Dissertations / Theses: '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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Rogers, John Mark. "Internships as a Bridge from Community College into a Career." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599191.

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Internships, externships, apprenticeships and co-operative education programs are all forms of experiential learning in a workplace setting that community colleges sponsor to enhance learning and career outcomes for their graduates. Previous studies have examined wage gains associated with co-op participation at the baccalaureate level, but no studies have quantified the gains to internship participation at the sub-baccalaureate level.

Guided by a framework that includes psychological and pedagogical perspectives and social, cultural and human capital theory, this study uses a mix of quantitative and qualitative methods to explore the benefits of internship and co-op programs at the sub-baccalaureate level for students and employers. Using a sample of 2,562 students provided by the Florida Education and Training Placement Information Program who graduated between 2006 and 2010, four separate statistical models analyzed the pre- and post-graduation wages for graduates of 10 occupationally-focused Associate of Science and Associate of Applied Science degree programs at community colleges in the State of Florida in order to measure the association between participation in an internship and co-op programs and wages earned in the first ten quarters after graduation. Brief cases at two of the community colleges explore in more depth the nature of the internship experience and reported benefits.

Only 14% of graduates in the sample participated in internships and 6% participated in co-ops, consistent with national averages for community college students, but well below the averages for students at the baccalaureate level. Both pre-graduation wages and internship participation are found to be significant predictors of post-graduate wages and an interaction effect exists between the two predictors. Internship participation is associated with a 10% greater increase in earnings during the 10 quarters after graduation as compared with students who do not participate in internship programs. Moreover, internships and co-op programs can be seen to help students with weaker pre-graduation wage history to partially “catch up” to their peers, although this “catching up” cannot overcome the advantage enjoyed by those students with high pre-graduation wages.

Regarding the qualitative findings, interns and employers perceive that internships provide meaningful human, social and cultural capital benefits to students which may boost their labor market success. Characteristics of successful internship programs include duration and number of hours, placement in a field consistent with a student’s academic major, a rotational structure, active supervision, and clear communication by community college staff with interns and employers before, during and after the internship.

The findings of this study suggest that the benefits of internship sponsorship and participation outweigh the costs for students, employers and colleges. Variation in internship standards and practices across programs and institutions, however, may obscure our understanding of the outcomes described in the study and bear further investigation.

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Niemantsverdriet, Susanna. "Learning from international internships a reconstruction in the medical domain /." [Maastricht] : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=8687.

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Johnson, Kawana W. "A Case Study Exploration of Internships in Undergraduate Business Education." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7311.

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A single case study was used to examine internships at an (AACSB) accredited business school located at a Research 1 university in the southeastern United States. Internships are the dominant form of experiential learning used within the college under study and the “preferred method of business schools worldwide to give students practical experience and help them transition to the real world” (Kosnik, Tingle, Blanton, 2013, p. 616). The Grant University College of Business, pseudonym selected for this case, supports an internship and career services office that oversees nine internship courses representing six departments within the college. At minimum, each department is responsible for outlining their individual internship guidelines and requirements. The staff within the internship & career services office are primarily responsible for enforcing those guidelines, administering course content, and working with employers to promote meaningful internship experiences. The dean, associate dean for undergraduate programs, six administrators, six employers, and five students participated in this study. After three months of interviews, a focus group, and document reviews, data were analyzed to determine participant perception of internships and also to gain insight into future recommendations. This study was significant because it sought to address a gap in the literature on internships in undergraduate business education and to provide additional evidence that internships contribute to success in career, curriculum, and relationship development as evidenced by the in-depth analysis of a single case.

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Gannon, Gregory Thomas. "International hotel management internships : an interpretive phenomenological analysis of student experience." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8564/.

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This research applied a phenomenological approach to investigate the experience of final year undergraduate students who had undertaken 48 week paid management internships within the luxury hotel sector outside of the United Kingdom. There is an emerging research base in respect to students' responses to work integrated learning and co-operative work experience and this study has added to the limited qualitative evidence that exists on students' experience of extended international internships within the hotel sector. Semi-structured interviews were undertaken with 25 final year undergraduate students in a single British university. The interviews elicited information about how students made sense of their overseas work experience at a point when they were preparing to leave university and enter fulltime employment. Four superordinate themes emerged after the cross-analysis of individual participant's experience. Findings support previous studies into co-operative management education in identifying personal growth and confidence as important phenomena experienced by participants. Furthermore, participants indicated a sense of heightened human capital in the form of cosmopolitan human capital and expressed strong self-belief in their own employability as a consequence of their experience. This increased sense of employability remained true despite intention to work overseas again or to remain within the hotel sector. Original to this research are the phenomena of adversity and resilience coupled with the emergence of sub-themes clustering around positive psychological development that emerged through analysis of participants' internship experience. This study puts forward a theoretical model of international internships and positive psychological capital and contributes to practice in internship and employability mentoring and policy decision making regarding the internationalisation and employability agendas in higher education.

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Theobald, Marie Elizabeth. "Characteristics of effective internships in principal preparation programs: a Delphi study." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39921.

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Simmons, Jona Cary Hubbard Susan Sorrells. "Hospitality internships as a career development tool stakeholder perceptions and expectations /." Auburn, Ala., 2006. http://hdl.handle.net/10415/1303.

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Rychener, Melissa Anne. "Intercultural experiential learning through international internships the case of medical education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087182917.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 177 p.; also includes graphics. Includes bibliographical references (p. 141-149).

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Vaterlaus, Emily K. "An Investigation of Current Practice in Management Rotations in Dietetic Internships." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2939.

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Background: Leadership and management skills are critical to moving the dietetics profession forward; acquisition of those skills begins in the Dietetic Internship (DI). This study examined DI program components related to higher mean scores on the Foodservice and Management domain of the Registration Examination for Dietitians and compared Program Director and Preceptor perceptions of management rotation structure. Methods: All 242 DI Program Directors (excluding sponsoring institution) received a 47-item electronic questionnaire. Directors provided contact information for up to three DI management rotation primary preceptors. Preceptors received a 35-item electronic questionnaire regarding their perception of interns' management skill development. Analyses included Stepwise regression, Fisher's Exact test, Pearson's correlation, and Chi-squared. Results: 125 Program Directors (51%) and 63 of 100 preceptors (63%) responded. Greater time spent working with front line staff rather than upper management levels was associated with lower Foodservice and Management domain scores on the RD Examination, but program emphasis/concentration and length of time in management rotations were not related. Directors and Preceptors have similar perceptions of most aspects of management rotations, but they perceive barriers to management experiences differently. More Preceptors than Directors felt sensitive issues like budget and personnel, students' attitude and knowledge base, and inadequate time frame interfered with "appropriate exposure to practical management" (p < 0.01). Conclusion: Structuring management rotations to spend more time working at upper levels of management and addressing preceptors'perceptions of barriers to meaningful experiences should increase the effectiveness of management skill acquisition and attitudes toward management among interns.

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James, Elizabeth Ann. "A QUALITATIVE AND QUANTITATIVE STUDY OF REQUIRED INTERNSHIPS: THE STUDENTS’ PERSPECTIVE." UKnowledge, 2018. https://uknowledge.uky.edu/epe_etds/60.

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Internships are increasingly popular in higher education (Coco, 2000; Divine et al., 2007). One reason for the increase is the benefits, both perceived and documented, associated with them (Divine et al., 2007). In addition to offering internships as electives, some programs have even begun requiring them of all students (Klein & Weiss, 2011). The policy change from elective to required internships has been evaluated very little, if at all, even though mandatory internships result in a substantial increase in cost and commitment for the departments that implement them (Divine et al., 2007). This study analyzed survey and interview data from students (past and present) who participated in a required internship through an Equine Science and Management degree program at a major land grant institution that adopted a mandatory internship requirement in 2007. The intent of the study was to deepen the understanding of the effects of a mandatory internship policy in higher education from the students’ perspective. Specifically of interest were the benefits students gain from participating in mandatory internships, their perception of the mandatory internship policy, and whether the primary reason students participated in an internship influenced the experience. A mixed-methods approach was used to identify statistically significant results and provide an in-depth understanding of the results. This study revealed that the vast majority of students who participated in a mandatory internship recognized a variety of benefits from it, viewed the experience as beneficial, and supported the policy of requiring internships. It was demonstrated that mandatory internships can empower students and aid in their professionalization. Participants also credited their internship more than their overall undergraduate experience for better preparing them at several important career skills including problem solving, job interviewing, networking, resume writing, oral presentation, interpersonal communication, and written communication. Furthermore, this study identified several statistically significant relationships between the primary reason students participated in an internship and how beneficially they view it, how much they believe it contributed to their current job, and how well it prepared them at specific career skills. The results of this study provide insight into the benefits of a mandatory internship policy from the students’ perspective.

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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.

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Splichal, Kevin L. "Lived experiences of two pre-service teachers from a midwestern rural university during internships." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19151.

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Doctor of Philosophy
Curriculum and Instruction
Debbie K. Mercer
This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and depth of those experiences as they pertain to pre-service teacher preparation prior to student teaching. The study analyzed the pre-service teachers’ descriptions of their lived experiences in elementary schools during internship experiences and how those experiences contributed to their personal growth as educators. Flick’s (2009) recommendations for phenomenological data analysis of personal journals and face-to-face interviews was used as a methodological framework for exploration of the two pre-service teachers’ lived experiences while Van Manen’s (1990) journal and interview methodologies were used for data collection. The findings were represented in thematic format and revealed transformational learning experiences for both participants. The six phenomenological themes captured the essences of teacher and student relationships and how classroom experiences contributed to personal learning opportunities for the pre-service teachers. Moreover, the findings of this study bolstered the necessity for pre-service teachers to reflect upon and evaluate interpersonal and intrapersonal lived experiences as they relate to the basic tenets of phenomenology in order to gain a fuller appreciation for how lived experiences of pre-service teachers, and their students, contribute to professional growth and improved decision-making skills. This study argues for a more attuned investigation of the basic tenets of phenomenology to increase student achievement through improved teacher and student relationships, and to enhance pre-service teachers’ personal and professional learning.

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Halfhill, Andrew James. "A Report on Internships at Donovan Law and Federated Department Stores, Inc." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1112033472.

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Bridges, Jessica. ""Do You Comb Your Hair?”: Detangling First-Generation Black Student Experiences in Internships." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108770.

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Thesis advisor: Deborah Piatelli
This study contributes to the growing literature on the effectiveness of diversity and inclusion efforts in organizations. Previous studies focus on D&I efforts for full-time staff and employees. This qualitative and intersectional study examined first-generation black students in corporatized organizations that are predominantly white through interviews where they could share their experiences with organizational structures and cultures to determine the impact that it has on the performance and identity of black interns. This study assessed organizational cultures of three kinds: exclusive, transitional, and inclusive. Using these organizational cultures, the study determined the way that racism and whiteness culture affects the intern experience. The participants had various relationships with recruitment strategies, diversity discussions, navigating professional and personal networking, negotiating working identity and imposter syndrome, stereotype threat, microaggressions, and professional development. Overall, organizations are engaging in practices that alienate and suppress black student interns while encouraging assimilation. In inclusive organizations, black interns feel like they can be their authentic selves and progress more successfully because of the acceptance of their identity and their ability to share their experiences with that identity
Thesis (BA) — Boston College, 2020
Submitted to: Boston College. College of Arts and Sciences
Discipline:
Discipline: Departmental Honors
Discipline: Sociology

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Ju, Jeongeun. "Korean Students' Perceptions of the Effectiveness of their Internship Experiences in the Hospitality Industry in Korea." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278968/.

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This research study assessed Korean students' perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. Relationships with demographic characteristics were identified. The sample was comprised of 74 senior-level university students enrolled in hospitality and/or tourism management programs who were completing an internship in Korea. Generally, students exhibited low agreement levels on the internship program aspects being investigated. Previous work experience was the most common factor influencing students' perceptions of their internship experiences. Agreement levels increased with length of prior work experience. Type of internship workplace, expectation of an employment offer, age and gender were found to influence students' perceptions of the internship experiences.

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Ripplinger, Lydia. "Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3113.

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This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young University (BYU). The majority of changes implemented and evaluated in this study were suggested by Marisa Ontiveros in her 2010 MA thesis, An Evaluation of the Learning Outcomes and Curricular Organization of the Brigham Young University Undergraduate TESOL Internships Course. The present report summarizes relevant literature that led to the current project, including a discussion of the importance of internships in general, information regarding the significance of TESOL internships, and a summary of the BYU TESOL internship program, with descriptions of past studies that have focused on it. Specific curricular changes central to this study are then outlined, which consist of the implementation of new learning outcomes, the alteration of internship prerequisites, the addition and alteration of several course components, and the requirement that international interns participate in internship class sessions. Methods employed to implement and evaluate these changes are also discussed. Evaluation results are summarized, and implications and suggestions for future work are detailed.

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Galván, Galván José Alfredo. "Effects of College Internships on the Innovation Capability and Employability of the Mexican Workforce." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/456.

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It is theorized that competition in the global market requires highly skilled human capital with different types and levels of skills, and with transferable skills. Internships are intended to nurture the skills and make students better professionals, better innovators, and more likely to get employment. In this thesis I evaluated these claims by examining the effect of the skills developed by internships on the professional performance, innovation capability and employability of Mexican students. The purpose of this thesis is to evaluate both the mandatory internship program in its ability to improve employability and to test some of the educational theories of workforce improvement and of what skills contribute to workers’ innovation capacity. Internships prepare students for the workplace by giving them opportunities to develop relevant skills. The Committee on the Assessment of 21st Century Skills of the U.S. National Research Council (NRC), identified three categories of workplace skills enabling individuals to face 21st Century challenges: cognitive, interpersonal, and intrapersonal skills. I tested the relevance of these skills to interns’ professional performance using intern evaluation data on interns working at a multinational enterprise in the global steel industry, Ternium Mexico. A general model of internship outcomes was used to predict Main task and learning performance internship outcomes, and ordered logistic regression was used to predict Overall internship performance. The results confirmed that (1) cognitive intelligence or technical skills are necessary but not sufficient for success in executing professional tasks and (2) certain interpersonal and intrapersonal skills were also significantly associated with better professional performance as an intern. vi The ability to innovate is one of the most important and desired meta-skills for individuals, firms, and economies. It is believed that nurturing students’ innovation capability will improve their employability and their ability to deal with a rapidly changing future. A recent conceptual model of Individuals’ Innovation Capability, the D4 innovation model, has four stages: defining, discovering, developing, and demonstrating. Using the same internship evaluation data set, I determined whether the four D innovation skills: defining, discovering, developing and deploying skills, predicted Individuals’ Innovation Capability. The study confirmed that three of the innovation skills, discovery, developing and deploying, increase Individuals’ Innovation Capability. The foundation skills of oral communication and ability to self-update, and the professional competencies of establishing priorities and explicit knowledge also foster individual innovation capability. Internships have often been required for graduation by institutions of higher education because internships are perceived to help students increase their employability as well as provide educational value. I conducted statistical analyses to test whether students’ performance as interns and the number of internships they completed are predictive of their Probability of Employment, controlling for various labor-market conditions. The study analyzed the records of graduates at a private Mexican university who had completed undergraduate degrees as well as mandatory internships. A logistic regression model for job placement four months following graduation included: individual factors, personal circumstances, external conditions, and interactions with external conditions. This study revealed that the performance as an intern played an important role on employment and that employability depended on the interaction of a vii graduate’s personal assets, his/her family connections, and whether or not the labor market was contracting. This thesis is an empirical exploration of educational theory concerning the value of internships and also the skills that internships should foster. Since educational policy is frequently driven by theory, such validation is a potentially useful reality-check for policy makers. This work can inform educational policy and provide the underpinnings for shaping initiatives that benefit students, firms and the region.

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Woodburn, Andréa J. "Topics in student-coach reflective journals : a study on coach reflection during undergraduate internships." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30159/30159.pdf.

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Le Baccalauréat en Intervention Sportive (BIS) de l’Université Laval est un programme qui se spécialise dans la formation des entraineurs sportifs et qui comprend trois stages dans son curriculum. Durant leurs stages, les étudiants-entraineurs doivent compléter un journal réflexif. L’objectif de cette étude est d’identifier les sujets que les étudiants-entraineurs abordent dans leurs journaux réflexifs de stage durant une période de deux ans. Les données proviennent des journaux de six étudiants-entraineurs et démontrent le répertoire des sujets abordés par le biais de thèmes émergents. Les résultats offrent un regard sur les expériences de ces six entraineurs et suggèrent que ces entraineurs novices ont écrit plus souvent sur les actions – celles de leur mentor et les leurs. En exprimant leur accord ou leur désaccord (en écrivant qu’ils auraient agi différemment que leurs mentors) avec les actions de leurs mentors, ils ont abordé les thèmes de planification à court terme, de planification à long terme et d’enseignement en situation de pratique. En situation de compétition, ils ont abordé les thèmes choix de stratégie, management du jeu et motivation des athlètes. En exprimant leur accord avec leurs propres actions, ils ont abordé les thèmes de planification à court terme/enseignement, leur initiative/leadership, et les liens établis avec les athlètes. En exprimant leur désaccord avec leurs propres actions (en indiquant qu’ils agiraient différemment la prochaine fois), ils ont abordé les thèmes de planification à court terme/enseignement et leur initiative/leadership. En écrivant sur leurs actions, ils ont aussi proposé des actions qu’ils devront entreprendre et qui touchent trois objectifs : contribuer à leur apprentissage, élargir leur champ de compétences, et améliorer leur enseignement. Ces conclusions principales suggèrent que les réflexions des étudiants-entraineurs sont stimulées par l’action et qu’ils semblent juger ces actions en fonction d’un cadre de référence implicite sur l’efficacité de l’entrainement sportif. Les résultats contribuent à la recherche empirique actuellement limitée sur l’entraineur comme praticien réflexif en offrant des informations sur ce que les entraineurs novices remarquent. Ces résultats constituent un point de départ afin de mieux comprendre comment ils perçoivent la pratique complexe qu’est l’entrainement sportif ainsi qu’un premier pas important pour amorcer un processus réflexif. Le BIS offre un milieu avantageux pour étudier la pratique réflexive des entraineurs novices en contexte développemental. Cette population d’entraineurs, outre qu’au BIS, est transitoire et davantage bénévole, ce qui rend la recherche sur leur développement un défi. Cette étude représente le début d’une piste de recherche sur comment les entraineurs en contexte développemental apprennent à entrainer, et plus particulièrement sur leur développement comme praticiens réflexifs.
The Baccalauréat en Intervention sportive (BIS) is a three-year, undergraduate program at Université Laval that specializes in coach education and includes three internships as part of its curriculum. During their internships, student-coaches were required to complete a reflective journal. The objective of this study was to identify the topics the student-coaches chose to write about in their reflective journals during their two-year internships in the BIS. Data were gathered from the journal entries of six novice student-coaches of team sports over two seasons, showing the breadth and the reoccurrence of topics by way of emerging themes. The results offered insight into the experiences of these novice student-coaches and suggested that they most often write about actions – their mentor coaches’ and their own. Through agreeing or disagreeing (saying they would do something differently than their mentor) with their mentors’ actions, they wrote about short-term planning, long-term planning and teaching in practice situations, and in game situations about choice of strategy, game management and motivating athletes. When agreeing with their own actions they wrote about short-term planning/teaching choices, taking initiative/showing leadership, and connecting with athletes. When disagreeing with their own actions (saying they would do something differently next time) they wrote about short-term planning/teaching choices and taking initiative/showing leadership. When writing about their own actions, they also proposed actions they should take that communicated three objectives: to enhance their learning, to broaden their competencies, and to improve their teaching. These principle conclusions suggest that the student-coaches notice actions as triggers for their reflection, and that they seem to judge the actions they notice against an implicit vision of coaching effectiveness. They contribute to the limited empirical research on the coach as a reflective practitioner by providing insight into what novice coaches notice, a starting point for better understanding how they see the complex practice that is coaching, and an important first step in beginning a reflective process. The principle advantage that the BIS internships can offer is a context in which to investigate reflective practice with novice developmental coaches. This coaching population, outside of the BIS context, is transient and mostly volunteer-based, making research on their development a challenge. This study is the first of what will be a sustained line of inquiry on how development coaches learn to coach, and more specifically on their development as reflective practitioners.

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Garcia, Jonathan Francisco. "How Do Law Students Develop Writing Expertise During Summer Internships? An Interview-Based Study." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6356.

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Many law students are required to take first-year writing courses. With the increased emphasis in legal education on practical skills training (Sullivan et al. 2007), legal writing scholars have begun exploring how these writing courses equip students with practical skills (Felsenburg and Graham 2010; Cauthen 2010). However, these scholars have not explored how summer internships serve as opportunities for students to practice the skills they gained in the classroom. Following the lead of writing studies scholars who examine the transition from classroom and workplace writing (Russell and Fisher 2009; Devitt 2004, Wardle 2004; Winsor 1990), this study explores how the genres students learned in legal writing classroom prepared them for internship writing. This study reports results from interviews of eight students who completed 15 internships during the 2014 and 2015 summers. The main findings indicate that students who performed well in the legal writing course eventually served in litigation-based internships. These students perceived a high rate of transfer from classroom to workplace writing. By contrast, students who struggled learning the legal writing classroom genres eventually accepted non-litigation internships where their writing tasks bore little resemblance to those of the classroom. Tellingly, both groups of students were not trained or mentored on how to write during internships because they were expected to be strong writers already. Therefore, these findings suggest that legal writing scholars need to better prepare students who are not pursuing litigation careers or who accept non-litigation internships. This support is vital because students' future internship and career options were deeply connected to their performance in the legal writing course.

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Hang, Hongli. "TO USE OR NOT TO USE: A CHOICE OF SELECTION METHODS FOR INTERNSHIPS IN U.S. FIRMS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556790505485288.

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Ontiveros, Marisa Irene. "An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2215.

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This thesis presents two research problems regarding the evaluation of the learning outcomes and the curricular organization of the TESOL minor internship course at Brigham Young University. First, the course learning outcomes have not been revisited after their initial design which demands the need for assessment. Additionally, the current curricular organization of the course does not allow for all learning outcomes to apply to students enrolled in the course, as some of the students do their internships internationally which prevents them from participating in the sessions held locally during their internship. In an effort to find solutions to these two problems, data were gathered from the five main stakeholders of the internship course: university administrators and advisors, TESOL faculty, TESOL program coordinators, TESOL internship providers, and students who have enrolled in the TESOL minor internship course. The analysis of the data collected resulted in recommendations for the change and revision of the current learning outcomes into four new ones and the division of the internship curricular organization into two new components: an internship prep course, and in-service support sessions.

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Alves, Carlos Henrique Catalão. "Learning science through work experience : a Ciência Viva science internships programme for senior secondary students." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595487.

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This enquiry is a case study of a national summer Science Internships Programme (SIP) for secondary school students (K-10 to K-12) in Portugal. It addresses the case phenomena both in their naturally occurring setting (a research laboratory), and within the broader framework in which they unfold: the Portuguese Ciência Viva SIP. This was carried out by linking a nationwide profiling of the programme – grounded both in demographic data and in the students working as apprentices in the research laboratories of the Institute of Molecular Pathology and Immunology of the University of Porto (Ipatimup). Firstly, the national scope of SIP, as it has unfolded over the past nine years, was quantitatively analysed in relation to its 1,150 research apprenticeship programmes, 110 research and academic institutions, 705 research instructors and 4,378 students. Secondly, 1,170 students’ applications and final reports from the last three years, together with a Likert- type survey of 481 apprentices, were both quantitatively and qualitatively analysed to uncover the main themes underpinning the students’ perceptions of their subjective experience. Finally, two participant observations, carried out over the summers of 2003 and 2004, provided the data for a further in-depth exploration of these themes as they emerged from the social and discourse interactions between scientists and students. Field work was carried out over a period of three consecutive years, combining case study and survey with a range of interconnected qualitative methods, such as observation, interviewing and document analysis. Within the framework of a mixed-methodology research design, coding procedures provided the analytical techniques with which to address the qualitative data, whereas statistical analysis was used to explore and eventually reinforce generalizability.

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Gugerty, Catherine Ann. "Internships in Public Relations and Advertising: The Nature of the Experience From the Student's Perspective." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3133.

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This qualitative content analysis examines the nature of experience of public relations and advertising interns. Three decades of scholarly inquiry into the internship experience has provided little insight into the actual experience of the interns themselves. Yet what is learned directly from their individual experience can provide both educators and professionals valuable insight for enhancing the learning process. The following study is a qualitative content analysis of journals and focus groups of undergraduates enrolled in public relations and advertising internships/practicums. The interns' experience follows four themes: (1) the perception of importance; (2) perceived learning benefits; (3) influence of supervisors; and (4) the quest for meaningful work. Through these themes, the experiential learning cycle is evidenced as students reflect, conceptualize, and experiment through their experience.

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Fleenor, James Russell. "The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/37632.

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The purpose of this study was to investigate the relationships among selected personal and environmental variables and the quality of elementary principals' administrative internships. Two research questions were used to investigate the influence of the variables on the quality of the internships. Procedural and experiential internship characteristics as identified by previous research were used as the basis for the dependent variable. Personal and environmental variables were identified from a review of the literature and through anecdotal experiences. Surveys were sent to 400 elementary school principals across the United States. The dependent variable involvement was regressed on 17 personal and environmental independent variables using a stepwise regression procedure. Results of the stepwise multiple regression for total quality performed in this study indicated that 39% of the variation in overall internship quality was explained by the intern's belief that the internship was worthwhile, the intern's level of work-related responsibility, whether or not the intern was a part of a cohort during their principal preparation program, and the length of the administrative internship. This study should be beneficial to colleges, universities, and other entities and individuals who are interested in the development of effective administrative internships in principal preparation programs.
Ed. D.

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Alves, Ana Paula Salheb. "Estagio e seleção social : o estudo do recrutamento de engenheiros em vias de formação para multinacionais da região de Campinas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251706.

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Orientador: Ana Maria Fonseca de Almeida
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-13T20:15:03Z (GMT). No. of bitstreams: 1 Alves_AnaPaulaSalheb_M.pdf: 592442 bytes, checksum: e0f1542cf31f0612be9a448eee8fa5cd (MD5) Previous issue date: 2009
Resumo: Quais são os critérios que orientam a contratação de estagiários por grandes empresas multinacionais? A pesquisa trata dessa questão dedicando-se a examinar o universo ritualizado dos processos de recrutamento por meio de entrevistas com os principais atores - engenheiros gestores e profissionais de Recursos Humanos - e da observação circunstanciada de um processo completo de contratação. Revelando como os critérios que guiam a definição do valor dos candidatos apóiam-se numa leitura da sua posição social a partir de sinais emitidos em grande parte por suas trajetórias escolares, o estudo contribui para que se compreenda com mais clareza a maneira como sistema de ensino e mercado de trabalho se articulam para produzir os padrões de desigualdade encontrados na sociedade brasileira.
Abstract: How are chosen the students for corporate internship programs by big multinational companies? This research looks into this questions by interviewing the principal actors - manager engineers and human resources professionals - and observing a complete process of student hiring. The author shows that the decisions to hire or not specific students are made through an evaluation of the candidates capacities and that those capacities are inferred from signals as: attending a prestigious university, having traveled abroad, knowing how to handle a group and how to properly talk to superiors and colleagues. This conclusions help to better understand how the socialization processes prepare youth to the job market, and how those processes articulate to the production of social inequality in the Brazilian society.
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação

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Penrod, Joyce Ann. "Discovering the Role of Internships in Undergraduate Curricula through the Insights and Experiences of Interior Designers." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392733882.

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Swiss, Maria Diane. "Evaluation of Breastfeeding Curricula in Didactic Programs in Dietetics and Dietetic Internships Across the United States." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6250.

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Background: Breastfeeding is known to have many benefits for both mothers and infants. With the Surgeon General's Call to Action to Support Breastfeeding, health professionals have increased their attention on breastfeeding competency. Objectives: This study aimed to evaluate breastfeeding curricula that are currently being covered in didactic programs in dietetics (DPDs) and dietetic internships (DIs) across the United States. Methods: Two-part surveys were sent to all directors of DPDs and DIs (n=475) with instructions to forward the second portion of the survey to instructors of classes that taught about breastfeeding. Qualtrics software was used for data collection. Descriptive statistics were used to illustrate what was currently being done to educate students about breastfeeding. Two independent researchers used qualitative analysis to categorize course names that were provided as a free response. Results: Over 80% of DPDs taught the topics of other components of human milk and breastfeeding and health for infants most thoroughly. The topic of breastfeeding and health for infants was taught most completely in DIs (65%). Course instructors had an International Board Certified Lactation Consultant teach part of the breastfeeding material about a fourth of the time (DPDs=26.8%; DIs=21.9%). Interns participated in breastfeeding counseling the most during WIC rotations (DIs=90%). Course instructors usually taught about breastfeeding themselves (DPDs=91%; DIs=44%) and used lectures in their instruction (DPDs=93%; DIs=75%). Conclusion: This research provides background in the current status of breastfeeding curricula in DPDs and DIs across the United States. This knowledge could be used to determine standards for breastfeeding curricula, implement improvements to breastfeeding curricula, and set precedence for further evaluations in DPDs and DIs.

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Short, Kathleen M. "The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/63890.

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The state of the economy has brought changes in the construction industry creating a more competitive employment environment in the construction industry as well as an increase in project requirements due to complexity, duration of work, fewer employees to do the work, and the type of projects being undertaken. These changes have created an increased need for managers to possess both technical skills and also emotional competencies. Employers are now seeking to hire individuals who exhibit emotional competencies and other soft skills, such as empathy, verbal communication and relationship building. Soft skills improve the development and maintenance of relationships among the diverse group of professionals necessary to complete projects. With the construction industry being nomadic in nature, the ability to develop and maintain relationships can be especially important. Employers are placing more emphasis on these soft skills when evaluating potential hires and starting salaries. With these changes comes the realization that students seeking to gain employment in the industry need to have a competitive edge. While soft skills are critical for students graduating from construction focused programs, opportunities to learn and enhance these skills are not always available within the curriculum. The majority of students graduating from college programs today are part of a generation referred to as Millennials"a generation differing greatly from those that have come before them. For Millennials to gain a competitive edge and maximize employment opportunities, they must first have an understanding of what the industry perceives students need to be successful in the industry. Program curriculums must also find a way to produce students that offer more than just technical knowledge to employers. This is not always possible within existing programs trying to meet the demands of accreditation requirements within the credit hours required. One option construction focused programs could consider to incorporate opportunities for students to gain a competitive edge would be through the mandatory participation of a structured internship experience. This research sought to address these issues and offer insight into what characteristics industry felt were necessary for student success. The work also sought to establish whether students had an understanding of these characteristics and whether they felt they were strong or deficient in these areas. The research also identified the role internships played in current accredited construction focused programs and whether student participation in internships had an impact on their understanding of the characteristics required to be successful in the construction industry.
Ph. D.

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Mitcham, Antonio John Alistair. "The NCV qualification, internships and work readiness. The case of a TVET college in the Western Cape." University of Western Cape, 2021. http://hdl.handle.net/11394/8394.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The study investigates a Western Cape Technical Vocational and Education and Training (TVET) college internship programmes and how the curriculum prepare students for the workplace. The research utilizes and applies the Human Capital Theory (HCT) to student employability and college internships to generate new theoretical insights into the possibilities and limitations of an internship in preparing college students for the workplace. The study is motivated by observations of students in the workplaces who had completed the National Certificate Vocational (NCV) course with regard to hospitality and office administration who were participating in its associated internships. The research question underlines the relationship between the NCV qualification, HCT and internships.

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Russell, William D. "Principal Internships: Developing Specific Knowledge and Skills as Identified by the National Policy Board for Educational Administration." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2782.

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The purpose of this study was to measure the learning of the specific skills and knowledge as identified by the National Policy Board for Educational Administration during internships of students from universities participating in the Alliance for the Preparation of Educational Leadership. Former interns from Brigham Young University, East Tennessee State University, Florida State University, and Virginia Polytechnic Institute and State University, responded to a survey designed to measure the skills and knowledge as defined by the National Policy Board for Educational Administration. Indicators of the domains identified by the National Policy Board for Educational Administration allowed former interns to reflect and identify those areas that were best learned during the administrative internship. The target population included students who recently graduated from the participating universities. Reviewing the literature exposed the need for an inductive knowledge base. The amount of research was abundant in the area of effectiveness, the internship, and principal preparation. There was little research in the area of the development of specific skills as defined by the National Policy Board for Educational Administration using the internship as a method of delivery. The majority of the former interns were white females slightly over forty years old. The majority held a masters degree with 21% holding a degree higher than a masters. Few were serving as principals. Findings indicated that internships were highly valued, innovative, provided experiences for the domains of competency, and focused primarily on the functional theme. Recommendations included that internships ignore age, gender, and race; be designed by the university personnel; be one of a variety of field experiences; be innovative; and exist primarily in the operational dimension.

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Rose, Philip Stephen. "Factors predicting the conversion of interns into regular employees: an empirical study of business internships in China." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/2612.

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This study investigates the factors which determine the successful conversion of interns into regular employees within their host organisations. The data was gathered at three different time intervals within organisations located in China. The sample comprised 606 respondents representing 303 intern-supervisor dyads. The findings indicate that LMX, Intern Proactive Personalities, Internship Satisfaction and Guanxi were all influential factors in determining intern conversion. Conversely, intern In-role Performance and Learning played a weak role in predicting conversion.

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Finnerty, Mary. "The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677.

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Cains, Carol, and n/a. "Internship in textile conservation at the Australian National Gallery, 1981-1984." University of Canberra. Applied Science, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.130749.

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Medina, Martin. "A public safety high school internship program for Riverside Community College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.

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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.

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Els, Paul Lodewyk. "Bestuurstrategieë vir die implementering van die leerderskapprogram in die onderwys / P.L. Els." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2119.

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Guerra, Ana Elizabeth Luz. "O processo de supervisão na formação psicomotricista relacional." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14720.

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A Supervisão da Especialização em Psicomotricidade Relacional do Centro Internacional de Análise Relacional - “Ciar”- configura-se como uma transmissão de saber que ocorre pela relação supervisor – supervisionando. Esta oportuniza emergir e ganhar forma, perceber e elaborar o desconhecido, num campo permeado pela subjetividade, além de dar sentido ao trabalho do aluno. Contudo, por não possuir um campo teórico suficiente para explicitar sua metodologia e funcionamento, a Supervisão em Psicomotricidade Relacional denota a falta de premissas comuns aos supervisores e isso dificulta a orientação destes, pela ausência de sistematização de métodos e ensinamentos utilizados. Objetivando diminuir essa lacuna, realizou-se uma pesquisa exploratória, visando caracterizar o funcionamento da Supervisão em Psicomotricidade Relacional na visão dos alunos que finalizaram os Estágios I, II e III. A amostra é composta por 20 sujeitos e a pesquisa configurou-se como não aleatória. Foram realizadas entrevistas semiestruturadas gravadas e transcritas na íntegra e os dados obtidos foram tratados através de análises qualitativa (i.e., de conteúdo) e quantitativa (i.e., frequências e porcentagens). A análise de conteúdo realizada levou à identificação de cinco temas que comportam a totalidade da informação categorizada a partir do discurso dos sujeitos. Os resultados desta investigação indicam que 19,6% do volume de dados encontram-se na Caracterização da Supervisão e 30.0% na categoria Vivência da Supervisão; já a categoria Avaliação do Processo de Supervisão obteve 31.7% do volume de informações; a categoria Avaliação dos Aspectos Organizativos da Supervisão concentrou 13.5% de dados e, por fim, a 5.2% do volume de informação encontram-se na categoria Aspectos Passíveis de Melhoria. As conclusões incidem sobre a ideia de que a Supervisão é considerada um espaço de formação e aprendizagem que promove mudanças pessoais e profissionais e que o processo vivenciado na Supervisão é atravessado por sentimentos tanto positivos quanto negativos, além disso, os dados indicam que a Supervisão é marcada sobremaneira pela ação do supervisor; ABSTRACT: Supervision of Specialization in Psychomotricity Relational’s Relational Analysis International Center – “Ciar” is configured as a transmission of knowledge that occurs through the supervisor-supervised relationship, which offers an opportunity to emerge and take shape, develop and realize the unknown in a field permeated by subjectivity, besides giving meaning to the student´s work. However, for not having a theoretical enough to explain its methodology and operation, the Supervision in Relational Psychomotricity underscores the lack of a common set of assumptions to the supervisors and this complicates the task orientation of supervisors by the lack of systematization and teaching methods used. Aiming to reduce this gap, we carried out an exploratory study aimed to characterize the operation of Stage Supervision in Psychomotricity Relational through the reports of students who completed the Stage I, II and III. The sample consists of 20 people and the research was configured as non-random. Interviews were conducted semi-structured, taped and transcribed and the data thus obtained were treated by qualitative (i.e.,content analysis) and quantitative (i.e., frequencies and percentages) analysis. he content analysis performed led to the identification of five themes that include all categorized information from the people's speeches. The result of this investigation indicates that 19.6% of the data volume is at the Characterization of Supervisors; 30.0% at the Experience of Supervision category; when it comes to the Process Evaluation Oversight category, the number goes to 31.7% of the data volume; the Rating Supervision Organizational Aspects category got 13.5% of the data and finally 5.2% to the Aspects That Can Be Improved category. The conclusions focus on the idea that Supervision is considered a place of learning and training promoting personal and professional changes and that the process experienced in Supervision is crossed by both positive and negative feelings. Besides that, the data also indicates that Supervision is marked greatly by the supervisor's action.

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Desai, Sheila P. "Supervisory dyads in school psychology internships| Does personality difference affect ratings of supervisory working alliance, supervision satisfaction, and work readiness?" Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118497.

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The internship is a critical part of graduate training and often the only opportunity to receive on-site clinical supervision during school psychology practice. Nonetheless, the process of pairing interns with field supervisors is not standardized and sometimes relies on factors such as logistics and supervisor credentials rather than a consideration of interpersonal variables that could optimize the internship experience. Related fields have found mixed evidence for a relationship between personality similarity within a supervisory dyad and outcomes such as a strong supervisory relationship, satisfaction with supervision, and supervisee effectiveness. This study examined the influence of personality similarity on ratings of supervisory working alliance, supervision satisfaction, and intern work readiness. This study also evaluated the predictive power of personality, supervisory working alliance, and systemic factors on intern work readiness and supervision satisfaction. Lastly, this study assessed the development of the supervisory working alliance and intern work readiness over time.

Twenty-six dyads were recruited for participation in this study, including 24 practicing school psychologists serving as field supervisors and 26 school psychology interns. Data collection occurred at the midpoint and end of the internship year. Participants completed a demographic questionnaire, personality inventory, and measures of supervisory working alliance, supervision satisfaction, supervisee work readiness, and systemic factors.

Results indicated that personality similarity among supervisors and interns is not related to supervisory working alliance, supervision satisfaction, or supervisee work readiness. However, supervisor ratings of supervisory working alliance were predictive of intern work readiness, and intern ratings of supervisory working alliance were predictive of supervision satisfaction. Systemic factors were not predictive of intern work readiness or supervision satisfaction. For supervisors, the supervisory working alliance significantly decreased over time, while intern ratings remained consistent from midyear to the end of the year. Intern development from midyear to the end of year could not be determined due to low scale reliability. Future studies should further examine factors that contribute to the supervisory working alliance and validate measures specific to the school context. More research is needed to establish the conditions and interpersonal characteristics that enable an optimal internship experience for both supervisors and supervisees in school psychology.

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Sequeira, Leela Anne. "WATER QUALITY ISSUES IN NORTHERN CALIFORNIA: INTERNSHIPS AT THE BUREAU OF LAND MANAGEMENT, SUSANVILLE & MEC ANALYTICAL SYSTEMS INC., TIBURON." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1073402315.

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Stansbie, Paul. "Internship design and its impact on intrinsic motivation and student career choice." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/910.

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This study examines the role experiential education, in the form of internships, plays in the professional development of Hospitality and Tourism Management students. Through an appraisal of the literature, it outlines the many benefits available to direct and indirect stakeholders through the facilitation of a structured, work based learning experience. In particular, it analyses the internship through an evaluation of job design by applying both Hackman and Oldham’s (1975a) Job Characteristics Model (JCM) and developing a proposed intern’s version of that model. The outcomes demonstrate that dimensions of the work undertaken do contribute significantly to an individual’s satisfaction and intrinsic motivation with the proposed intern’s model offering improved R2 coefficients, over the original JCM, by using different predictive variables. The study further sub-divides the sample by examining the findings by cohort and emphasis area. This affords the opportunity to identify specific recommendations on internship design that provides maximum utility to the student participant and the facilitators of the work experience. To this end, the results offer a series of recommended job dimensions for various service industry destinations including the need for increased task significance and feedback from agents for tourism students, opportunities for an autonomous work environment for event planners, exposure to a variety of skills for lodging professionals and feedback from the job for food and beverage students. By designing internships in this way, opportunities for enriched work are created for students at the case-study university. The study also examines the role classroom education plays in underpinning the internship experience and finds that while this assists students in observing many of the topics and theories discussed in a theoretical setting, the experiential component of the learning enhances their education through the development of new skills and competencies not previously taught. Overall, this study offers a unique contribution to the existing body of knowledge on experiential education and its impact on worker/job satisfaction and intrinsic motivation.

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Thibodeaux, William R. "The Practical Side of Culinary Arts Education: The Role of Social Ability and Durable Knowledge in Culinary Arts Externships." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1571.

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As externships evolved from their vocational education roots into the university setting, both the course purposes and the expectations of student changed toward deeper learning. While the students’ responsibility for gaining knowledge has increased, teaching methods designed by educators to prepare students for more critically evaluated outcomes has not evolved at the same pace. Educators still grapple over how educational design can combine the structured teacher-centered learning strategy used in university classrooms with the learner-centered approach students typically utilize in for-profit culinary workplaces. This dissertation is about culinary externships in the urban environment. The study examined the roles, reasoning, and behavior of culinary externship stakeholders: student externs, externship sites via their externship supervisors, and educators who facilitate externships under the academic rules and guidelines of both culinary bachelor programs and the rigor demanded by higher education. Further, the study explored what factors encouraged and empowered students to acquire durable knowledge from their externship experiences and the forms of social capital they use to invest in their experience, as well as the conditions that failed to secure durable knowledge from the externship. The findings indicate that each stakeholder approaches an externship from their own working perspectives. Further, the ability of students to socialize, utilize agency to achieve their personal ends, bear the sole weight of evaluation, and acquire practical work experience prior to the externship yielded the best outcomes. Additional questions are posed and answered within the study.

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Kirley, Rachel B. "The Education and Practical Experience of Theatrical Production Managers." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1117392085.

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Dissertations / Theses on the topic 'Internships'

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