Relevant bibliographies by topics / Student internship programme

Academic literature on the topic 'Student internship programme'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Student internship programme"

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Maelah, Ruhanita, Zakiah Muhammaddun Mohamed, Rosiati Ramli, and Aini Aman. "Internship for accounting undergraduates: comparative insights from stakeholders." Education + Training 56, no. 6 (August 5, 2014): 482–502. http://dx.doi.org/10.1108/et-09-2012-0088.

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Purpose – This study utilises an internship framework to justify the need for feedback from all three groups of internship stakeholders. The purpose of this paper is to determine the benefits, skills, and outcomes students gained through internships from the perspective of students, university and employers. Design/methodology/approach – A set of structured questionnaires was used to survey the perceptions of students, university and employers of an accounting internship. A total of 172 responses were analysed. Findings – Findings show that all three groups of stakeholders perceived that students benefit from the internship programme. They also perceived that an internship provides the students with both the technical and soft skills required in the marketplace. However, the mean score and ranking differ among the students, university and employers. Research limitations/implications – The study was conducted based on feedback on a single accounting programme. Therefore any characteristics inherent in this sample that differ from the overall population of accounting programmes could bias the results and limit its generalisability and any associated inferences. Questionnaire responses should be interpreted with caution as perceptions and self-insights are subjective and may or may not be reflective of reality. This study falls short of putting forward any reasons why results differ from previous studies or why the mean scores of the three stakeholders all differ. Further research may take into consideration a comparison of internship programmes across institutions and disciplines. Future studies can also use the reflection approach and interview to better explain the benefits and skills developed through accounting internship programmes. Practical implications – Practically, findings from this study provide feedback to the students, university and employers to continuously improve accounting internship for undergraduate accounting programmes. Social implications – Social implications lie within the research framework that emphasises the student learning experience, university support through theoretical understanding and employer contribution through the practical component. Originality/value – Internships have become part of an accounting curriculum in many universities globally. To date, most studies on internship practices are limited in scope and focus on feedback from a single perspective. This study fills the gap in the literature by conducting a perception-based survey of internship stakeholders: students, university and employers, on benefits and skills acquired through internship.
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Bennett, Dawn, Anna Reid, and Jennifer Rowley. "Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities." International Journal of Music Education 35, no. 3 (February 3, 2017): 460–75. http://dx.doi.org/10.1177/0255761416689843.

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A presumption behind work-integrated learning activities such as internship programmes is that student thinking will shift as a result of exposure to industry practice. We wondered if all students experience this change in the positive sense that teachers expect. To examine this presumption we asked to what extent and in what ways students reorient their thinking about self and identity as a result of an internship experience. Analysis of student reflections following a structured internship programme leads us to believe that not all students experience a shift in thinking, and that their personal narratives speak instead to a complex relation of modalities.
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Arthur, P., G. T. Boampong, and G. A. Dare. "Regulations Governing Student Internship Programme in Ghana: A Sequential Explanatory Multi-Stakeholder Approach." AFRICAN JOURNAL OF APPLIED RESEARCH 8, no. 2 (November 1, 2022): 137–58. http://dx.doi.org/10.26437/ajar.31.10.2022.09.

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Purpose: This paper seeks to ascertain the regulations governing students’ internship programmes in Selected Technical Universities in Ghana. Design/Methodology/Approach: The sequential explanatory mixed methods approach was utilised. Two separate structured questionnaires were administered to 481 students and 299 senior members (lecturers and administrators) of six selected technical universities (TUs); whereas members of industry, executives of business associations and government regulatory bodies in the tertiary sector of Ghana’s education system were interviewed, using an interview guide. Data was analysed through descriptive statistics (mean and standard deviation) and Constant Comparative Analysis. Findings: There was no well-defined enforceable law requiring TUs to secure internship placement for students, although, some regulatory bodies insisted that TUs showed evidence of their ability to secure placements for their students for industrial training before awarding programme accreditation. Research Limitation/Implication: The study focuses on regulations governing student internship programmes in Ghana. The study concentrated on selected Technical Universities in Ghana. Practical Implication: The knowledge advanced in this study underscores the need for proper synergy between Technical Universities regarding regulation governing student internship which should be spearheaded by the government of Ghana through the Ministry of Education, Ghana Tertiary Education Commission acting as a facilitator, creating interfaces and providing funding and incentives. Social Implication: The Government of Ghana can allow companies some tax exemptions or make the environment business-friendly for companies so that they can expand their operation to accept more interns. Originality/Value: This paper synchronises the perspectives of multiple actors on the regulations governing student internship programmes.
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Mwelwa, Kapambwe, and Ailwei S. "Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia." International Journal of Educational Methodology 7, no. 4 (November 15, 2021): 649–68. http://dx.doi.org/10.12973/ijem.7.4.649.

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<p style="text-align: justify;">To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.</p>
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Abu, Mohd Jaffri, Ku Naraini Che Ku Yusof ., and Izah Mohd Tahir . "Business and Accounting Students’ Perceptions on Industrial Internship Program." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 72–79. http://dx.doi.org/10.22610/jevr.v1i3.12.

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Internship programme is one of the methods which will expose students a chance to gain a deeper understanding of the knowledge that they have learned in the classrooms through actual works experience in the industry. Normally, before a student graduates, he/she has to undergo this industrial internship programme. The objective of this study is to examine business and accounting students’ opinions on industrial internship programme by using a survey instruments which consists of 18 statements. The statements were grouped into four dimensions: Career; Knowledge and Practical Experience; Soft Skills; and Monetary and Non Monetary Incentives. The survey was conducted by using four point-likert scale and distributed to 33 business and 51 accounting students at University Sultan Zainal Abidin, Malaysia. The results indicate that both business and accounting students emphasise on Career as the most important dimension. Next of importance are Soft Skills, Knowledge and Practical Experience, and Monetary and Non Monetary Incentives. The results also indicate that both business and accounting students have similar opinions regarding industrial internship programme.
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Stiles-Smith, Benita, Nadine Isler, Barbara Kennedy, and Jenni Beckett. "Psychology internship as partnership: Four perspectives." Psychology Teaching Review 25, no. 2 (2019): 18–29. http://dx.doi.org/10.53841/bpsptr.2019.25.2.18.

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Internships for psychologists are intended to provide grounding and training for practice in the field. We posit that this, though certainly bringing focused attention to content and competencies, is best completed within collaborative working relationships intentionally nurtured between educational and practice settings on behalf of the intern to greater degrees than are normally present in most internships. This article brings views from four perspectives: Those of the University Programme Co-ordinator in overview, the Intern Psychologist, the Psychologist Site Supervisor, and the Psychologist University Supervisor. Using a mountaineering metaphor, we present a chronicle of the experience, useful learnings, and practical recommendations. The four authors worked together through the internship year, with the intern working in an on-campus student health centre. Internship detail of this setting is provided to anchor the narrative, but the learnings generalise across internship settings.
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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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Henry, Laura, and Bea Bennett. "Preceptorship And Internship Series An Introduction." Student Midwife 5, no. 3 (October 15, 2022): 22–24. http://dx.doi.org/10.55975/uowd2824.

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As part of the four-year degree programme in Ireland, students undertake a 36-week internship as the final part of their training. The Nursing and Midwifery Board of Ireland specifies the expectations and aims of internship: “During the internship, the student has an opportunity to develop and consolidate the requisite knowledge, skills and professional behaviours required to fulfil the role and responsibilities of the registered midwife, specifically in the care… during pregnancy, labour and birth and in the postnatal period.
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Hayles, Carolyn Susan. "INSPIRE sustainability internships." International Journal of Sustainability in Higher Education 20, no. 3 (March 4, 2019): 452–69. http://dx.doi.org/10.1108/ijshe-03-2019-0111.

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Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.
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Dr. R. BABU, D. SAHEELA SHANTHA KUMARI ,. "CONSTRUCTION AND VALIDATION OF INTERNSHIP PROGRAMME INTEREST INVENTORY." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5777–80. http://dx.doi.org/10.17762/pae.v58i1.2213.

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The internship training programme is one of the most important elements of teacher education programme. It is an exercise designed to expose the student-teachers to the practical aspect of teaching profession and to enable them put into practice the theoretical knowledge acquired during classroom interactions with their instructors. The entire purpose of teaching is to make positive change in students. A teacher is presumed to be at his or her best if he or she is able to impart knowledge acquired over the years to produce positive change in the behavior of the learners. However, for a teacher to teach meaningfully, demands so much of his or her attention is an essential element in the teaching-learning process. The skill of teaching is inherent in individuals which needs to be developed through training and practice. So the investigator has made an attempt to construct and validate an inventory for the interest in internship training programme. According to the systematic validation procedure, the framed 30 items were finalized to 24 items constituting the internship training programme interest as a tool
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Dissertations / Theses on the topic "Student internship programme"

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

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This enquiry is a case study of a national summer Science Internships Programme (SIP) for secondary school students (K-10 to K-12) in Portugal. It addresses the case phenomena both in their naturally occurring setting (a research laboratory), and within the broader framework in which they unfold: the Portuguese Ciência Viva SIP. This was carried out by linking a nationwide profiling of the programme – grounded both in demographic data and in the students working as apprentices in the research laboratories of the Institute of Molecular Pathology and Immunology of the University of Porto (Ipatimup). Firstly, the national scope of SIP, as it has unfolded over the past nine years, was quantitatively analysed in relation to its 1,150 research apprenticeship programmes, 110 research and academic institutions, 705 research instructors and 4,378 students. Secondly, 1,170 students’ applications and final reports from the last three years, together with a Likert- type survey of 481 apprentices, were both quantitatively and qualitatively analysed to uncover the main themes underpinning the students’ perceptions of their subjective experience. Finally, two participant observations, carried out over the summers of 2003 and 2004, provided the data for a further in-depth exploration of these themes as they emerged from the social and discourse interactions between scientists and students. Field work was carried out over a period of three consecutive years, combining case study and survey with a range of interconnected qualitative methods, such as observation, interviewing and document analysis. Within the framework of a mixed-methodology research design, coding procedures provided the analytical techniques with which to address the qualitative data, whereas statistical analysis was used to explore and eventually reinforce generalizability.
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Blackmore, Margaret T. "Report of an educational psychology internship at the College of North Atlantic including a qualitative analysis on the peer tutoring programme at the college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36097.pdf.

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Kavanagh, McBride Louise. "An investigation to evaluate and understand nursing and midwifery students' reflective thinking levels, approaches to learning and epistemological beliefs over an internship programme in an Irish context." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669226.

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Sampaio, Francisca Elieuza Rodrigues. "Programas de aprendizagem no combate à evasão escolar: proposta de intervenção em uma escola pública de ensino médio do município de Fortaleza-Ce/Brasil." Master's thesis, 2018. http://hdl.handle.net/10284/6904.

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O fenômeno da evasão escolar não é novo no percurso da educação formal e nem é privilégio dos países em desenvolvimento. É vasta a produção de estudos que abordam o tema, ora definido como evasão, ora como abandono escolar. No Brasil, a situação tem-se agravado entre jovens de 15 a 17 anos, faixa etária em que concluem o ensino fundamental e passam a frequentar o ensino médio. O trabalho precoce é apontado como um dos fatores que mais favorecem a evasão ou abandono escolar, especificamente entre as classes menos favorecidas. Dentre as estratégias adotadas para combatê-lo e, por consequência, a evasão escolar, estão os programas que favorecem o primeiro emprego. Neste trabalho busca-se, através de estudo teórico conceitual e de pesquisa qualitativa, ampliar e aprofundar o conhecimento sobre o fenômeno da evasão escolar em sua relação com os programas de aprendizagem, popularmente conhecidos como programas “primeiro emprego”, no sentido de subsidiar teoricamente um projeto de intervenção a ser desenvolvido em uma escola pública de ensino médio na cidade de Fortaleza, Estado do Ceará, Brasil. Espera-se, assim, um aprofundamento teórico que embase uma ação capaz de contribuir para minimizar esta problemática tão frequente entre os jovens aprendizes trabalhadores. Nessa perspectiva, o presente trabalho, fundamentado em estudos já efetivados sobre os temas em questão, apresenta reflexões e sugestões que visam desenvolver “olhares” mais cuidadosos dos diversos intervenientes no processo formativo dos estudantes jovens aprendizes, proporcionando uma relação mais significativa entre aluno-escola-empresa e contribuindo, assim, tanto para a permanência do aluno na escola como para sua inserção no mercado de trabalho de forma orientada e protegida.
The phenomenon of school dropout is not new in the course of formal education, nor is it privilege of the developing countries. There is a wide range of studies that deal with the subject. In Brazil, the situation has worsened among teenagers between 15 and 17 years old, period at which they are finishing middle school and attending high school. Work in a precocious age is pointed out as one of the main factors that favors school dropout, specifically among the less favored classes. Among the strategies adopted to fight early work and, as a result, school dropout, are the programs that favor the first job. In this paper is sought, through a conceptual and theoretical study along with a qualitative research, to broaden and deepen the knowledge about the phenom of school dropout in its relationship with learning programs, popularly known as “first job” programs, in order to theoretically subsidize an intervention project to be developed in a public high school in Fortaleza city, located on the state of Ceará, Brazil. Is expected, then, a theoretical deepening that will lay foundation to an action capable of contributing to minimize this problem so frequent among young work apprentices. In this perspective, the present work based on studies already carried out on the subjects in question presents reflections and suggestions that aim to develop a more careful look into the many actors of the learning process of the students work apprentices, providing a more meaningful relationship between student-school-work place, thus favoring the permanence of the student in the school and its insertion in the job market in an oriented and protected way.
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Books on the topic "Student internship programme"

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Green, Marianne Ehrlich. Internship success: Real-world, step-by-step advice on getting the most out of internships. Lincolnwood, Ill., U.S.A: VGM Career Horizons, 1997.

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

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

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(Firm), Princeton Review. The Princeton Review student advantage guide to America's top internships. New York: Random House, 1997.

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(Firm), Princeton Review. The Princeton Review student access guide to America's top 100 internships. New York: Villard Books, 1994.

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Scannell, James J. Shaping the college experience outside the classroom. Rochester: University of Rochester Press, 1996.

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Stanton, Timothy. The experienced hand: A student manual for making the most of an internship. 2nd ed. Cranston, RI: Carroll Press, 1987.

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Seagle, Edward E. Internships in recreation and leisure services: A practical guide for students. 2nd ed. State College, PA: Venture Pub., 1997.

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Seagle, Edward E. Internships in recreation and leisure services: A practical guide for students. State College, PA: Venture Pub., 1992.

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W, Smith Ralph, ed. Internships in recreation and leisure services: A practical guide for students. 4th ed. State College, PA: Venture Pub. Co., 2008.

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Book chapters on the topic "Student internship programme"

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Tsoutsa, Paraskevi, Vyron Damasiotis, and Evdokia Tsifora. "Accounting Student Perceptions From Internship That Trigger Adaptations in Training After the Pandemic." In Advances in Logistics, Operations, and Management Science, 23–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8856-7.ch002.

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The pandemic has disrupted the education around the world, impacting the way it is delivered. Teaching and training during this period create challenges to students since online learning provides the knowledge transfer that were usually done physically. Accounting internships enable students to get familiarized with different types of accounting context in a realistic environment. During the pandemic, this setting has changed, and the remote internship becomes the new reality. The aim of this research was to obtain feedback from accounting students who experienced internship due to pandemic by (1) collecting their opinion and expectations regarding this new form of internship, (2) stating their satisfaction of the internship program, (3) addressing their readiness for doing the internship, and (4) indicating the fulfillment of the internship's learning outcomes. The outcome of the study revealed interesting results and a set of factors that accounting faculty should endeavor to address in order to build resilience into the accounting internship.
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Dos Santos, Luis Miguel. "Completing Student-Teaching Internships Online." In Advances in Educational Marketing, Administration, and Leadership, 106–27. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch007.

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Distance-based learning has become one of the common alternative learning options. Currently, due to the COVID-19 pandemic, many academic programmes, including programmes with internship requirements, have switched their teaching and learning strategies from on-campus learning to online platforms. This study aims to understand the experiences and sense-making processes of student-teachers who have completed their student-teaching internships online during the COVID-19 pandemic. To understand the feedback, experiences, and sense-making processes of this group of student-teachers, it is important to collect first-hand sharing. More importantly, the trend of distance learning-based student-teaching internships will be developed during and after the COVID-19 pandemic. The results of this study will serve as one of the first reports about student-teachers' experiences.
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Dos Santos, Luis Miguel. "Completing Student-Teaching Internships Online." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 1540–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch076.

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Distance-based learning has become one of the common alternative learning options. Currently, due to the COVID-19 pandemic, many academic programmes, including programmes with internship requirements, have switched their teaching and learning strategies from on-campus learning to online platforms. This study aims to understand the experiences and sense-making processes of student-teachers who have completed their student-teaching internships online during the COVID-19 pandemic. To understand the feedback, experiences, and sense-making processes of this group of student-teachers, it is important to collect first-hand sharing. More importantly, the trend of distance learning-based student-teaching internships will be developed during and after the COVID-19 pandemic. The results of this study will serve as one of the first reports about student-teachers' experiences.
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Vila, Noelia Araújo, Diego R. Toubes, Arthur Filipe de Araújo, and Jose Antonio Fraiz Brea. "Company Internships." In Handbook of Research on Human Capital and People Management in the Tourism Industry, 175–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4318-4.ch009.

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Practical experience has increasingly become an important component of university training. Institutions have made efforts to provide students with the opportunity to experience business reality. To many students, a curricular internship is the first contact with the work market. The present work analyses this discipline in the context of the Master in Tourism Planning and Management of the University of Vigo. The research universe encompasses 182 internships, which took place from 2008 to 2014. Data was collected through structured questionnaires, which aimed to obtain information on the students' specific areas of interest within the tourism industry, their level of satisfaction with the internship program and whether they were hired by the host company afterwards. The findings show that both parts—students and companies—are highly satisfied with the experience in great majority of cases, and that curricular internships have been an indispensable tool for preparing these students to the demanding tourism industry labor market.
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Shinohara, Yasumasa. "Some Aspects of the Growth of University Student Internship in Japan." In Global Perspectives on Work-Based Learning Initiatives, 244–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6977-0.ch010.

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This chapter reviews the recent development of internship in Japanese universities to identify some characteristic aspects of the growth of internship in the universities. The government initiated promoting internship in the late 1990s and now almost all universities provide some internship programmes. The author focuses on the policy papers for the last 20 years, especially the successive reports of the education minister advisory body, which have led the direction of the promotion of internship. Authorizing internship in curriculum was aimed from the beginning. Career education also attracted educators and policymakers while internship was a policy focus, and internship was thought to be a useful means of quality career education. Internship has turned employers' attention while Japanese-style employment and recruiting systems were reconsidered. Internship has been settled down in university curriculum as general education rather than specialized education. However, how internship is set in a curriculum is the university's discretion.
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P. K., Haridas. "Internship Program." In Handbook of Research on Future Opportunities for Technology Management Education, 49–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8327-2.ch004.

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India is the one of the biggest countries. Education is one among the significant priorities in the Indian scenario as it forms the first step of each and every career life and that it builds a bright future for every aspiring individual. In this competitive world, like all other fields, there is a rapid change in the field of education. Teachers and researches are approaching and experiencing the new methods for learning. In the current education system, especially in business schools, the term “learning” plays an important role. In Indian business schools, students are learning lessons from classrooms and applying them to real-world situations. This chapter explores internship programs.
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Vitolo, Theresa M., and Aaron J. Sparks. "Building a Paperless Service." In Cases on Information Technology Series, 247–61. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59904-405-7.ch016.

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Central Ridge University1 (CRU) is a large, research-oriented university composed of 10 major colleges, connecting over 15 branch campuses, and offering various continuing, distance, outreach and executive programs. One of the major colleges of CRU is The College of Business Administration (CBA). CBA maintains an optional internship program for its undergraduate and MBA populations. CBA strongly recommends its students to experience the corporate world by doing an internship before their graduation. Also, CBA students seek the internship experience to complement their academic courses. The Internship Office of CBA is charged with the responsibility of facilitating students’ contacts with corporate clients. In order to do so, the office must gather, record, and disseminate information to students and to corporations. In addition, the information must be kept private, accurate, and comprehensive. Typical information processes existing in the Internship Office relied heavily on paper entries, paper duplication, and mailings. However, in the Internship Office, the use of technology was lagging. An end user within the Internship Office was enlisted to develop an information technology solution to the paper-intensive tasks of the office. Issues of the case study include (1) the organizational behavior issues to overcome when implementing information technology even in an enthusiastic and sympathetic organization, (2) the difficulties in defining a system by an end user even a sophisticated one, and (3) the obstacles of implementing a satisfactory system under tight time and security constraints even with the cooperation of a systems department.
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Vitolo, Theresa M., and Aaron J. Sparks. "Building a Paperless Service." In Cases on Information Technology Series, 120–31. IGI Global, 1999. http://dx.doi.org/10.4018/978-1-878289-56-8.ch011.

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Central Ridge University1 (CRU) is a large, research-oriented university composed of 10 major colleges, connecting over 15 branch campuses, and offering various continuing, distance, outreach and executive programs. One of the major colleges of CRU is The College of Business Administration (CBA). CBA maintains an optional internship program for its undergraduate and MBA populations. CBA strongly recommends its students to experience the corporate world by doing an internship before their graduation. Also, CBA students seek the internship experience to complement their academic courses. The Internship Office of CBA is charged with the responsibility of facilitating students’ contacts with corporate clients. In order to do so, the office must gather, record, and disseminate information to students and to corporations. In addition, the information must be kept private, accurate, and comprehensive. Typical information processes existing in the Internship Office relied heavily on paper entries, paper duplication, and mailings. However, in the Internship Office, the use of technology was lagging. An end-user within the Internship Office was enlisted to develop an information technology solution to the paper-intensive tasks of the office. Issues of the case study include (1) the organizational behavior issues to overcome when implementing information technology even in an enthusiastic and sympathetic organization, (2) the difficulties in defining a system by an end-user even a sophisticated one, and (3) the obstacles of implementing a satisfactory system under tight time and security constraints even with the cooperation of a systems department.
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Kottke, Janet L., Kenneth S. Shultz, and Michael G. Aamodt. "Importance of Applied Experiences." In Mastering Industrial-Organizational Psychology, 57–77. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.003.0004.

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This chapter provides an overview of opportunities for applied experiences that can be offered to students in industrial-organizational master’s programs. The authors discuss course projects (job analysis, training program development and delivery, structured interview development, and salary surveys), simulations (interview or performance coaching session as final exam), practica, and internships. Faculty preparation, community partnerships, and student readiness as factors in implementation are addressed. Throughout, examples and recommendations are presented on how best to incorporate these kinds of experiential assignments into industrial-organizational master’s programs. The chapter concludes with a summary of the data-based evidence for student learning that comes from these kinds of experiences.
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Morreale, Cathleen, and Nicholas Fronczak. "Experiential Learning in Postsecondary Education." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 334–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch018.

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This chapter focuses on the theories of experiential learning as applied to undergraduate education in the context of personal and career development of students through a learner-centered online internship program model. The chapter explores the need for experience and problem-based applied learning strategies that are transferrable to the world of work with value to students in arenas of their lives extending into their educational, professional and personal spheres. The chapter explores essential building blocks and best practices for faculty as teachers and mentors to implement in the online internship program experience to capitalize on traditional experiential learning practices. Furthermore, valuable assessment techniques, useful to experiential learning strategies to measure growth in student learning from application of experiential learning are included. The chapter concludes with challenges associated with deviating from traditional instructional teaching modes.
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Conference papers on the topic "Student internship programme"

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McKay, Marianne, Antoinette Smith-Tolken, and Anne Alessandri. "Layering Learning for Work-Readiness in a Science Programme." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7942.

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In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.
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Pažur Aničić, Katarina, Renata Mekovec, and Romina Kućar. "STUDENT INTERNSHIP EFFECTIVENESS: CASE STUDY OF ICT STUDY PROGRAMME." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1232.

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Oussena, Samia, and Joe Essien. "Validating enterprise architecture using ontology-based approach: A case study of student internship programme." In 2013 3rd International Symposium ISKO-Maghreb. IEEE, 2013. http://dx.doi.org/10.1109/isko-maghreb.2013.6728200.

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"Enterprise Architecture Models - Description of Integrated Components for Validation - A Case Study of Student Internship Programme." In 15th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004443103020309.

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Faudzi, Syakinah, Syariza Abdul-Rahman, Rosshairy Abd Rahman, and Jafri Hj Zulkepli Hew. "Identifying and prioritizing the preference criteria using analytical hierarchical process for a student-lecturer allocation problem of internship programme." In THE 4TH INTERNATIONAL CONFERENCE ON QUANTITATIVE SCIENCES AND ITS APPLICATIONS (ICOQSIA 2016). Author(s), 2016. http://dx.doi.org/10.1063/1.4966072.

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Adams, Andrea, and Anthony Mazza. "The Impact of COVID-19 Restrictions on Internship Processes." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.1.

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Researchers in different disciplines worldwide have documented the direct impacts of the COVID-19 virus (COVID). Along with the direct effects, the impact of COVID restrictions has changed how students use traditional career readiness programs. Moreover, COVID restrictions act as a "career shock" for student job-seekers. Career shocks are extremely disruptive events that cause individuals to rethink career choices and reflect on their career plans. The global implementation of COVID restrictions has arguably created a "universal" career shock beyond the career shock theory's original foci. Expanding the career shock analysis to include universal disruptions requires a reevaluation of job-seeking methods and opportunities. As a part of rethinking job search methodology through a career shock theoretical lens, this paper focuses on how academic program professors and career center personnel collaborate to support job-seeking students. This research initiated an educational innovation due to the decline in internship availability impacting external interview placement. A non-placement pilot will assist students in completing traditional internship requirements while providing an in-class experiential learning opportunity. This Pilot Course was created as a direct response to the Federal Workforce Development Strategy announced in November 2020. It will use the success factors of adding a non-placement Work-Integrated-Learning (WIL) opportunity within the Practicum course and employ an androgogical, "Differentiated Instruction" design. The study concludes by discussing the future implications of practicum-based internships.
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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.

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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
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Zeid, Ibrahim, Marina Bograd, Claire Duggan, and Chitra Javdekar. "Internship and Experiential Learning Model for Liberal Arts Graduates to Prepare Them for Advanced Manufacturing Careers." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67166.

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Liberal Arts (BA) graduates are, more often than not, either underemployed or unemployed in the field(s) for which they received their degree. This is more so true in hard economic and recessionary times. It is also well known that BA graduates are well rounded by virtue of their education and are more adept at changing careers. Advanced manufacturing is one such career where BA graduates may excel, especially in entry-level positions such as CAD operators, CNC programmers, production supervisors, and in support staff roles. The challenge is how to prepare these non-technical majors (BA graduates) for technical careers (advanced manufacturing). This paper presents an internship model that is part of a 12-month fast track certificate in advanced manufacturing to enable BA graduates to gain both the technical skills and experiential knowledge they need to secure jobs in advanced manufacturing. This paper describes the certificate academic program, corresponding courses, and the recruitment process of BA graduates to provide context. It then focuses on the details of the internship model: recruiting industry partners to provide internships, preparing students for the internships, the management and support system of these internships, and lessons learned so far. These research findings are part of an NSF, 3-year grant that investigates a transformation model of BA graduates for careers in advanced manufacturing.
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Garcia, Rafael, and Jordi Puig. "Student Internship Placements: Improving the quality of engineering internship programmes." In IEEE EDUCON 2010 Conference. IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492592.

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Terán, Teresita E. "The challenge of hybrid teaching for the internship programme." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pexej.

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Teacher Internship, obligatory in many Teaching School programmes, is that part of pre-service education for teacher-students that provides a practice for learning to teach a subject in an actual class. This paper reports the measurements that have been implemented to organize a hybrid form of a Statistics Teaching Internship programme for the teacher students at our university, during 2020. We present some of our actions to meet this challenge, as not even virtual teaching in high schools was possible at all levels. For the schools where the students have not access to computers or internet, the interns had to develop course booklets with tasks, which were collected and corrected. For the university-teaching part, the courses were delivered virtually and filmed so that they could be analysed. The analysis aims at identifying face-to-face amendments so that a hybrid approach can be developed.
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Reports on the topic "Student internship programme"

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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