arrangements under which employers, interns and third parties understand how they can benefit from the internship and what their responsibilities are. Research limitations/implications – The strength of the paper lies in outlining an analytical framework for future research. The evidence presented from Spain and Portugal provides support for the conceptual framework; future comparative internship research should further test the propositions made across a range of countries and contexts. Social implications – By increasing understanding of internship governance, employers, policymakers and educationalists will be in a better position to design successful internships. Originality/value – The paper broadens the focus beyond educational internships alone and proposes a conceptual framework for future research.
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Lian, Jonathan K. M., Zhi Yu Foo, and Florence Yean Yng Ling. "Value of internships for professional careers in the built environment sector in Singapore." Engineering, Construction and Architectural Management 25, no. 1 (February 19, 2018): 77–89. http://dx.doi.org/10.1108/ecam-09-2015-0133.

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Purpose The purpose of this paper is to investigate the value of internships for professional careers in the built environment (BE) sector from the perspective of industry practitioners. It examines the perceptions of practitioners about internship and explores the relevance of internships for professional careers in the sector. Design/methodology/approach The research methods used were questionnaire survey, in-depth interviews and focus group discussion. The study focussed on careers such as architects, civil engineers, facility managers, project managers and quantity surveyors. Findings It was found that quantity surveyors and civil engineers value internship the most and are more likely to hire those who interned with them. Project managers also value internships but to a lesser extent. Facility managers and architects value internship the least and are also least likely to offer positions to their ex-interns. It is not conclusive whether internships are absolutely necessary to increase undergraduates’ employability upon their graduation. Research limitations/implications The study is limited to only five professions and focused on the perceptions of professionals and not the interns or academic supervisors. Practical implications Recommendations are made to improve internship programmes in the BE sector. These include making internships compulsory for students who intend to pursue civil engineering and quantity surveying careers and extending the duration of internships to six months. Originality/value The views of professionals in the BE sector are uncovered. Tertiary institutions can use the findings to improve their internship programmes and their students’ employability upon graduation.
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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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Hairston, Stephanie, Charles Harter, and Britton McKay. "Bridging The CPA Exam Gap: Do Internships Matter?" American Journal of Business Education (AJBE) 13, no. 1 (January 1, 2020): 9–18. http://dx.doi.org/10.19030/ajbe.v13i1.10326.

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In this paper we consider whether experience gained on the job through an internship results in knowledge that can help with passing the CPA exam. It would seem that a candidate for the CPA exam would be better prepared if they had the combination of education and practical experience. We examine the CPA exam performance of 72 graduate students that completed a public accounting internship prior to sitting for the CPA exam compared to 98 graduate students that did not complete an internship in public accounting. Our analysis indicates that on average students completing internships score higher on all parts of the CPA exam. In addition, on average, students completing internships had a higher overall pass rate for each section of the exam, with the pass rate for the Regulation (REG) section being significantly higher for students that have completed internships; we also find that on average students with internships pass 2 sections of the exam prior to graduation as compared to 1.69 for students that have not completed internships.
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Wolfgram, Matthew, and Vivien Ahrens. "‘One internship, two internships, three internships … more!’: exploring the culture of the multiple internship economy." Journal of Education and Work 35, no. 2 (February 6, 2022): 139–53. http://dx.doi.org/10.1080/13639080.2022.2036713.

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Dissertations / Theses on the topic "Internships"

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Field, Allison Brunet. "Entertainment Industry Internships." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579153.

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This Honors Thesis has two parts. Part 1 is a research paper that examines a key issue in internships in the entertainment industry: the controversy about paid versus unpaid internships. The research paper brings to light issues that have arisen in the industry in recent years and anticipates what may become of internship programs in the future: #1 The Field: the key importance of an internship for entry into the film and television industry; to provide an overall understanding of the business at hand; #2 The Controversy: a review of the misunderstandings and confusion about terms and definitions of work that have led to intern lawsuits; #3 The Court Cases: a survey of the significant cases over unpaid internships; and #4 The Outcome: Given the ongoing controversy, a look into what the future of internships may become. Part 2 is Learn to Intern, a booklet of advice about best practices for a successful internship experience, compiled from informational interviews and my own experiences as an intern.
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Wright, Lauri Y. "Comparison of student outcomes in distance learning internships versus traditional dietetic internships." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002231.

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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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Miquel, Vial Arturo Rodolfo. "Internships para el global MBA." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/114433.

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Magíster en Gestión para la Globalización
El programa Global MBA de la Universidad de Chile, tiene como objetivo la formación de profesionales capaces de enfrentar la globalización de las empresas y organizaciones del mundo de hoy. Sin embargo, los datos nos muestran que no todos sus egresados pueden dar el salto hacia el mundo de los negocios o la gestión de empresas y organizaciones, en especial aquellos que no cuentan con un pregrado relacionado con negocios o administración. El presente documento plantea la alternativa de incorporar un internship de carácter voluntario al final del programa como lo hacen muchas de las universidades más importantes del mundo. Este internship sería una innovación en el país, ya que los programas de MBA full time chilenos no ofrecen la posibilidad de realizar una práctica a sus estudiantes en una empresa real. El programa de internships permitirá agregar valor al programa, permitiéndole diferenciarse de los demás programas de MBA y ayudará a sus alumnos a insertarse de la mejor forma en el mundo laboral. También creará en las empresas una oportunidad de búsqueda y selección de ejecutivos con pregrados diversos, dándoles tiempo para la toma de decisiones a la hora de contratarlos. En este sentido, el programa de internship se alinea con los objetivos del Global MBA entregando una propuesta de valor atractiva para todos quienes participan en él. Mediante encuestas y entrevistas a los alumnos, profesores, gerentes y especialistas, se realizó un estudio de oferta y demanda por la realización de internships, se evaluaron las distintas alternativas para la inclusión de un internship al programa del Global MBA, analizando sus ventajas y desventajas para finalmente dar una propuesta factible que permita a los alumnos y empresas involucrados. La respuesta de los alumnos ante la posibilidad de hacer realidad el proyecto fue muy positiva, mostrando la necesidad que los alumnos y ex-alumnos sienten por contar - o haber contado en su momento - con una herramienta que les facilite su inserción laboral y les permita explorar y aplicar los conocimientos adquiridos durante el programa. La realización del proyecto es posible mediante la asignación de un equipo perteneciente a la administración del Global MBA a la tarea de apoyar a los alumnos en la búsqueda de oportunidades. Si bien, no resultará fácil comprometer empresas con el proyecto, es posible conseguir un conjunto de empresas en Chile y el extranjero dispuestas a participar en el proyecto, el cual sería capaz de autofinanciarse cobrando un fee de colocación a las empresas que participen. El VAN del proyecto es de $15,8 millones y presenta una TIR del 47%.
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Hunt, Wil. "Internships and the graduate labour market." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/internships-and-the-graduate-labour-market(4975c1f8-2645-4278-9d29-6d1e872b951c).html.

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The ‘dual view’ of internships articulated in the literature and more widely holds that, on the one hand, they are thought to develop employability and are a stepping stone to particular careers or industries, while at the same time they are potentially exploitative and exclusionary. Unpaid internships present a barrier to social mobility because less-advantaged graduates are less likely to be able to forgo wages for any length of time whereas paid internships are unproblematic. This thesis challenges this view on two levels. Firstly, while paid internships do appear to help in the graduate labour market unpaid internships do not, and actually have a negative effect on earnings. Secondly, although those from less well-off backgrounds are less likely to do unpaid internships, after controlling for other factors, it is the more beneficial, paid internships that they struggle to secure. The research employed quantitative data from two sources: secondary analysis of the 2011/12 Destinations of Leavers from Higher Education Survey (DLHE), and a bespoke survey of 616 creative arts, media and communications graduates surveyed two to six years after graduation. The research found: 1) internships are a small but significant part of the graduate labour market, particularly in some subject areas and industries, and unpaid internships are more common than previously estimated; 2) not all internships are equal, with paid internships generally of a higher level and more beneficial in the labour market than unpaid ones; 3) while paid internships do appear to help graduates earn more and get a creative or graduate level job, unpaid internships do not and actually lead to lower pay in the short to medium term; 4) while those from disadvantaged backgrounds are less likely to do internships (paid or unpaid), contrary to expectations, it was the more beneficial paid internships that disadvantaged graduates struggle to secure. The findings contribute to three main debates in the sociology of employment literature. First, they provide evidence of increasingly individualised and uncertain transitions from education to employment, where graduates must take responsibility for developing employability by ‘auditioning’ for real jobs. Second, the findings challenge the ‘conventional’ view of a meritocratic labour market by showing that access to the best opportunities continues to be moulded by social class, and not just educational credentials. Third, the findings reveal that the classed patterns of advantage and disadvantage already evident in the education system extend well into the graduate labour market.
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Josias, Morea. "Do internships educate students for employability? : a case study of employer experiences of the TSiBA internship model." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11300.

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This study investigates employer’s views about whether internships educate students for employability. A case study of a local tertiary institution, the Tertiary School in Business Administration (TSiBA), was undertaken to determine whether the TSiBA internship model equipped final year students with employable skills.
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McGinley, Susan. "Bioinformatics at BIO5: Professional Science Master's Internships." College of Agriculture, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/295889.

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Oakes, Toni S. "Effect of short internships on student self-concept." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Kenyon, Mark. "Making Meaning of International Internships: A Qualitative Investigation." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107716.

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Thesis advisor: Karen Arnold
American college students have an unprecedented range of international opportunities available to broaden their world view and deepen their understanding of global issues, whether through formal study abroad programs, international internships, international volunteer projects or work abroad opportunities. However, students too frequently accumulate international experiences in an ad hoc fashion, absent from any clear relationship to their curricular choices and unrelated to their career goals. Substantial research has been conducted on internships as a form of experiential learning as well as study abroad as a basis for global learning. Both internships and study abroad have a long tradition in American higher education, however there is very limited research on the combination of these two activities in international internships. This study focuses on a cohort of students who traveled to Beijing, China in the course of one semester as they live and learn together, alongside students from multiple American universities, internship supervisors, and faculty and staff from the Chinese Studies Program. To better understand the features of the international internships that contribute to students’ intercultural development, this study examined the real and perceived development of a group of students (N=8) engaged in international internships utilizing Kolb’s Model of Experiential Learning using a case study approach. Program conditions that nurtured students’ international internship experience included aspects of their international internship placements, facilitated contact with natives in and outside the work environment, academic coursework, and student self-initiated exploration. Analysis of the participant narratives indicates a web of interconnected features that provided the foundation for students to get out of their comfort zone, reflect on their experience, and gain confidence to navigate a new culture and language to enhance the international experience. The results open up new possibilities for inquiry into international internships programs and their connections to experiential learning and careers
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Keller, Kerri Day. "Examining internships as a high-impact educational practice." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13712.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Christy Craft
Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several “high-impact” educational practices that appear to generate higher levels of student performance, learning, and development than the traditional classroom experience (Brownell & Swaner, 2010). Internships – when done well – are among the recommended high-impact educational practices (Kuh, 2008). This qualitative study investigated internships to address the following research questions: What is the essence of internships that are done well? What are the student learning outcomes of internships that are done well? Utilizing interviews and a phenomenological approach, this study reconstructed internship experiences of 19 undergraduate students. For the triangulation of data collection, 5 faculty members and 5 employer representatives were also interviewed about their observations regarding student internships. After open coding and analyzing interview transcripts, four essence themes and four outcome themes emerged from the data. According to study participants, internships that are done well require commitment, connect the classroom to career, facilitate good communication, and provide a sense of community. In regards to resulting outcomes, internships that are done well develop the competencies of students, produce career-related crystallization, build self-confidence, and generate capital. The results suggest that when internships are done well, they can embody Kuh’s (2008) six elements of high impact practices as they are effortful, include feedback, apply learning, prompt reflection, build relationships, and engage across differences. The findings of this study have the potential to assist the campus community – faculty, advisors, and career development professionals – as they help students fulfill their learning and career development goals (O’Neill, 2010). First, this study’s findings essentially point to the need for students to demonstrate initiative and fundamental skills during internships. Second, employers must continue to be informed about what constitutes a meaningful internship experience for students. Third, universities should “scale up” high-impact educational practices like internships (Brownell & Swaner, 2010) by creating a developmental approach for program implementation. Furthermore, everyone in the campus community must work together to effectively facilitate internships and other high-impact educational practices.
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Books on the topic "Internships"

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W, Fry Ronald, ed. Internships. Hawthorne, NJ: Career Press, 1988.

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W, Fry Ronald, ed. Internships. 2nd ed. Hawthorne, NJ: Career Press, 1990.

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United States. General Accounting Office. Office of Recruitment, ed. Student internships. [Washington, DC (441 G St., NW, Rm. 1050, Washington 20548)]: U.S. General Accounting Office, Office of Recruitment, 1992.

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Marine Corps Historical Center (U.S.), ed. College internships. [Washington, D.C.]: Marine Corps Historical Center, 1991.

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(Firm), Peterson's, ed. Internships 2005. 2nd ed. Lawrenceville, NJ: Peterson's/Thomson Learning, 2004.

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Donovan, Craig P. Internships for dummies. New York, NY: Hungry Minds, 2001.

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McBride. Criminal Justice Internships. Ninth Edition. | New York : Routledge, 2016. | Revised edition: Routledge, 2016. http://dx.doi.org/10.4324/9781315314372.

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McBride, R. Bruce. Criminal Justice Internships. 10th ed. Tenth Edition. | New York: Routledge, 2021. | Revised edition of the: Routledge, 2021. http://dx.doi.org/10.4324/9781003056966.

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Wallace-Crabbe, Marianne. Guidelines for internships. Fitzroy, Vic: Art Museums Association of Australia, 1993.

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Donovan, Craig P. Internships for dummies. New York, NY: Hungry Minds, 2001.

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Book chapters on the topic "Internships"

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Hayford, Michelle, and Susan Kattwinkel. "Internships." In Performing Arts as High-Impact Practice, 251–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_10.

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DeSormoux, Jennifer Belinda. "Internships." In The Encyclopedia of Human Resource Management, 279–83. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch51.

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Levesque, Roger J. R. "Internships." In Encyclopedia of Adolescence, 1–5. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-32132-5_792-1.

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Levesque, Roger J. R. "Internships." In Encyclopedia of Adolescence, 1979–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_792.

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Pike, Pamela D. "Internships." In High-Impact Practices in Online Education, 147–63. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445104-10.

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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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Rook, Steve. "Internships and placements." In Work Experience, Placements and Internships, 72–86. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46202-2_7.

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McBride, R. Bruce. "Introduction to Internships." In Criminal Justice Internships, 3–14. 10th ed. Tenth Edition. | New York: Routledge, 2021. | Revised edition of the: Routledge, 2021. http://dx.doi.org/10.4324/9781003056966-2.

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Hora, Matthew T. "Internships for All?" In Delivering on the Promise of High-Impact Practices, 113–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444022-12.

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Ellick, Carol J., and Joe E. Watkins. "Internships and Volunteering." In The Anthropology Graduate's Guide, 131–41. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/b22929-14.

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Conference papers on the topic "Internships"

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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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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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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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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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Zeid, Ibrahim, Marina Bograd, Claire Duggan, and Chitra Javdekar. "Internship and Experiential Learning Model for Liberal Arts Graduates to Prepare Them for Advanced Manufacturing Careers." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67166.

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Liberal Arts (BA) graduates are, more often than not, either underemployed or unemployed in the field(s) for which they received their degree. This is more so true in hard economic and recessionary times. It is also well known that BA graduates are well rounded by virtue of their education and are more adept at changing careers. Advanced manufacturing is one such career where BA graduates may excel, especially in entry-level positions such as CAD operators, CNC programmers, production supervisors, and in support staff roles. The challenge is how to prepare these non-technical majors (BA graduates) for technical careers (advanced manufacturing). This paper presents an internship model that is part of a 12-month fast track certificate in advanced manufacturing to enable BA graduates to gain both the technical skills and experiential knowledge they need to secure jobs in advanced manufacturing. This paper describes the certificate academic program, corresponding courses, and the recruitment process of BA graduates to provide context. It then focuses on the details of the internship model: recruiting industry partners to provide internships, preparing students for the internships, the management and support system of these internships, and lessons learned so far. These research findings are part of an NSF, 3-year grant that investigates a transformation model of BA graduates for careers in advanced manufacturing.
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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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Ribeiro, Diogo, Tiago Abreu, Rui Camposinhos, Carlos Félix, Rui Gomes dos Santos, Maria de Fátima Portela, and Sílvia Azevedo. "Academic internships." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808674.

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Ketler, Karen, and John Walstrom. "Information systems internships." In the 1993 conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/158011.158237.

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Greenwald, Eric, and Ari Krakowski. "Coding Science Internships." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372632.

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Sykes, J. Aubrey. "Growing international internships." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350816.

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Reports on the topic "Internships"

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Kronshage, Alisa. Nanoscience Research Internships in Illinois. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1091520.

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Fermi Research Alliance, LLC. LSST Undergraduate Internships at Fermilab. Office of Scientific and Technical Information (OSTI), April 2021. http://dx.doi.org/10.2172/1775511.

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Corporation, LSST. LSST Undergraduate Internships at Fermilab. Office of Scientific and Technical Information (OSTI), October 2023. http://dx.doi.org/10.2172/2203111.

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Thompson, R. B., D. C. Jiles, and L. S. Chumbley. Materials R&D-student internships. Office of Scientific and Technical Information (OSTI), May 1995. http://dx.doi.org/10.2172/105134.

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García Borrego, M., S. Roses Campos, and P. Farias Batlle. The working conditions of media internships: an empirical study. Revista Latina de Comunicación Social, April 2017. http://dx.doi.org/10.4185/rlcs-2017-1173en.

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Anthony, Gavin. Gender Diversity in Investment Management: The Challenge and a Solution. CFA Institute, June 2024. http://dx.doi.org/10.56227/24.1.13.

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Gender inequality in finance persists, with women significantly underrepresented. We offer a framework for improvement. Our Young Women in Investment Program provides an alternative entry route for women, offering training, mentorship, and internships.
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Raei, Lamia. A Pathway to Youth Employment: Youth internships programme in Jordan. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7956.

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As part of the Youth Participation and Employment (YPE) programme, Oxfam’s partner INJAZ works to bridge the skills gap between the educational system and the changing needs of the labour market in Jordan. Oxfam supports the INJAZ internship programme, which aims to integrate young people into private-sector companies in order to help inform their future career choices. For many young people who participate in the programme, their internship is a stepping-stone to full employment. This case study presents examples of young people who enrolled in the scheme, enhanced their skills, and found a job. Though the uncertainty caused by COVID-19 has affected the pace of recruitment, Oxfam and INJAZ are still working tirelessly to achieve the programme’s mission.
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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.

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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.
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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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