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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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Hong, Jon-Chao, Hui-Ling Zhang, Jian-Hong Ye, and Jhen-Ni Ye. "The Effects of Academic Self-Efficacy on Vocational Students Behavioral Engagement at School and at Firm Internships: A Model of Engagement-Value of Achievement Motivation." Education Sciences 11, no. 8 (July 28, 2021): 387. http://dx.doi.org/10.3390/educsci11080387.
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There has been a marked increase in internship participation in recent decades. Many students who take cooperative programs consider internships to be the most appropriate entry point into their chosen careers. However, few studies have investigated factors related to internships from an engagement-value perspective that can influence the intention to continue doing internships with firms. This study concluded that academic self-efficacy was positively related to school and firm engagement; school engagement did not significantly relate to, but firm engagement did positively relate to the perceived usefulness of internships; and perceived usefulness of internships was positively related to intention to continue doing internships.
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Urtel, Mark, Sara F. Michaliszyn, and Craig Stiemsma. "Internships in Kinesiology: Reconsidering Best Practices." Kinesiology Review 7, no. 4 (November 1, 2018): 350–57. http://dx.doi.org/10.1123/kr.2018-0036.
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The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.
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Kieu, Quan Thuan. "DESIGNING INTERNSHIPS FOR THE DEVELOPMENT OF DIGITAL SKILLS OF AGRICULTURAL STUDENTS IN VIETNAM." Problems of Education in the 21st Century 81, no. 5 (October 25, 2023): 627–46. http://dx.doi.org/10.33225/pec/23.81.627.
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To prepare citizens for the digital era, the Vietnamese government has issued guidance for higher institutions to play a vital role in cultivating digital skills. However, these institutions face challenges due to limited digital technology capacity, resulting in inadequate skill development. To address this, they collaborate with industries through internships to provide students with opportunities to enhance their digital skills in real work settings. Nonetheless, the strategies that higher institutions have implemented in designing internships for the development of students' digital skills are questionable to the public. Hence, this study aimed to explore the educational strategies implemented by higher education institutions in Vietnam to design internships that enhance learners' digital skills. Using a qualitative approach, primary data was collected through interviews with six policymakers from a higher institution in southern Vietnam, and additional data was gathered from documents related to internship and curriculum designs. Thematic analysis of the data revealed several strategies implemented in internship design, including curriculum design, pre-internship preparation, stakeholder regulations during internships, and evaluation actions. These strategies were identified as major themes for effective internship designs and the development of students' digital skills. The study also suggests various applications for multiple stakeholders and highlights the need for further research in this area. Keywords: designing internships, development of digital skills, agricultural students, Vietnam
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Siegel, Philip H., B. J. Blackwood, and Sharon D. Landy. "Tax Professional Internships And Subsequent Professional Performance." American Journal of Business Education (AJBE) 3, no. 5 (May 1, 2010): 51–60. http://dx.doi.org/10.19030/ajbe.v3i5.428.
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How do internships influence the socialization and performance of accounting students employed in the tax department of a CPA firm? Previous research on accounting internships primarily focuses on auditing personnel. There is evidence in the literature that indicates audit and tax professionals have different work cultures. This paper examines the relationship between internships and subsequent professional performance of tax professionals as measured by promotion velocity and employee turnover. The human resource department, from seven regional CPA firms with similarly structured internship programs, provided performance, promotion and turnover data on employees who completed internships and employees who did not complete internships. The results of the study indicate that internships positively affect performance evaluations, promotions, and employee retention of tax professionals.
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Shi, Nianyu. "The Influence of Individual Differences of Chinese Learners of German on Their Choices of Internship." Lecture Notes in Education Psychology and Public Media 2, no. 1 (March 1, 2023): 64–74. http://dx.doi.org/10.54254/2753-7048/2/2022338.
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This study aims to explore the influence of individual differences on the internship choices of Chinese undergraduate students in German major and to provide better career service suggestions targeting at foreign language students. This study has significant implications, considering the challenges that final-year undergraduate students in German are faced with and the limited number of previous studies which address these issues. The current study interviewed 23 third-year undergraduates majoring in German to investigate their internship choices and experience, as well as individual differences including language learning motivation, anxiety and character. Only four of them were engaged in German-related internships, eleven were engaged in internships that are not German-related, and eight had no internships yet. Fifteen of them believe that motivation can improve their academic performance. It can be seen that students with integrative motivation will be engaged in German-related internships. Twelve people believe that anxiety has a positive impact on German learning, and one third of whom believe that anxiety improves their German performance to a certain extent, which promotes them to be engaged in German-related internships. However, the influence of character on German learning is uncertain. The results revealed a direct influence of learning motivation on interviewees choice of German-related internships, indirect influence of learning anxiety, and no relationship between character and internship choices. This study has implications for better career support to German-major undergraduate students.
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Bay, Jennifer. "Preparing Undergraduates for Careers: An Argument for the Intership Practicum." College English 69, no. 2 (November 1, 2006): 134–41. http://dx.doi.org/10.58680/ce20065840.
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Traditionally, college English departments have resisted granting undergraduate internships a central place in their curricula. Many of these departments do little more than allow students to pursue internships as loosely supervised independent studies. An internship practicum course such as Purdue University’s, however, enables students to reflect together on their internships, thereby helping them understand, critique, and act upon the institutional cultures they have momentarily joined.
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Rose, Philip. "Internships in China: exploring contextual perspectives." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 438–50. http://dx.doi.org/10.1108/heswbl-05-2017-0032.
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Purpose Globally internships have become an increasingly pervasive means by which to enhance university learning and graduate employability. Whilst this practice has crossed national borders, the transferability of internships across national contexts has been largely assumed rather than empirically substantiated. The purpose of this paper is to explore interns’ and the host organisations’ perspectives of internships within the Chinese context. Design/methodology/approach Qualitative data were gathered though a series of semi-structured interviews with interns and host organisations in China, results were interpreted via thematic analysis. Findings Overall the study revealed both the interns’ and host organisations’ perspectives were consistent with those within other national contexts. Particularly, the findings highlighted the key role of individual interns’ dispositions, and internship supervision, as well as the conceptualization of internships as a career entry point. The study also identified a contextually specific variable of guanxi, as playing an influential role within the Chinese context. Research limitations/implications The study was exploratory in nature, thus further research is required, to further substantiate the variables and relationships detected. Originality/value The study establishes the transferability of a number of theoretical premises to the Chinese internship context. The transportable nature of the internship experience suggests the appropriateness of a degree of standardisation of internship design across national contexts. Whilst, also suggesting cultural phenomenon such as guanxi should be considered when designing internships to achieve desired outcomes within a Chinese context.
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Crowell, Tara L. "Academic Internships: To Take or Not to Take? Students’ Assessments of Public Health Fieldwork." Pedagogy in Health Promotion 4, no. 1 (December 30, 2016): 19–34. http://dx.doi.org/10.1177/2373379916684850.
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While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.
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Tjahjono, Laura Mahendratta, and Gladys Greselda Gosal. "IMPLEMENTATION OF INTERNSHIP DATA MANAGEMENT APPLICATION WITH PROTOTYPE METHOD AND USER ACCEPTANCE TEST METHOD." Jurnal Teknik Informatika (Jutif) 4, no. 2 (March 23, 2023): 321–32. http://dx.doi.org/10.52436/1.jutif.2023.4.2.304.
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Universities generally have programs that offer students internship opportunities in departments within the university. In several universities especially Universitas Ciputra, internships in departments within these universities are mandatory activities for scholarship recipient students. This internship activity involves many parties, including students implementing internships, departments that provide internship vacancies and also student bureaus that monitor the implementation of internships. The obstacle faced in this activity is the difficulty of fulfilling internship vacancies with students who have interests, abilities and profiles that match the requirements of internship vacancies. The student bureau also has difficulty monitoring the progress of the implementation of internship activities in the field. The purpose of this research is to provide a solution to the problems faced in this internship in the form of a website application developed using the Prototype Model method using the Laravel framework and tested using the User Acceptance Test (UAT) method. The result of this research is a website prototype that can be used. The results of the UAT test show that the application made can help solve problems in this internship activity with a user satisfaction level of up to 96%.
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Kattiyapornpong, Uraiporn, and Shamika Almeida. "An examination of comparative perspectives on international internships." Education + Training 64, no. 1 (November 5, 2021): 41–55. http://dx.doi.org/10.1108/et-02-2021-0072.
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PurposeWork integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.Design/methodology/approachThis study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.FindingsThe data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.Research limitations/implicationsThis study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.Practical implicationsAlthough international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.Originality/valueThis study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.
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Rothschild, Philip, and Connor Rothschild. "The Unpaid Internship: Benefits, Drawbacks, and Legal Issues." Administrative Issues Journal Education Practice and Research 10, no. 2 (2020): 1–17. http://dx.doi.org/10.5929/2020.10.2.1.
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This article hopes to clear up some of the confusion surrounding unpaid internships by discussing who participates in such internships, the merits and drawbacks relative to paid internships, and the relevant legal issues. This summary of existing research provides several key insights, which are of interest to potential interns as well as educators. For students, the literature suggests that unpaid internships are different from their paid counterparts in a variety of ways and pose certain risks that paid internships do not. On an institutional level, this paper documents the unique legal environment surrounding the unpaid internship and notes the unique liabilities program administrators may face if they fail to act with caution.
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Chouinard, Norm. "Some Insights on Meaningful Internships in Sport Management: A Cooperative Education Approach." Journal of Sport Management 7, no. 2 (May 1993): 95–100. http://dx.doi.org/10.1123/jsm.7.2.95.
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Sport management programs at the undergraduate and graduate levels have proliferated over the past 2 decades. In most if not all of these programs, the internship course component has been identified as a vital element in professional preparation programs. Teacher/coordinators of sport management programs that include an internship component must be highly skilled to meet student needs. Equally important in the effective delivery of these programs is the need for the university to fully endorse the value of student internships through proper financial, technical, and human resources. The purpose of this paper is to examine, through a review of the literature, the goals and objectives of student internships, program characteristics of meaningful internships, and future implications for teacher/coordinators of sport management programs. Professors of sport management must act as change agents to further enhance the quality of student internships in professional preparation programs.
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Schnoes, Alexandra M., Anne Caliendo, Janice Morand, Teresa Dillinger, Michelle Naffziger-Hirsch, Bruce Moses, Jeffery C. Gibeling, et al. "Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences." CBE—Life Sciences Education 17, no. 1 (March 2018): ar16. http://dx.doi.org/10.1187/cbe.17-08-0164.
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The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students’ confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid “default postdocs.” Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.
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Deschaine, Mark Edward, and Benjamin P. Jankens. "Creating successful and sustainable educational administrative internship experiences." Higher Education, Skills and Work-Based Learning 7, no. 1 (February 13, 2017): 5–20. http://dx.doi.org/10.1108/heswbl-02-2016-0008.
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Purpose With increase requirements and a more clinical approach for administrator internships in principal preparation programs, universities are taking a look at their internships and how they are implemented. The purpose of this paper is to propose a structure and framework incorporating promising practices from recent literature and explores how to successfully implement new standards and state requirements. Additionally, a framework for practice is included as a foundation for a clinical internship program that applies theory and promising practices. Design/methodology/approach Internships are a critical aspect of the principal preparation program and are crucial to preparing students to fulfill their future leadership roles. This brief reviewed the related literature, which revealed the lack of quality in various educational leadership programs and posited that the internship is an essential element to principal preparation. Key considerations to successful internships, and why they are necessary to overall candidate preparation were also presented. Additionally, a sample program was described that included aspects of both performance and accountability and served as a framework for new and revised internships. Findings Although the internship experience is but one part of a larger curricular sequence, it has a central role in the preparation of future school administrators. School administrator preparation programs have an obligation to allow participants to fully experience the breadth and depth of issues and environments that they will encounter. A structure and framework is needed that incorporates promising practices from recent literature, and explores how to successfully implement new standards and state requirements for a clinical internship program applying current theory and promising practices. Originality/value Creating and maintaining effective internship experiences is an ever-evolving process that requires dedicated faculty and resources. Learning through internships is a central element of future principal candidates’ overall success. Authentic practice and experience in real school settings ensures that future educational leaders receive the best preparation that universities and faculty can provide.
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Holdaway, Edward A., Neil A. Johnson, Eugene W. Ratsoy, and David Friesen. "The Value of an Internship Program for Beginning Teachers." Educational Evaluation and Policy Analysis 16, no. 2 (June 1994): 205–21. http://dx.doi.org/10.3102/01623737016002205.
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Teacher education policy around the world is being challenged and changed, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships for beginning teachers. Findings from nearly 6,000 respondents focus on the value of internships, supervision of interns, and policy development. The utility of various internship activities, such as skill development and formative reflection, is assessed. On the basis of these findings, recommendations for policy development are presented and potential impediments discussed.
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Bugis, Bussma Ahmed. "COVID-19 and Internship Opportunities at Health Organizations in Saudi Arabia." Open Public Health Journal 13, no. 1 (December 31, 2020): 779–82. http://dx.doi.org/10.2174/1874944502013010779.
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Background: Higher education is one of the communities that has been affected by the COVID-19 pandemic, which has caused disruptions and jeopardized supervised internships. COVID-19 has challenged graduating students to find internship opportunities at health organizations during the summer of 2020. Objective: The purpose of this paper was to explore how COVID-19 impacted summer 2020 internship opportunities for graduating health sciences students in Saudi Arabia. Methods: This study is a secondary analysis of existing private data. The data set was extracted from the original data of health sciences students who were expected to do their internships during the summers of 2018, 2019, and 2020 to explore summer internship opportunities. Results: The method of data analysis was descriptive statistics. A total of 440 health sciences students and interns were expected to start their internships during the summers of 2018, 2019, and 2020. Summer internship offers decreased from more than 70% offers in 2018 and 2019 to less than 35% in 2020. Of those who received summer internship offers in summer 2020, the majority received offers from public health organizations (74.67%), while 25.33% received offers from private and other health organizations. Conclusion: The impact of the COVID-19 pandemic on summer 2020 internship opportunities at health organizations has been profound in Saudi Arabia. Health organizations were influenced by the COVID-19 pandemic to offer summer internship opportunities for graduating students. This study contributes to understanding the present situation in attempting to predict the future impacts of pandemics with characteristics similar to COVID-19 on internships.
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Patil, A., and P. Sharma. "Internship in the year of Covid-19: what has changed in internship dynamics?" CARDIOMETRY, no. 22 (May 25, 2022): 277–89. http://dx.doi.org/10.18137/cardiometry.2022.22.277289.
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The purpose of this research is to understand the changes in internship dynamics of MBA students in 2020 who undertook virtual full-time internships as compared to previous years when interns were required to be present physically. Sample was collected from two set of interns; one set interns were working through virtual internship and the second set were working on traditional model of on- site internship. For data collection, structured questionnaire was used. Data was collected on various parameters of internship processes and experience. The result from the current findings suggests that the experience of both set of interns differ significantly. This paper will essentially evaluate whether virtual full-time internships have been able to contribute, create & shape internship experience effectively for interns & understand which dimensions such as learning, productivity, communication, etc have seen changes due to the nature of work being changed. Research material in this area is limited, mainly due to students experiencing a remote working style in their internships for the first time which is why this research will be quite valuable for various stakeholders.
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MIHAIL, Rarita, and Elisaveta DRĂGHICI. "Valoarea academică a internshipului – implicaţii în sectorul resurselor umane." Analele Universității „Dunărea de Jos” din Galați. Fascicula XX, Sociologie / The Annals of ”Dunarea de Jos” University of Galati. Fascicle XX, Sociology, no. 17 (November 23, 2022): 5–20. http://dx.doi.org/10.35219/socio/2022.01.
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For universities, internships can provide new opportunities to assess whether or not their program prepares students for their future job. Universities can also design potential employment opportunities for their students. In addition, internships provide students with valuable learning experiences in their chosen fields. Significant contributions to the development of internship programs come from at least two social areas: 1. the involvement of bodies with a role in the promotion of youth policies (in the sector of higher-level human resource training) and, 2. the involvement of public authorities in the legislative regulation of internships in order to ensure social security, but also to distinguish them from apprenticeships, contract work.This article aims, on the one hand, identifying the benefits of internships for students, universities and organizations, and, on the other hand, presentation of the European actions (of the European Union Commission) and of the Romanian legislative context, which gave the internship a clear position in the specific relations of human resources.
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Annas, Mohammad, Humairoh, Nosica Rizkalla, and Margareta Priswati Hayu Pratiwi. "What Determinants Make Internship Intention to Join the Hospitality Industry." Dinasti International Journal of Economics, Finance & Accounting 4, no. 1 (March 25, 2023): 138–45. http://dx.doi.org/10.38035/dijefa.v4i1.1747.
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Retaining the program from the campus so that you can enjoy for the first time the way to practice in work, which may be referred to as internship work, offers college students an idea of running in the industry. Within internships performed by college students, there are numerous factors to attain satisfaction in an internship, one among which is the element of social support within the painting's surroundings. Consequently, this examination discusses the influence of social assistance on internship pleasure which affects the goal of signing up for the hospitality industry of college students who carry out internships in 4-stars hotels. This research uses quantitative techniques and judgemental sampling techniques. Primary data collection is information collected by distributing questionnaires to students of private universities in the Jakarta and Banten areas who did internships at four-star hotels within the Jakarta and Banten regions. The data amassed became 183 respondents. The data obtained is processed using the Structural Equation Modeling (SEM) method. The outcomes showed that perceived supervisor support and coworker support positively impacted Internship satisfaction, and perceived organizational support did not affect Internship satisfaction. Internship satisfaction impacts the intention to join the hospitality industry.
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Grenfell, Laura, and Cornelia Koch. "Internship courses for all? Supporting students undertaking unpaid university-run legal internships." Alternative Law Journal 44, no. 3 (May 6, 2019): 226–31. http://dx.doi.org/10.1177/1037969x19845688.
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This article reflects on internship courses offered by Australian law schools. It focuses on the barriers faced by students in gaining and undertaking legal internships. In regard to overcoming the financial barriers, it recommends a government student-loan scheme to support students undertaking internships within Australia.
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Scardina, A. V., N. J. Marcus, and R. Neznek. "Focus on ... Students and New Professionals: Policy Internships: Stepping Stones to Your Career." Journal of Forestry 100, no. 6 (September 1, 2002): 7. http://dx.doi.org/10.1093/jof/100.6.7.
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Abstract Forest policy internships are excellent opportunities for students to make their first connection with the real world of professional forestry. Here are some hints on how and where to look for internships and how to make your internship a positive experience for you and your employer.
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Tan, Wai Kian, and Minoru Umemoto. "International Industrial Internship: A Case Study from a Japanese Engineering University Perspective." Education Sciences 11, no. 4 (March 30, 2021): 156. http://dx.doi.org/10.3390/educsci11040156.
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In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university’s rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today’s rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.
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Chapel, William B. "Advising Graduate Students for Successful International Internships." Business Communication Quarterly 61, no. 4 (December 1998): 92–102. http://dx.doi.org/10.1177/108056999806100411.
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An increasing number of faculty advise graduate students prior to and during internship assignments abroad. To be effective in this important task, the advi sor needs to understand the cultural dimensions of work and of internships in particular. The faculty advisor is pivotal to the success of any internship—par ticularly in international settings—and must understand how an interna tional context affects the selection, training, and monitoring of interns and the evaluation of the internships
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Hirst, Russel. "The Value of Faculty Internships in Technical Communication." Journal of Technical Writing and Communication 26, no. 1 (January 1996): 79–96. http://dx.doi.org/10.2190/vkml-ad6x-2xpe-dmur.
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Technical communication professionals have been considering the value of faculty internships in technical communication. Whether professional societies, or industry, will fund such internships on any large scale is still in question. I believe that faculty internships are a superb option for professional development and that the benefits to the profession of technical communication accruing from them justify their support. This article reviews the debate about this topic and then describes some benefits derived from a faculty internship I served in 1991.
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Murphy, Marlene. "A History of Internships at CBC Television News." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 13, no. 2 (September 30, 2015): 428–37. http://dx.doi.org/10.31269/triplec.v13i2.670.
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Internships are a common component of journalism education in Canada and, in some cases, a requirement for graduation. I look at the history and development of internships, both paid and unpaid, in the English-language national television newsroom of the Canadian Broadcasting Corporation (CBC), Canada’s public broadcaster. This account is informed by interviews with CBC staff, union officials, and former CBC interns as well as a survey of post-secondary education institutions that place interns with the CBC. I explore the establishment of unpaid internships at the CBC and the role of the Canadian Media Guild in creating the contract language defining the parameters of internship placements. Internships at the CBC are perceived by some of the Corporation’s staff as a responsibility of the public broadcaster, and representatives of the colleges and universities that participate in the program view the internships as valuable. I argue that the absence of institutional statistics on internships is a missed opportunity to deepen understanding of the role of internships at the CBC, and that systematic information-gathering by academic institutions regarding placements and offers of paid employment would be a useful resource in the debate over unpaid internships.
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Ivana, Diana. "Determinants of the Perceived Internship Effectiveness: Exploring Students’ Experiences." Studia Universitatis Babes-Bolyai Oeconomica 64, no. 1 (April 1, 2019): 45–58. http://dx.doi.org/10.2478/subboec-2019-0004.
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Abstract Internships are increasingly important for the business higher education as they help students to make the connection between their academic studies and the world of business. This study analyzes the internships of students within an international study program (German line of study) in order to determine what factors account for the most valuable internship experience. Based on the elements of the experiential education approach, the results reveal some characteristics that contribute to a higher level of perceived internship effectiveness in accordance with the employment status and gender. These results provide a basis for designing successful internship programs in business universities.
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Carsuzaa, Florent, Guillaume Larid, Mickaël Martin, Rémi Coudroy, Maxime Vallée, Marc Paccalin, Kévin Brunet, and Etienne-Marie Jutant. "Impact of hospital internships on success in university summative objective structured clinical examinations: Large-scale experience in a French medical school." PLOS ONE 19, no. 6 (June 13, 2024): e0302427. http://dx.doi.org/10.1371/journal.pone.0302427.
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Background Objective structured clinical examinations (OSCEs) are extensively used in many medical schools worldwide with the stated objective to assess students’ clinical skills acquired during internships. The objective of the present study was to assess the factors associated with success in university summative OSCEs, especially the impact of previous hospital internships in corresponding disciplines and supervision during internships. Methods This was a cross-sectional study assessing the results in the summative OSCEs of 4th year medical students during the 2021–2022 academic year in a French medical school. The summative OSCEs included five stations for each student. Each student answered a survey at the end of summative OSCEs about previous internships, the supervision they had and perceived difficulty levels for each station. The scores in each station were assessed according to previous hospital internships in the corresponding discipline. Analysis of predictive factors of success in OSCEs, defined by a score ≥ 10/20 at each station, were performed using univariate and multivariate logistic regression. Results Out of the 220 students participating in the summative OSCEs, 182 (83%) answered the survey. One hundred and forty-four (79%) of these students had carried out hospital internships in at least one of the disciplines evaluated during the OSCEs. Students having completed an internship in the corresponding discipline had significantly higher OSCEs scores for interrogation, communication, therapeutic education and procedure stations compared to those who had not. Previous internship in corresponding disciplines was independently associated with success in OSCEs in interrogation (OR 9.45 [1.34–66.8] p = 0.02), clinical examination (OR 6.93 [1.88–25.57] p = 0.004, and therapeutic education (OR 3.09 [1.22–7.82] p = 0.02) stations. Conclusion Previous hospital internships in the discipline evaluated by the OSCEs are associated with success in summative OSCEs. This reinforces the importance of student involvement during their hospital internships.
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Sestrick, Timothy, and Lina Terjesen. "Changing Lives, One Note at a Time: Library Internships for Undergraduate Students." Pennsylvania Libraries: Research & Practice 2, no. 1 (May 2, 2014): 38–47. http://dx.doi.org/10.5195/palrap.2014.50.
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Library internships can be valuable learning opportunities for undergraduate students and excellent examples of the rich learning environment of college and university campuses. This article examines undergraduate academic library internships through the lens of an internship for music majors and discusses ways to create engaging, high-impact educational experiences that complement traditional academic settings and programs. Examples are taken from the internship programs in music, reference, and special collections and include former interns' reflections on the life-changing nature of their experiences.
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Jones, Hilary M., and Lorna J. Warnock. "When a PhD is not enough." Higher Education, Skills and Work-Based Learning 5, no. 3 (August 10, 2015): 212–27. http://dx.doi.org/10.1108/heswbl-05-2014-0013.
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Purpose – This paper outlines a doctoral internship programme introduced for students researching Mechanistic Biology in the Department of Biology, University of York, UK. The programme forms part of the White Rose Doctoral Training Programme (DTP), a collaboration between the three “White Rose” Universities of Leeds, Sheffield and York in the North of England. It provides an analysis of the UK context in which the new biotechnology doctoral internships initiative sits and describes the pilot phase of the Professional Internship for PhD Students (PIPS) programme and the introduction of the full doctoral PIPS internship programme. The purpose of this paper is to examine best practice in the planning and management of internships with particular interest in doctoral programmes, with a discussion on the challenges presented by cognate and non-cognate internships. Design/methodology/approach – The paper uses as a case study, the introduction of PIPS for the DTP in Mechanistic Biology, hosted by the White Rose Consortium of Universities (York, Sheffield and Leeds) and funded by the Biotechnology and Biological Sciences Research Council (BBSRC). It also considers good practice from around the world, and relates these to the work-based learning literature. Findings – The paper outlines the processes and resources used to secure PIPS internships, and evaluates their success against BBSRC’s objective to help early career researchers to understand the context of their research and expose them to the range of opportunities available after graduation. The authors describe an initial pilot study, challenges and opportunities provided by the internships and feedback from students in the programme. Research limitations/implications – Though the number of students in the pilot study was very limited, all students had a greater awareness particularly of their leadership, project management, organisational and team working capabilities following the three-month internship and were more receptive to the consideration of careers outside of academia. Originality/value – The authors offer recommendations from their own experiences of initiating these doctoral internships which may be useful to others implementing non-cognate internship programmes at their own institutions, whilst being mindful that programmes in other countries may face different challenges.
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Liu, Christy Fung Ming. "Perception of translation graduates on translation internships, with mixed-methods approach." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 4 (November 20, 2017): 580–99. http://dx.doi.org/10.1075/babel.63.4.06liu.
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In recent years an increasing number of institutions have provided translation students with internships and/or placement as part of the curriculum. This paper presents findings from an empirical study in which a mixed-methods approach was employed to examine the perceptions and expectations of translation graduates on internships and to investigate the learning experience of translation graduates who had an internship experience. The findings suggest that internship programs for translation undergraduates should develop students’ translation skills and language skills. Whether or not internships should be paid and be counted towards the grade point average were given the least importance. It was found that “career aspirations” are the most important factor when translation students select an internship agency, followed by “the reputation of the organization”. A discrepancy between classroom learning and workplace practice was revealed, and this poses challenges for translation interns, who attribute the problems they encountered to the fact that the knowledge and skills they gained in university could not fulfil the needs required in the workplace. In addition, they coped with obstacles in workplace communication which are unlikely to be learnt in translation courses. Internships are thus seen to serve as a bridge between classroom knowledge and real-world practice.
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Jaryono, Jaryono, Adi Indrayanto, Tohir Tohir, and Aldila Krisnaresanti. "Educational Internship Analysis Using CIPP Model in the Economic Education Study Program." Economic Education Analysis Journal 10, no. 3 (October 30, 2021): 497–507. http://dx.doi.org/10.15294/eeaj.v10i3.51440.
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The Educational Internship Program is a form of self-actualization for those who have received various educational theories ranging from codes of ethics and the teaching profession, classroom learning planning, making learning instruments, classroom management to learning evaluation. This research is a qualitative descriptive study that aims to analyze the implementation of Educational Internships Economic Education students at Jenderal Soedirman University in Senior Highschool and Islamic Senior Highschool in Banyumas Regency in terms of (1) Study Program Readiness in the Implementation of Educational Internships (2) School readiness in implementing Educational Internships (3) Students' readiness in implementing Educational Internships. The subjects in this study were Lecturers in the Economics Education Study Program, students who had carried out educational internships, teachers and students from SMA and MAN in Banyumas Regency which became the internship places for economic education students. The sampling technique used was purposive sampling method. The research respondents included 8 civil servant teachers, 8 principals, 7 supervising lecturers, 48 students participating in educational internships, and 40 students who had been taught by practical students. Data was collected using in-depth interview, Focus Group Discussion (FGD) observation and documentation techniques. The results of data collection were then analyzed using interactive model analysis techniques consisting of data collection, data reduction, data presentation, data quality testing, and drawing conclusions. In addition, the data obtained were analyzed using the CIPP model analysis (context, input, process, and product) which is a comprehensive evaluation mode based on its components.
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Rothman, Miriam, and Ruth Sisman. "Internship impact on career consideration among business students." Education + Training 58, no. 9 (October 10, 2016): 1003–13. http://dx.doi.org/10.1108/et-04-2015-0027.
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Purpose The purpose of this paper is to report on the impact of the internship experience on business students’ career intentions in regard to pursuing a career path in the same job function or industry as their internship. Design/methodology/approach After completing and reflecting on an internship, 198 undergraduate students responded to the prompt: “discuss the impact of the internship on your career consideration.” Responses were analyzed using a content analysis methodology in order to determine whether or not interns would pursue the same job functions (e.g. sales) or industry (e.g. non-profit) as their internship in their post-graduation job search. Findings Across the job functions and industries identified within the internships, 54 and 45 percent of interns confirmed their expectations of career fit, respectively. The implications of confirming and disconfirming these expectations for students are discussed. Originality/value Given the value of internships to business students, surprisingly few studies have examined their influence on undergraduates’ career considerations. Students select internships with the intention of learning about job functions or industries for possible career fit, yet the authors know little about whether the experience confirms or disconfirms their expectations. This study seeks to address this gap. The authors suggest that internships, as experiential activities, merit greater attention as they provide students opportunities to learn what they do or do not want to do, where they do or do not want to work and whether their self-concept fits a possible career path – saving themselves and potential employers the cost of job dissatisfaction and turnover.
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Ebner, Katharina, Roman Soucek, and Eva Selenko. "Perceived quality of internships and employability perceptions: the mediating role of career-entry worries." Education + Training 63, no. 4 (February 12, 2021): 579–96. http://dx.doi.org/10.1108/et-02-2020-0037.
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PurposeThis study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career.Design/methodology/approachA two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees.FindingsThe results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period.Originality/valueBy considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability.
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Benavides, Abraham D., Lisa A. Dicke, and Amy C. Holt. "Internships Adrift? Anchoring Internship Programs in Collaboration." Journal of Public Affairs Education 19, no. 2 (June 2013): 325–53. http://dx.doi.org/10.1080/15236803.2013.12001736.
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Ndamase, Maxhobandile, and Yusuf Lukman. "The Impact of the Internship Programme on Students in A Selected Public Higher Institution in The Eastern Cape, South Africa." Research in Social Sciences and Technology 9, no. 2 (July 15, 2024): 246–60. http://dx.doi.org/10.46303/ressat.2024.34.
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It is important to note from the outset that the duty of preparing students for careers rests with the educational community. Internship before graduation appears to offer students experiential learning, better opportunities for employment and better knowledge of real work environments. The institutions benefit by obtaining more resources at a lower expense as well as a chance to assess whether the intern will fit in well with the team and the role. The majority of students graduate from university or college and struggle to find jobs due to lack of experience and exposure to the working environment. The study sought to assess the effect of internship on students in public institutions. The study used a qualitative research approach, through semi-structured interviews, and respondents were approached through purposive sampling technique. The results of the study show that internships are favourable to students, universities, organisations and result in more job offers and quicker employability of interns. It further states that internships involve some investigation into the characteristics of students who will be employed by institutions in future through internship programmes. Finally, the study revealed that internships provide better opportunities for graduates and unemployed students by exposing them to their chosen field, either in unpaid or paid internship programmes. The study recommends that universities must create more internships to ensure that students are equipped with skills and gain positive and required experience in field work.
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Fachelli, Sandra, and Eric Fernández-Toboso. "The value of university internships." Estudios sobre Educación 40 (January 25, 2021): 127–48. http://dx.doi.org/10.15581/004.40.127-148.
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Universities place particular importance on their internship projects for university students. The purpose of this study is to identify if the internships have an impact on the students’ entry to the labour market. The methodology used is based on the bivariate analysis and the multiple binary logistic regression technique, using data from the 2014 Survey on the Labour Insertion of University Graduates (EILU), carried out by the INE. The sample used comprises 30,379 graduates and in the internships section, 21,622 university graduates. The results obtained confi rm that internships are a tool for job placement.
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Kopp, Maggie Gallup. "Internships in Special Collections: Experiential Pedagogy, Intentional Design, and High-Impact Practice." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 1 (May 23, 2019): 12. http://dx.doi.org/10.5860/rbm.20.1.12.
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Archives and special collections can be sites of deep, experiential learning for college students, through hands-on engagement with primary sources in reading rooms or classrooms and through mentored learning experiences like practicums or internships. Internships are a well-established component of formal education and training in the library and archives field, and many special collections and archives host internships for graduate students in library science and archives certificate programs; some institutions also host undergraduate student internships. Internships are recognized as a way for future archivists and special collections librarians to gain training and experience, “to connect the skills and knowledge gained” in coursework to day-to-day professional practice, and to “[engage] in meaningful work under the mentorship of experienced … professionals.” For libraries and archives, an internship is often a useful means for allotting additional manpower to projects like processing or cataloging backlogs, for promoting collections, or for recruitment.
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Mykolayko, Volodymyr, and Оksana Kravchenko. "SCIENTIFIC INTERNSHIPS AS A FORM OF IMPROVING THE PROFESSIONAL SKILL OF THE SCIENTIFIC AND PEDAGOGICAL EMPLOYEE OF THE HIGHER EDUCATION INSTITUTION (on the example of Pavlo Tychyna Uman State Pedagogical University)." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 32–38. http://dx.doi.org/10.31499/2307-4906.4.2022.269295.
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The article outlines the importance of scientific internships for a scientific and pedagogical employee of a higher education institution. The purpose and main tasks of the Department of International Relations of Pavlo Tychyna Uman State Pedagogical University are described. It was analyzed that scientific internships took place in full-time, mixed and remote forms. It was emphasized that the scientific internships of teachers should be carried out as often as possible, since highly qualified scientific and pedagogical employees are a guarantee of the university’s success and its reputation in the Ukrainian and world arenas. The results of internships are developed scientific projects, defended scientific papers, published scientific articles. International internship is the most important form of improving the professional competence of teachers and provides an opportunity to exchange experience with many countries of the world.
Keywords: scientific internships; professional skills; professional development; project; scientific and pedagogical employees; university; cooperation; competences.
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Goia, Simona, Cristian Virgil Marinaș, and Ramona Ștefania Igret. "A plea for quality in internship programmes – evidence from the business and administration students’ experience." Management & Marketing 12, no. 1 (March 28, 2017): 49–60. http://dx.doi.org/10.1515/mmcks-2017-0004.
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Abstract The career of business students is nowadays definitely influenced by their involvement in different internships and volunteering activities. The internship programmes help them understand the context of business organisations and decide what field of activity is most suitable for their professional life. However, sometimes internship programmes are not very well organised and influence in a negative manner students′ final perception of a certain domain. Our research identified and analysed the main factors that might influence the quality of an internship programme from students′ perspective. The quantitative analysis relies on a questionnaire based survey among over 450 students from one of the most prestigious universities in Romania in the field of economics and business administration. By running factor analysis, we identified five factors which mainly determine the quality of internships: Job arrangements, Mentorship and employability benefits, Learning content, Academic supervision, Bureaucracy and accessibility. Subsequently we measured through multiple regression the way the identified factors influence the quality of the internships. We consider that the results of the study are relevant not only for academics but also for students and business organisations that have the power and instruments to improve internship programmes and the entire experience for all stakeholders involved.
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Erbaş, İkbal. "The The Influence of Construction Site Internships in Architecture Education." Prostor 31, no. 2(66) (December 27, 2023): 298–313. http://dx.doi.org/10.31522/p.31.2(66).12.
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This study examines the impact of internships and the influence of construction site manager (CSM) as a role model on students' educational and career paths, employing Kolb's experiential learning theory as a theoretical framework. To address the research objectives, a questionnaire was conducted on 93 architecture students, focusing on four key research questions: (1) Does the internship experience affect students' perception of CSMs? (2) Does it influence their career goals related to CSM positions? (3) Does the internship experience alter the career aspirations of intern students regarding the career as a construction site manager? and (4) Do students perceive CSMs as role models after completing their internships? The findings show how internships significantly affect students, improving their comprehension of the CSM role, influencing their aspirations for their careers, and offering life-changing experiences. It is anticipated that these findings will significantly advance the field of architecture education and have applications in curriculum development, internship program design and execution, and career counseling services, especially in underdeveloped or developing countries.