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Journal articles on the topic 'Professional development internship'
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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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Rath, Carolyn, Frank Tillman, Jessica Stickel, Madison Jones, and Lori Armistead. "Implementation of a Student-Developed, Service-Based Internship for Pharmacy Students." INNOVATIONS in pharmacy 10, no. 2 (April 8, 2019): 1. http://dx.doi.org/10.24926/iip.v10i2.1550.
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Purpose: This article describes the development, implementation, and impact of a student-created pharmacy internship program with aspects of service-learning, professional development, and ambulatory care pharmacy practice.
Program Description: As the pharmacy profession continues to evolve, pharmacy internships present valuable opportunities for student pharmacists to explore career pathways and develop personal and professional skills. While internships in clinical and industry settings support interns’ professional development, service-based internships provide additional benefits to student pharmacists by promoting cultural awareness, community engagement, and commitment to serving underserved patients. Student leaders from the Student Health Action Coalition (SHAC) at the University of North Carolina Eshelman School of Pharmacy created a service-learning, ambulatory care-focused pharmacy internship for fellow student pharmacists. Two rising third-year students were selected to participate in the internship in the summer of 2018. Over the two-month program, the interns participated in various program components including direct patient care activities, faculty-led workshops and topic discussions, and quality improvement projects. In addition to supporting the interns’ academic and professional growth, this program also furthered the mission of SHAC to promote positive health outcomes for underserved populations.
Summary: The SHAC Ambulatory Care in Underserved Populations Internship represents an innovative initiative by pharmacy student leaders to develop a service-focused internship for fellow student pharmacists. Participation in the internship provides unique opportunities not often available in conventional pharmacy curricula, including engagement with underserved patient populations and exploration of strategies to mitigate health disparities. Crafted by students for fellow students, this internship provides opportunities for personal and professional growth for both student developers and interns to carry into their future pharmacy careers.
Article Type: Student Project
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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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McIntyre, Donald, and Hazel Hagger. "Professional development through the Oxford Internship model." British Journal of Educational Studies 40, no. 3 (August 1992): 264–83. http://dx.doi.org/10.1080/00071005.1992.9973930.
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Grimison, Craig. "The internship as a professional development programme." Australian Academic & Research Libraries 19, no. 4 (January 1988): 229–35. http://dx.doi.org/10.1080/00048623.1988.10754634.
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Ali, Aasir, and Arshad Khushi. "Understanding the Role of Internship as an Activity Based Learning: A Case Study." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 92. http://dx.doi.org/10.22555/joeed.v5i2.1864.
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<p>Activity based learning is a successful educational model in various disciplines and recently it has been proved very effective in business institutes also. This paper was intended to explore the effects of internship in the university students of Pakistan as an activity based learning in order to boost their skills and abilities. Qualitative research as research design was adopted for the study following interpretivist paradigm. For the purpose of data collection, 30 students from business institutes were interviewed. Only those candidates were chosen who had recently completed their internship in well-known organizations of Pakistan. Data analyses were done through NVivo software version 11, suggested for qualitative data analyses. Findings proposed that industrial internship is a viable activity for the learning and growth of university students. Practical experience, teamwork, understanding strengths and weaknesses, financial support for further studies and exposure to real world problems were found chief outcomes of internship in terms of professional development. Likewise, goal setting, internal motivation, confidence, punctuality, regularity and understanding responsibility in terms of personality development were found as key outcomes of internship for business students. Keywords: activity based learning, business students, internships, professional development.</p>
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Kindall, Heather D., Tracey Crowe, and Angela Elsass. "Mentoring pre-service educators in the development of professional disposition." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 196–209. http://dx.doi.org/10.1108/ijmce-03-2017-0022.
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Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.
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Hebert, Edward, Ralph Wood, Jayne M. Jenkins, and Charles E. Robison. "Internship Management, Placement, and On-Site Visits in Kinesiology." Kinesiology Review 6, no. 4 (November 2017): 394–401. http://dx.doi.org/10.1123/kr.2017-0042.
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Internship experiences are currently embedded in a multitude of academic programs to provide students a more seamless transition from university to the professional setting. Research in a variety of academic fields (e.g., business, sport marketing, public health) reveals that internships enhance students’ professional knowledge and skills as well as increase opportunities for employment. Students studying kinesiology intend to enter a variety of professions (e.g., preprofessional, fitness development, physical education teaching), and departments frequently offer students multiple opportunities to engage in field-based learning experiences (FBLEs). As kinesiology programs have evolved to provide several degree programs and grown in the number of students serviced, challenges in managing the internship program have emerged. The purpose of this paper is to share the experiences of three university kinesiology departments in regard to internship management, placement, and site visits.
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Lutfia, Dinar Dinasty, and Dedi Rianto Rahadi. "Analisis Internship Bagi Peningkatan Kompetensi Mahasiswa." Jurnal Ilmiah Manajemen Kesatuan 8, no. 3 (December 5, 2020): 199–204. http://dx.doi.org/10.37641/jimkes.v8i3.340.
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The most important aspect in undergoing an internship (internship) is to produce students who are more ready to undergo the world of work and professionally, which is carried out through internship activities. With internship activities, students can find out what skills they have so far. This study aims to determine the effect of internships on student competencies. This type of research uses qualitative research, namely, the data obtained is theory development and describes theory. The data collection technique was carried out using observation and interviews which were conducted through question and answer between the researcher and the resource person. The results of the case studies show that the internship program has a very meaningful role or contribution for students to improve the competence of soft skills & hard skills. And it also shows that the habits and attitudes that students have are very important compared to the knowledge and skills that can be obtained in a short time and increasing student competence through apprenticeship programs can reach professional standards and serve as a provision for experience for working in the next place.
Keywords : Internship, competence, soft skill, hard skill
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Le-van, Tatiana, Larisa Loginova, Olga Shiyan, Anna Iakshina, and Igor Shiyan. "Internships in kindergartens as a resource for development of practices with different quality levels." SHS Web of Conferences 98 (2021): 01006. http://dx.doi.org/10.1051/shsconf/20219801006.
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Professional development of teachers is recognized worldwide as an important condition for high quality education. According to experimental data, pre-service and in-service training programs of preschool teachers are not always efficient, their interrelation with provisions for quality development in kindergartens is inconsistent. Developing potential of internship as a form of professional growth reduces deficiencies of programs focused on achievements of the kindergarten, on teaching technics without discussion of their worthiness and preschool values, perfunctory discussion, rigidity, organizational disadvantage. The authors discuss the criteria of effective internship. Programs work both to give specific knowledge and master pedagogical techniques, and, at the same time, to develop reflection. Programs support participants to adopt the cycle of pedagogical action. This research is aimed at selection of best practices of preschool education and analysis of their potential in internship. The research participants are Moscow teachers of 50 preschool groups. The groups, ready for internships, demonstrate significantly higher quality of education than the joint sample; however, they experience the lack of competences in work with adults and in development of their reflection. The internship programs elaborated by teachers from high quality groups show some deficiencies, namely, different topics interfere in one short-term program, the main focus is on object-spatial environment but not on interaction, participants’ outcomes are not embodied in any product. Best practices are interested in their own development as well as new sources of motivation. The authors have proposed internship to become a resource of development both for organizers and participants. Each position solves its own problems.
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Urinov, Uygun, and Sevara Adizova. "Pedagogical conditions for the development of students in industrial practice." E3S Web of Conferences 284 (2021): 09017. http://dx.doi.org/10.1051/e3sconf/202128409017.
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The article covers the tasks of developing practical skills of the students through cooperation between higher education institutions and manufacturing enterprises. It has been stated that practical skills are mainly formed by consolidating the acquired theoretical knowledge in the process of internship in production. There are shown purposes and processes which lead to achieve them. It has been emphasized that professional activity in students is formed by completing tasks that require complex skills. There are some recommendations for organizing and holding internship at a stand. This article is defined experimental works on progressing professional capacity in process of practical training. The changes in the evaluation process at the final stage of the production internship and the levels of mastery introduced are discussed. According to the students, the internship process in the production has intensively increased their professional and practical skills. It is stated that during the internship, students were divided into two groups and experimental work was carried out in these two groups. It is also stated that the theoretical knowledge acquired by students is intended to develop practical skills through practical training. During the internship the groups were divided into a control group and an experimental group. It is stated that the internship was organized among the students. It was noted that the practical training of students in the control groups was traditionally organized, and the internship of the experimental groups was improved.
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Mollica, Michelle, and Zena Hyman. "Professional development utilizing an oncology summer nursing internship." Nurse Education in Practice 16, no. 1 (January 2016): 188–92. http://dx.doi.org/10.1016/j.nepr.2015.07.001.
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Bihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill, and Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.
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As research and development (R&D) in autonomous systems progresses further, more interdisciplinary knowledge is needed from domains as diverse as artificial intelligence (AI), bi-ology, psychology, modeling and simulation (M&S), and robotics. Such R&D efforts are necessarily interdisciplinary in nature and require technical as well as further soft skills of teamwork, communication and integration. In this paper, we introduce a 14 week, summer long internship for developing these skills in undergraduate science and engineering interns through R&D. The internship was designed to be modular and divided into three parts: training, innovation, and application/integration. The end result of the internship was 1) the development of an M&S ecosystem for autonomy concepts, 2) development and robotics testing of reasoning methods through both Bayesian methods and cognitive models of the basal ganglia, and 3) a process for future internships within the modular construct. Through collaboration with full-time professional staff, who actively learned with the interns, this internship incorporates a feedback loop to educate and per-form fundamental R&D. Future iterations of this internship can leverage the M&S ecosystem and adapt the modular internship framework to focus on different innovations, learning paradigms, and/or applications.
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Dobbs-Oates, Jennifer. "Internships and Work-Based Learning: Strategies for Enhancing Key Relationships." Journal of Family & Consumer Sciences 111, no. 4 (December 15, 2019): 62–65. http://dx.doi.org/10.14307/jfcs111.4.62.
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Internships and other work-based learning experiences provide significant learning and professional development opportunities for students at both high school and college levels. Work-based learning has been shown to have positive effects on retention and graduation rates as well as career development and motivation (Davis & Snyder, 2009). Employers report valuing internship experiences highly when filling entry-level positions, and surveys indicate that students find internships to be valuable and satisfying experiences (Brooks & Simpson, 2014).
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Bailey, Sarah F., Larissa K. Barber, and Videl L. Nelson. "Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices." Psychology Learning & Teaching 16, no. 1 (October 5, 2016): 74–83. http://dx.doi.org/10.1177/1475725716671234.
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This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.
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Bowers, Jill R., Nikki Hillier, and Mikki Sherwood. "Virtual Internships in Health and Human Services: Practices and Strategies for Planning During the Pandemic." Journal of Family & Consumer Sciences 113, no. 2 (April 1, 2021): 21–24. http://dx.doi.org/10.14307/jfcs113.2.21.
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The pandemic has had a significant impact on the work of many family and consumer sciences (FCS) professionals and those in related fields across the world, including college student interns. Across disciplines, it is well established that quality internships can help students enhance their professional development, networking, and multicultural skills; internships also can enhance university–community partnerships (Horney et al., 2016; Simons et al., 2012). Yet, during the pandemic, many students who had secured internships, including in essential work fields, found themselves struggling to secure sites. At the same time, many students needed the internship to graduate on time; thus, we knew we needed to create an internship pandemic plan. FCS is an applied science (AAFCS, n.d.), therefore many of us have been trained to think creatively about how to relay research-based information to community audiences. Similarly, it is in our backgrounds to create opportunities for university–community partnerships and to train students to do the same. In this paper, we focus on the ways the pandemic pushed us to come together as applied scientists and educators to create virtual internships and train students to be applied scientists.
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Bakhmat, Nataliia, Liudmila Krasiuk, Nataliya Kovtun, Oksana Hudovsek, and Мykhailo Нnatіuк. "Development and testing new content and forms of organization of pedagogical internship of future primary teachers." LAPLAGE EM REVISTA 7, Extra-B (May 28, 2021): 77–87. http://dx.doi.org/10.24115/s2446-622020217extra-b886p.77-87.
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The purpose of the research: search for new forms of organization of pedagogical internships of future primary school teachers and proving their effectiveness. The research methods: analysis and synthesis; systematization of theoretical and empirical research results; experimental method, observation, discussion and testing; comparison and generalization. Results. The possibility of passing pedagogical internship by future primary school teachers in distance mode has been considered, which would promote the formation of basic competences of primary school teachers in the conditions of distance learning. Recommendations for the organization of pedagogical internship remotely according to the Web-model have been formed. Testing of the recommended organizational form of pedagogical internship for future primary school teachers has been carried out. It has been revealed that it is an effective method of practical training of students in modern conditions, forasmuch as it promotes better acquisition of pedagogical competences, namely: professional-pedagogical, information-digital; social-civic and linguistic-communicative.
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Liu, Tingting. "Investigation and Analysis of the Status Quo of Normal University Students’ Teaching Internship——Taking Taishan University as an Example." International Education Studies 14, no. 1 (December 26, 2020): 40. http://dx.doi.org/10.5539/ies.v14n1p40.
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Teaching internship is an effective form of cooperation between university and primary and middle school. Teaching internship can promote the improvement of the teaching quality of internship primary and secondary schools, and also promote the integration of theoretical knowledge and practical experience by college students, and promote the professional development of college students. In order to grasp the situation pertaining to normal students’ teaching internship, we conducted a questionnaire survey on a sample of normal students. The survey results show that the teaching effect of teaching internship is satisfactory, and through teaching internship, the teaching ability of normal students has also been developed, which has promoted the professional development of normal students.
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Balasubramanian, M., Senthil Selvan.S, V. R.Prasath Kumar, and Mahadevan S. "A Comparative Study on the Application of Quality Assessment Schemes in Academic and Construction Industries." International Journal of Engineering & Technology 7, no. 2.12 (April 3, 2018): 425. http://dx.doi.org/10.14419/ijet.v7i2.12.11510.
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In this study, the development of professionalism of undergraduate students of civil engineering is essential to face the challenges in the modern world and this study describes professional internship program for each semester in the civil engineering department at SRM Institute of Science and Technology. Based upon literature reviews of the professional internship program for each semester questionnaires are prepared and given to faculties, undergraduates of SRM Institute of Science and Technology and also get from the construction contractors, to predict issues in the traditional professional internship program. For undergraduates questionnaires consider weighted percentage of before and after professional internship program are Wb and Wa. The expert groups were utilized to planning, implementation, evaluation, and execution of the professional internship program at the SRM Institute of Science and Technology. An implementation of the professional internship program for each semester of undergraduate students of the civil engineering department at SRM Institute of Science and Technology. The outcomes obtained for civil engineering undergraduates are getting from valuable resources, that professional internship program for each semester is needed undergraduates to develop the carrier and gain knowledge and should create best civil engineers.
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Sillaste, G. G., and E. A. Sanakina. "Internships as a Factor in Developing the Company’s Social Potential." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 4 (November 3, 2020): 46–52. http://dx.doi.org/10.26794/2226-7867-2020-10-4-46-52.
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The article examines the role of internship in the development of the social potential of the company. One of the factors of this development is a two-level system for improving the professional qualities of trainees, each component of which has its specific characteristics. The authors give conceptual definitions and analyze the features of such forms of training young personnel as internship and mentoring. While there are certain common features, these phenomena still have significant differences in moral, administrative, temporal and legal aspects. We used the method of sociological diagnostics to analyze the effectiveness of organizing internships in one of the largest companies in the pharmaceutical market. In the course of the study, we made a grouping, and a hierarchy of varieties of knowledge and skills was built based on the respondents’ self-esteem. The result of the work was the identification of the factors of the weak development of the internship phenomenon in modern Russia with a sufficiently large potential.
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Williams, Heather R. "Structure May Be Key to Incorporating Library School Interns in Academic Library Environments." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 59. http://dx.doi.org/10.18438/b8rw42.
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Objective – To evaluate the effectiveness of the San Jose State University Library internship program.
Design – Focus group; single point in time; qualitative design.
Setting – Large academic library in the United States of America.
Subjects – Nine former interns of the San Jose State University (SJSU) Library.
Methods - Nine former interns of the SJSU Library internship program participated in a single 90-minute session. No inducements for participation were offered. A moderator asked a series of 10 questions designed to gather feedback in three areas: 1) “the internship as part of the Masters program,” 2) “the internship’s role in the realization of personal objectives and professional development,” and 3) “the experience of working in team based activities.” A digital voice recorder captured the participants’ responses, allowing for detailed analysis of the responses after the session.
Main Results – The interns deemed their overall experience successful, as all indicated they achieved their professional development objectives for the internship. However, the interns also indicated their experience could have been improved by the appointment of a single dedicated coordinator for recruitment and oversight, as well as more feedback on the quality of their work, especially for course-related instruction.
Conclusion – The SJSU Library determined that the internship program was advantageous to both the Library and the interns. All of the interns who participated in the focus group achieved their profession development objectives for the internship. Additionally, the Library received valuable feedback for improving the program. Suggestions included appointing a dedicated internship coordinator, allowing interns more of an opportunity to choose their projects, and ensuring that interns are offered frequent feedback about the quality of their work.
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Clements-Cortes, Amy. "A Sequential Mixed-Methods Study of Pre-Professionals’ Understanding of the Undergraduate Music Therapy Internship." Journal of Music Therapy 56, no. 3 (2019): 209–39. http://dx.doi.org/10.1093/jmt/thz006.
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Abstract Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.
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Kabacoff, Cathryn, Vasudha Srivastava, and Douglas N. Robinson. "A Summer Academic Research Experience for Disadvantaged Youth." CBE—Life Sciences Education 12, no. 3 (September 2013): 410–18. http://dx.doi.org/10.1187/cbe.12-12-0206.
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Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.
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Blau, Gary, Corinne Snell, and Daniel Goldberg. "Reinforcing the Importance of Maintaining Internship Support for College Student Engagement and Anticipated Employment." Journal of Education and Learning 10, no. 1 (December 16, 2020): 1. http://dx.doi.org/10.5539/jel.v10n1p1.
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The Covid-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate “by graduation” full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.
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D'Angelo, Eugene J. "Blueprint for professional development: The role of the psychology internship." Training and Education in Professional Psychology 8, no. 1 (February 2014): 34–37. http://dx.doi.org/10.1037/tep0000033.
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Isdarmanto, Isdarmanto. "PROFESSIONAL QUALITY EDUCATION BASED ON ENTREPRENEURSHIP THROUGH INTENSIVE INTERNSHIPS PROGRAM ABROAD." Kepariwisataan: Jurnal Ilmiah 11, no. 03 (September 30, 2017): 65–72. http://dx.doi.org/10.47256/kepariwisataan.v11i03.103.
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The phenomenon is very significant growth in tourism has been able to create business opportunities so high, but it still not fully captured well by the majority of higher education institutions in particular tourism. In fact their educational programs are still oriented in learning programs for development through academic curriculum that prepares graduates only in accordance with the needs of industry. Most graduates oriented as job seekers, but not as the creator of the workplace (job creators). It is necessary for the implementation of innovative educational development program that is able to change the mindset and creativity of graduates integrated focus on aspects of entrepreneurship. Needs and challenges for students who have the competence and dare to create business opportunities that are relevant to the development of a highly competitive global business. Relevant education programs for students expected to be able to understand the business opportunities in entrepreneurship. The education program should be directed by a model of entrepreneurial opportunities through an integrated approach and an internship program in abroad more professional and international perspective. The internship program with overseas by working practices more effective and more facilitated with infrastructure which more adequate. By coaching and mentoring through effective and professional in the international scale indeed. Entrepreneurial education program with the apprenticeship starts from: academic learning, social learning, mental switching, cross cultural learning, and the development of the motivation for the students to have a serious intent in entrepreneurship, or graduates capable more critical thinking to face the highly prospective business opportunities in tourism this time.
Keywords: Business opportunities; internships; entrepreneurship education
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Howell, Lydia Pleotis, Sharon Wahl, John Ryan, Regina Gandour-Edwards, and Ralph Green. "Educational and Career Development Outcomes Among Undergraduate Summer Research Interns: A Pipeline for Pathology, Laboratory Medicine, and Biomedical Science." Academic Pathology 6 (January 1, 2019): 237428951989310. http://dx.doi.org/10.1177/2374289519893105.
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Nurturing undergraduate students’ interest in careers in science, technology, engineering, and medicine is important to developing the future health-care workforce. Summer research internships provide experiential learning that is important to sustaining students’ interest in science, technology, engineering, and medicine careers and inspiring higher educational goals. The Edmondson Summer Research Internship is a mentored program for undergraduate students in University of California Davis Health’s Department of Pathology and Laboratory Medicine. To evaluate intern satisfaction, perceptions on the program’s influence on their career development, and higher educational outcomes, 102 former interns from a 15-year period were invited to participate in an online survey. Responses were received by 58 (57%) of 102 respondents. Not all respondents answered every question. Overall satisfaction was very high/high in 55 (95%) of 58. Ninety-three percent (54/58) strongly agreed/agreed that the internship was an important part of their career development. Almost all who applied to career/professional opportunities strongly agree/agreed that they perceived the internship to be advantageous (96%, 46/48). Forty-four percent (25/57) received additional education after completing their undergraduate degree, with 25% (14/57) receiving a doctoral degree. Few reported prior experience with a clinical laboratory (8/48, 17%), pathologist (10/48, 21%), or clinical laboratory scientist (12/48, 25%). Based on their internship experience, 55% (32/58) strongly agree/agreed that they positively considered pathology or laboratory medicine as a career choice. The Edmondson Summer Research Internship is seen as important to higher educational goals and career development, increases exposure to pathology and laboratory medicine, and demonstrates the value of hosting a mentored research program for undergraduates.
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Латынцев, Сергей, Sergey Latyncev, Надежда Прокопьева, and Nadezhda Prokopeva. "Diagnostic Methods of Development of Design Competence of Future Teacher in the Period of Teaching Internship." Standards and Monitoring in Education 6, no. 3 (July 5, 2018): 28–33. http://dx.doi.org/10.12737/article_5b290a8fce00e8.75742833.
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The article is devoted to questions of development of a technique of diagnostics of development of design competence of future teacher in the course of his training in a pedagogical internship. The need of development of design competence of future teachers, proceeding from requirements of an education system is proved. The concept about a pedagogical internship as in a special way to the organized form of education in pedagogical higher education institution allowing students to plunge on professional Wednesday that contribute to the development of their professional competences, including design is given. The structure of design competence of the teacher is considered, levels of her development are allocated, their short characteristic is given. The appraisal and diagnostic tools developed by authors directed to diagnostics of the level of development of design competence of students when passing a pedagogical internship are given. Examples of tasks during which performance the design competence develops are also off ered and there is assessment of level of her development.
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Seyitoğlu, Faruk, and Sevket Yirik. "Internship Satisfaction of Students of Hospitality and Impact of Internship on the Professional Development and Industrial Perception." Asia Pacific Journal of Tourism Research 20, sup1 (November 24, 2014): 1414–29. http://dx.doi.org/10.1080/10941665.2014.983532.
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Пристром and I. Pristrom. "Internship Success Training Competitive Specialists." Socio-Humanitarian Research and Technology 4, no. 3 (September 17, 2015): 14–16. http://dx.doi.org/10.12737/13353.
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In connection with the implementation of priority directions
of economic development, professional educational institutions,
the task of training a qualified employee of the appropriate level
and profile, competitive on the labour market, competent, responsible,
fluent in their profession and oriented in related areas. The
need for revision of the content of disciplines and work programmes,
methods and technologies used for formation of various professional
competencies associated with the development and introduction
of new educational standards in the vocational education
system.
Primary role in the improvement of the educational process is wellorganized,
effective practice – perhaps the most complex form of
organization of educational process, because its implementation is
necessary to combine the interests of educational institutions and
production enterprises, organizations. While on the one hand, it is
necessary to solve educational problems, and on the other hand,
to adapt the learning process to the practical tasks of the base
practices. Continuous communication between the employer and
the educational institution, the study of current production needs
allows flexibility to adjust educational components and to train
specialists in demand on the labour market.
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Goia Agoston, Simona Irina, Ramona Stefania Igret, and Cristian Virgil Marinas. "Internship programmes – bridge between school and professional life." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 418–26. http://dx.doi.org/10.1515/picbe-2017-0045.
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AbstractAll stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the factors that influence their quality from students’ perspective? What strategies and measures can be adopted in order to improve the quality of internship programs? The present paper aims at addressing the above questions by analysing the responses of over 450 students which were surveyed within a questionnaire based research conducted in the Bucharest University of Economic Studies in Romania. Various research methods – starting with the analysis of descriptive statistics and continuing with factor analysis and regression analysis- were used in order offer an overview – as comprehensible as possible- of the situation of internship programs in various sectors in the field of business, economics and administration. The outcomes of the study can be of interest for several groups of stakeholders and can be taken into consideration when formulating and proposing improvement recommendations of the policies, regulations and operational measures in this field.
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Shempeleva, N. I., and I. V. Pestova. "Preventive Competence of a Teacher-Psychologist as a Factor of his Professional Development." Вестник практической психологии образования 17, no. 3 (2020): 58–67. http://dx.doi.org/10.17759/bppe.2020170305.
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The article describes the system of formation of professional competencies of specialists who carry out their work in the field of prevention of social risks of minors. The components of this system and pedagogical conditions for the formation of preventive competence are also described. The need to develop competencies in the field of preventive activities is associated with the contradictions between the need for objects of preventive work and the availability of professional capabilities of specialists. These contradictions were identified in the course of specially conducted opinion polls. The existing methods and means for the formation and development of the above competencies — due to the presence of contradictions — are not sufficiently effective. In this regard, the article pays special attention to describing such a method of developing professional preventive competencies as an internship platform. It also provides a description of the application of innovative preventive practices using modern digital technologies in the framework of the internship site.
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Woodcock, Charlotte, Hugh Richards, and Angus Mugford. "Quality Counts: Critical Features for Neophyte Professional Development." Sport Psychologist 22, no. 4 (December 2008): 491–506. http://dx.doi.org/10.1123/tsp.22.4.491.
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The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud’s (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 self-narrative accounts, including the working environment, anxiety, confidence, being a performer, being a learner, relationships, feedback and practical content. Reflecting on these incidents the neophyte’s supervisor offers another perspective, and along with the narrative accounts, furthers our understanding of important factors, and indicates recommendations to ensure quality training for professional development.
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Montenegro Sayane Marlla Silva Leite, Farias Daniel Lima de, Saldanha Daniel Matos, and Silveira Joelma da Silva. "Biosafety applies to covid-19: Using realistic high-fidelity simulation in times of pandemic." GSC Advanced Research and Reviews 7, no. 3 (June 30, 2021): 001–4. http://dx.doi.org/10.30574/gscarr.2021.7.3.0114.
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The concept of Biosafety is very simple and fundamental for every student and health professional, especially for those working on the front line of the Pandemic SaRS-COV (COVID - 19). Biosafety is a set of rules that aim to reduce risks to workers' health, guiding them to the handling and disposal of products, medicines, substances and much more. The levels of Biosafety to be followed vary according to the function of each one, but all workers, from the attendant to the surgeon must meet their standards. The Biosafety course contains all the necessary information to help in the control and prevention of infections, for this pandemic period the course becomes even more relevant, especially when worked through realistic simulation. The audience involved in this course were students of the technical course in nursing who are in a supervised internship and professionals from the units where these students will provide internships. Considering the current pandemic scenario experienced and the need for prevention and safety at work, the biosafety course sought to update supervised internship students in technical nursing and professionals working in the laboratory environment, promoting the development of technical and preventive attitudes according to occupational class legislation. The results showed that the realistic simulation can be applied together with biosafety and that it represents a methodology accepted by students and professionals, as well as highly innovative.
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Tran, Ngoc Tien, and Vu Thi Quynh Trang. "An Investigation of the Benefits and Challenges of Graduation Internship Perceived by Students of English Language Studies." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 83–97. http://dx.doi.org/10.36892/ijlls.v2i4.455.
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Graduation internship has been proved to play a vital role in students’ personal and professional development. It can also be considered a preparatory step for students to gain practical knowledge and supervised experience. However, what students encounter and how students value the internship are still debatable. This study explores how students of English Language Studies at Hoa Sen University, Vietnam, perceive the benefits and challenges of their graduation internship through a mixed-method study on 92 undergraduate students via survey questionnaires and in-depth interviews. The study employed descriptive data analysis and multiple regression to analyze quantitative data and grounded theory techniques for qualitative information. The findings show that students value graduation internship as an opportunity to enhance their personal skills and employability. The study also finds out that the difficulties students face when performing given professional tasks are insufficient personal skills and lack of professional knowledge. Additionally, results from multiple regression analysis reveal that understanding job values and confirming career aspirations have a positive correlation with perceived internship necessity while building future career plans and expanding working relationships have negative directions. The research findings can be of value for the higher educational institutions in adjusting or redesigning their programs to meet the demand of the workforce?
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Halian, Olena, and Zoryana Borysenko. "PRACTICAL TRAINING OF FUTURE PSYCHOLOGISTS: HOW TO ENSURE THE ACQUISITION OF PROFESSIONAL COMPETENCES." Problems of the humanitarian sciences. Psychology Series, no. 47 (April 26, 2021): 9–21. http://dx.doi.org/10.24919/2312-8437.47.229340.
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Abstract. The purpose of the article is to reveal the scientific and applied issues of organization and content of internship as components of the preparation of students of psychology for professional activities. In the article, internship represented as a component of the educational process, a practice-oriented element of acquiring professional competencies and as an environment for forming a value attitude to future professional activity. The main generalizations are made on the basis of the following methods: analysis of activity products (practice reports), observation of students᾿ work during the implementation of professional functions at the practice base, design of success factors and quality criteria of students᾿ acquisition of professional competencies, analysis of students᾿ inquiries on problematic issues of performance of tasks provided by the content of practice and professional self-determination in view of «immersion» in the profession. The obtained results showed: the content aspect of the internship program is determined by the need to objectify the knowledge component of student training in practical skills to solve problems of professional activity; the logic of stages in the construction of their activities during the testing of psychotechnologies of psychological care must be best consistent with the logic of working out the client᾿s problems and his request, the formulation of tasks allows them to perform at the individual-creative and personal-activity levels. The dependence of the content-process context of the tasks of internship and qualitative indicators of professional identification and adaptation of applicants to the new social role – psychologist is recognized. Among them: professionalization of thinking, personal and value attitude to professional activity, actualization of personal resources of mastering professional competencies, integration of personal and professional qualities, ability to self-reflection, motivation for self-development in the profession.
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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.
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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists.
Key Words: Registration; Internship; Psychologist; Qualification; Board Examination
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Jamil, Dr Asif, Uzma Kareem, Malik Amer Atta, Muhammad Hafeez-ur Rehman, Muhammad Younis Khan, and Tahirullah Jan. "Perspectives of University Graduates about benefits of National Internship Program & the Perceived Impact of its Discontinuation." International Journal of Learning and Development 2, no. 5 (September 25, 2012): 175. http://dx.doi.org/10.5296/ijld.v2i5.2449.
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The study aimed at investigating the benefits or otherwise of National Internship Programme of Pakistan as perceived by the graduates of Gomal University, Dera Ismail Khan. Another area of investigation was to ascertain the impact of discontinuation of the Programme. The findings of this research indicated that National Internship Programme has been successful in terms of providing professional knowledge, hands on experience, financial support, exposure to the main stream job market as well as employment opportunities to the internees. The Program changed the perception of the students’ altogether, which were now beginning to appreciate all the possible benefits resulting from the programme. The discontinuation of the National Internship programme has been seen as a step that will not only put a stop to all the benefits that were being derived by the internees but it will also be a contributing factor towards lack of professional development, less financial independence and increased levels of un-employment for the fresh graduates. The study strongly recommends allocating additional resources to fund similar internship programs, improving program flexibility and further encouraging student participation. Keywords: National Internship Programme, Graduates, Benefits, Discontinuation
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Zakharova, I. M. "Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction." Psychological-Educational Studies 7, no. 4 (2015): 32–41. http://dx.doi.org/10.17759/psyedu.2015070404.
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bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.
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Wylie, Virginia L., and Ernestine H. Clark. "Personal Observations of Using Peer Coaching to Improve the Administrative Internship." Journal of School Leadership 4, no. 5 (September 1994): 543–56. http://dx.doi.org/10.1177/105268469400400507.
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The administrative internship is an important component of leadership preparation programs. In the present study, conducted in 1991–92 at Valdosta State College, Georgia, program graduates had rated the internship among the least rigorous but most valuable of coursework completed in the M.Ed. degree and fifth-year certification programs. Two faculty members in the Department of Educational Administration proposed to evaluate and recommend revisions in the internship experience to increase its rigor without diminishing value. The process and outcome of their use of peer coaching for both professional development and program improvement are reported in this article.
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Aleksunes, Lauren, Yasheca Ebanks, Barbara Tafuto, Barbara Gladson, and Doreen Lechner. "25673 Training the Workforce During a Pandemic: Virtual Internships for Trainees." Journal of Clinical and Translational Science 5, s1 (March 2021): 60. http://dx.doi.org/10.1017/cts.2021.558.
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ABSTRACT IMPACT: Rapid launch of a virtual internship can address clinical and translational science training needs of the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) workforce during a pandemic. OBJECTIVES/GOALS: The global pandemic has necessitated innovate strategies for training clinical and translational scientists. With trainees largely restricted from campus, the Workforce Development Core of the NJ ACTS Hub sought to develop and evaluate a virtual 8-week internship program for professional and graduate students within the NJ ACTS community. METHODS/STUDY POPULATION: Establishment of the internship required a systematic approach to 1) recruiting projects and supervisors, 2) collecting and evaluating 90 applications, 3) screening and selecting finalists, and 4) onboarding interns that spanned 7 weeks. Core Leads and Researchers within NJ ACTS developed 8 projects to be performed remotely by 11 interns. Leads and co-leads from the Team Science, Special Populations, Community Engagement, Informatics, and TL1 Cores and Programs designed projects. During the internship, participants engaged in a series of career development training and one-on-one mentoring through weekly meetings. The internship culminated in a final symposium open to the entire clinical and translational science community. RESULTS/ANTICIPATED RESULTS: Interns spanned different educational programs - pharmacy (36%), medicine (18%), and undergrad (9%)/graduate education (36%). Interns included women (63%), students from underrepresented backgrounds (27%) and students who were first in their family to pursue advanced education (18%). Project topics included competency assessment, COVID-19 clinical trials, marketing materials, community engagement salons, eSource for clinical trials, team science projects, and REDCap utilization. Using a 4-point Likert scale to evaluate competencies, the baseline strengths of interns included team-based science (mean/SD: 3.5 ±0.7). Trainings were designed to address gaps in intern skills including developing written and graphical abstracts (mean/SD: 2.2 ±0.9) and effective LinkedIn pages (mean/SD: 2.4 ±1.0). DISCUSSION/SIGNIFICANCE OF FINDINGS: Taken together, the rapid development and launch of a virtual internship program can increase participation of trainees in CTSA Hub research activities and address gaps in their clinical and translational skill set. Plans are to host virtual internships each semester to enhance workforce training and collaboration across Hub Cores.
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Santos, Teresa Celia de Mattos Moraes dos, Maria Angela Boccara de Paula, and Fernanda Testa Santos. "Internship curricular: professors' perception of the nursing professional area." Revista de Enfermagem UFPE on line 4, no. 2 (March 29, 2010): 484. http://dx.doi.org/10.5205/reuol.622-7350-1-le.0402201005.
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ABSTRACTObjective: learning the perceptions of teachers of nursing in the area of professional discipline curricular undergraduate course in Nursing. Methodology: this is a descriptive and exploratory study from quantitative approach. The sample performed by 19 teachers and data collection was conducted from June to July 2008, with a questionnaire. The results were analyzed and discussed according to the literature. This study was approved by the Ethics and Research of the University of Taubaté/UNITAU (protocol number 136/08). Results: indicates that, for teachers, the goal of the discipline is to develop activities that have worked in the first three years of graduation, and it is very important for the development of future career opportunities because it offers the experience of practice. There is the opportunity to develop responsibility and autonomy for the stage, encouraging the formation of a professional critic and reflective. Conclusion: this study will contribute to reflection on the importance of interaction and participation by all those involved in the training of professional nurses, especially regarding the development of the discipline of the curricular, enabling new approaches that allow improving the quality of teaching degree in Nursing. Descriptors: education; stage curriculum; nursing; methods; tendencies; organization; administration. RESUMOObjetivo: conhecer as percepções dos professores de enfermagem da área profissionalizante sobre a disciplina estágio curricular do curso de graduação em Enfermagem. Metodologia: estudo descritivo e exploratório com abordagem quantitativa. A amostra foi de 19 professores e a coleta de dados foi de junho a julho de 2008, com um questionário. Os resultados foram analisados e discutidos de acordo com a literatura. Este estudo foi aprovado pelo Comitê de Ética e Pesquisa da Universidade de Taubaté/UNITAU (número de registro 136/08). Resultados: indicam que, para os professores o objetivo da disciplina é desenvolver atividades já trabalhadas nos três primeiros anos da graduação e, que é de suma importância para o desenvolvimento do futuro profissional pois oferece possibilidades da vivência da prática. Há oportunidade para desenvolverem responsabilidade e autonomia durante o estágio, favorecendo a formação de um profissional crítico e reflexivo. Conclusão: esse estudo contribuirá à reflexão sobre a importância do entrosamento e participação efetiva de todos os envolvidos no processo de formação do profissional enfermeiro, especialmente no que tange o desenvolvimento da disciplina do estágio curricular, viabilizando novos olhares que possibilitem melhorar a qualidade do ensino de graduação em Enfermagem. Descritores: educação; estágio curricular; enfermagem; métodos; tendências; organização; administração.RESUMENObjetivo: conocer las percepciones de los profesores de enfermería del área profesionalizante sobre la asignatura estagio curricular del curso de graduación en Enfermería. Metodología: estúdio descriptivo y exploratorio con abordage quantitativo. La muestra fue compuesta por 19 profesores y la coleta de datos fue realizada en los meses de junio y julio de 2008, con un cuestionário. Los resultados fueron analisados y discutidos de acuerdo con la literatura. Este estudio fue aprovado pero Comitê de Ética e Pesquisa de la Universidad de Taubaté /UNITAU (número de registro 136/08). Resultados: indican que, para os profesores, el objetivo de la asignatura es desarrollar actividades ya trabajadas em los tres primeros años de la graduación, y que es de máxima importancia para el desarrollo del futuro profesional pues ofrece posibilidades de vivencia de la práctica. Hay oportunidad para desarrollar responsabilidad y autonomía durante el estagio, favoreciendo la formación de un profesional crítico y reflexivo. Conclusión: ese estudio contribuirá a la reflexión sobre la importancia del entrosamiento y participación efectiva de todos los involuncrados en el proceso de formación del profesional enfermero, especialmente en lo que tange al desarrollo de la asignatura del estagio curricular, viabilizando nuevas miradas que posibiliten mejorar la cualidad de la enseñanza de graduación en Enfermería. Descriptores: educación; estagio curricular; enfermería; métodos; tendencias; organización; administración.
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van Tonder, Gideon Petrus, and Elsa Fourie. "Internship as a criterion for South African educators’ registration." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1333–47. http://dx.doi.org/10.1108/ijem-08-2017-0198.
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Purpose The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload. Design/methodology/approach This research utilised a mixed method approach. Quantitative and qualitative data was gathered. Pragmatism was the research paradigm. Two structured Likert scale questionnaires were used. Semi-structured interviews were conducted with purposefully selected in-service educators from schools. Findings The participants in this study indicated that the increase in their administrative workload impacted negatively on their well-being, they were overwhelmed by the amount of documentation they had to compile, they indicated that assessment was difficult, that they did not have time to constantly adapt to changes, that they had limited opportunities for professional development. Educators said they suffered from anxiety, had high stress levels, were moody, physically and emotionally exhausted and considered to leave the profession. Practical implications The implementation of an internship model could impact positively on educators’ administrative workload. It could lead to a decrease in educators’ administrative workload; lower stress levels and increased learner performance. Student educators will have opportunities to experience how a school operates, get feedback on their teaching skills, learn to discipline learners, attend meetings and serve as part of an educational team. Originality/value In the light of the findings of this research it seems that the implementation of an internship model would provide opportunities to expose student educators to a real-life work experience and opportunities to work together with experienced educators acting as mentors.
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Vyun, V. V. "Clinical typology and mechanisms of psychogenesis of states of psychological maladaptation of internship doctors." Медицина сьогодні і завтра 84, no. 3 (September 20, 2019): 55–60. http://dx.doi.org/10.35339/msz.2019.84.03.09.
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A comprehensive examination of 213 interns of both sexes was carried out. A system of psychotherapeutic correction of maladaptive states and psycho-preventive support of interns during the period of professional training has been developed. Levels of adaptation of internship doctors for professional activity were emphasized: high (14,1 %), average (20,2 %) and low level (65,7 %). It was described the asthenical (25,8 % of men and 22,5 % of women), hypersthenic (20,6 % of men and 23,2 % of women), anxiodepressive (11,3 % and 20,6 % respectively), psychosomatic (14,5 % of men and 18,1 % of women), asthenic-apathetical (12,3 % and 11,2 % respectively) and addictive (15,5 % of men and 4,4 % of women) variants of maladaptive reactions among the internship doctors. The developed model of the formation of disorders of adaptation of internship doctors is presented by a complex of pathogenic factors. It was established that the basis for the formation of maladaptive reactions among the internship doctors is the presence of somatic pathology, craniocerebral injury and neuroinfection in the anamnesis and the tendency to addictive behavior. Prognostically important factors in the formation of adaptation disorders are conflicts of family and professional relations, disturbing suspiciousness, low communicativeness, difficult working conditions, lack of positive emotions, awareness of inadequate level of competence, low level of motivation, and imperfectiveness of mechanisms of psychological protection. Triggers for the development of maladaptive states are the high level of professional stress, depletion of adaptation, prolonged mental stress, frustration of significant basic needs, and high rates of clinical scale of anxiety and depression HDRS. An individualized three-stage system of medical and psychological support during the professional training period, which involves the application of complex psychodiagnostic, psychotherapeutic, psychoeducational and psychoprophylactic influences, has been developed and tested.
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Alves, Joaquim, Natércia Lima, Gustavo Alves, and Francisco J. García-Peñalvo. "Adjusting Higher Education Competences to Companies Professional Needs." International Journal of Human Capital and Information Technology Professionals 8, no. 1 (January 2017): 66–78. http://dx.doi.org/10.4018/ijhcitp.2017010105.
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This work reports the incorporation result of a Work Integrated Learning (WIL) Program in the two-years master's degree in Instrumentation and Metrology Engineering (MEIM) held at the School of Engineering, Polytechnic of Porto (ISEP). The procedure developed to find internships in industrial companies and institutions, which have needs for engineers in the areas of instrumentation and metrology is displayed. The authors also present the information on the situation of students that, by the end of the first academic year, could get enrolled in the curricular unit Dissertation/Project/Professional Training (opting either for a professional internship in a company or by a research project conducted in ISEP laboratories). In order to understand the benefits and impact of a WIL program, from a student perspective, students were asked to answer a questionnaire. Lastly, the results achieved during the study period are presented, including the student reported outcomes (from the questionnaire), as well as the informal feedback from students and companies' supervisors. The good results achieved, regarding the development of theoretical-practical competencies as well as generic or soft skills, during the master's, were also confirmed by the fact that students are hired by the companies to continue their work after the end of professional training.
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Ling, Mavis Chow Poh, Terrence Perera, and Kwek Choon Ling. "The Design and Development of a Framework for Enhancing Internship Programs in Malaysia: A Model for Accounting Students." GATR Global Journal of Business Social Sciences Review 6, no. 3 (September 18, 2018): 82–87. http://dx.doi.org/10.35609/gjbssr.2018.6.3(2).
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Objective - The purpose of this study is to explore the ability of accounting graduates to improvise i.e. the ability to deal with complicated and unexpected situations in an entrepreneurial, contextual, creative and professional manner, the ability to react in conditions of complexity and temporariness, the ability to identify opportunities and try new methods on the spot from the perspective of employers, institutions and students. All these dimensions are very important to students and organizations as part of the skills required to succeed in a highly competitive business world. Unemployment among local graduates has become a serious problem in Malaysia. The problem does not lie with limited employment opportunities but stems from a lack of work-ready graduates. The Malaysian government has introduced a compulsory internship program for each graduate student. Various attempts have been taken to study the effectiveness of this internship program. However, there remains limited knowledge on how interns can improve their skills within the internship program, to gain meaningful employment in the future Therefore, this research will examine the ability for accounting graduates to improve their improvisation through their internship programs. Methodology/Technique - The first research gap of this study looks at the micro perspective i.e. student's improvisation capacity within an internship. The second research gap is the lack of empirical evidence on the factors affecting student/individual/employee improvisation from three perspectives i.e. employers, institutions and students. The last research gap is the limited availability of research on the development of a framework for enhancing internship programs in Malaysia for accounting students. Type of Paper - Empirical Keywords: Improvisation Capacity; Graduate Improvisation; Employee Improvisation; Work-ready. JEL Classification: M40 , M49.
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Bennett, Dawn, and Rachel Robertson. "Preparing students for diverse careers: developing career literacy with final-year writing students." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 49–65. http://dx.doi.org/10.53761/1.12.3.5.
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Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry internships. The ePortfolio emerged as a vehicle through which identity was challenged and negotiated with educator and peer support. However, students engaged only when the ePortfolio was mandated, and deep engagement was the result of the ePortfolio being presented as a practical career development tool. Findings suggest that the combination of ePortfolio and internship is an effective strategy for developing the career literacy needed for the transition to graduate life.
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Atici, Meral. "Professional Identity Development of Counselors-in-Training in a School Internship Program in Turkey." Professional Counselor 5, no. 1 (February 2015): 137–51. http://dx.doi.org/10.15241/ma.5.1.137.
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Dickson, Martina. "Student mothers’ experiences of workplace internship." Journal of Workplace Learning 31, no. 7 (August 20, 2019): 465–80. http://dx.doi.org/10.1108/jwl-12-2018-0151.
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Purpose Within any vocational university degree, a placement in a workplace normally forms an integral part of developing professional skills and provides an opportunity for students to put into practice theoretical knowledge they have acquired through academic courses. For student mothers, keeping up with their studies whilst juggling their domestic responsibilities can become even more challenging than usual during work placements. This paper aims to document the narratives of ten student mothers who have been carrying out workplace internships in the United Arab Emirates (UAE). Design/methodology/approach This paper uses qualitative methodology to explore, by interview, the experiences of student mothers undertaking a 12-week teaching internship during their final degree year. The study aimed to document the factors which have allowed the students to successfully complete their internships, as well as their comparative thoughts on the differences between college and workplace settings. An additional aim was to find out the student mothers’ own suggestions and advice to institutions, and to others in their situations, to optimize support and preparation prior to work placements. Findings It was found that while the student mothers experienced stresses such as arranging childcare, coping with different commutes and working schedule patterns, peers and school mentor teachers were an enormous source of support and empathy for the students. Supportive school mentors often influenced the students’ outcomes. Personal emotional reserves and intrinsic motivation were also key to success. Ways in which student mothers can be supported and retained by both workplaces and educational institutions are discussed. Originality/value The study of student mothers is unique both in its geographical context and in that the study looks specifically at both how they cope with the challenges of the workplace and how this is experienced differently to their normal lives at university.
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Huss‐Keeler, Rebecca L. "THE PROFESSIONAL DEVELOPMENT SCHOOL EARLY CHILDHOOD INTERNSHIP EXPERIENCE: A CATALYST FOR REFLECTIVE TEACHING AND PRACTICE." Journal of Early Childhood Teacher Education 21, no. 1 (January 2000): 47–57. http://dx.doi.org/10.1080/0163638000210106.
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