Journal articles on the topic 'Student internship programme'
To see the other types of publications on this topic, follow the link: Student internship programme.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Student internship programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
<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>
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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
11
Ting, DS, JC Lee, BK Loo, K. Baisa, WH Koo, S. Cook, and BL Lim. "A nationwide, resident-led teaching programme for medical students in Singapore: SingHealth Student Internship Programme Bootcamp." Singapore Medical Journal 57, no. 05 (May 2016): 233–37. http://dx.doi.org/10.11622/smedj.2016092.
Full text
12
Boyer, Christopher. "High-fidelity simulation and student performance in the Capstone Field Internship." International Paramedic Practice 9, no. 4 (December 2, 2019): 84–89. http://dx.doi.org/10.12968/ippr.2019.9.4.84.
Full textAbstract:
Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.
13
Varghese, Mary E., Loran Carleton Parker, Omolola Adedokun, Monica Shively, Wilella Burgess, Amy Childress, and Ann Bessenbacher. "Experiential Internships: Understanding the Process of Student Learning in Small Business Internships." Industry and Higher Education 26, no. 5 (October 2012): 357–67. http://dx.doi.org/10.5367/ihe.2012.0114.
Full textAbstract:
This qualitative study examines the process of student learning in a small-business experiential internship programme that pairs highly qualified undergraduates with local small or start-up companies. The Cognitive Apprenticeship model developed by Collins et al (1991) was used to conceptualize students' reported experiences. The results revealed that the internship structure allowed students to acquire knowledge successfully from experts in the field, situate their learning in the environment of practice, and learn valuable professional and entrepreneurial skills not found in traditional classroom settings. Students reported an increase in self-efficacy and indicated that their interests in working in a small business were solidified or further enhanced. It is argued that these findings have important implications for researchers, small business owners and entrepreneurial and small business support initiatives in higher education.
14
Wawer, Monika. "Student internships as a tool for assessment of the employer brand." Scientific Papers of Silesian University of Technology. Organization and Management Series 2022, no. 158 (2022): 663–77. http://dx.doi.org/10.29119/1641-3466.2022.158.43.
Full textAbstract:
Purpose: At present, one of the most important challenges faced by employers is to find, employ and retain talents. Attracting the best interns can be the way of creating the company’s brand as an attractive employer for Generation Z. The management of an internship programme with good preparation can strengthen the employer’s brand from the close supervision of engaged mentors and managers. The aim of the research is to identify the impact of the assessment of the internships carried out by students on their perception of the employer brand. Design/methodology/approach: The survey has been conducted in Poland in the period 2019- 2021 among 789 full-time students in different fields of study. The paper presents a quantitative analysis of the obtained data in the cross-section of the respondent's study level (bachelor’s and master’s). The theoretical part of the article explained the essence of employer branding in a contemporary organisation and the meaning of internships as an employer branding tool for Generation Z. Findings: The answers of respondents reveal that the overall assessment of the internship affects their willingness to work at the given company and to recommend the company to others. The experiences gained during the internship, mentors involvement, and the way the internships are prepared and carried out by the company, have an impact on the assessment of the employer brand and influence the decision of Generation Z to participate in recruitment processes in this company as well as the selection of this employer as the future workplace. Research limitations/implications: The size of the surveyed group does not allow for the formulation of general conclusions. However, the obtained results may be the basis for further in-depth studies on the problem. Similar research could be conducted to establish the opinion of employers and university representatives with a broader consideration of other variables. Practical implications: The conclusions of the study will deliver the enterprises valuable information about the importance of internships for the acquisition and retention of future employees from Generation Z, and building the employer brand in the labour market. Originality/value: The obtained results allowed to fill the research gap concerning the perception of the representatives of Generation Z regarding the student internships in the context of the assessment of employer brand.
15
M. Fournier, Susan, and Elizabeth M. Ineson. "Age, gender and work experience as predictors of success." Education + Training 56, no. 1 (February 4, 2014): 59–77. http://dx.doi.org/10.1108/et-10-2012-0093.
Full textAbstract:
Purpose – The purpose of this paper is to examine the predictive value of age, gender and work experience in relation to hospitality management (HM) academic success, as measured by year one leadership programme (LP) achievement and cumulative grade point average (CGPA). The association between LP and CGPA success and internship performance is also evaluated. Design/methodology/approach – The sample comprised 349 international undergraduate HM students. Secondary data were compiled and analysed using SPSS. Eight hypotheses, developed from the literature were tested using χ2, t-tests and Kruskal-Wallis tests as appropriate. Findings – Although age was not a predictor of success, males significantly outperformed females. Pre-programme work experience was not a predictor of LP performance but length of paid work experience and supervisory work experience were linked significantly to mean CGPA. LP achievement was positively associated with CGPA and with successful internship completion. Research limitations/implications – Although the student sample was international and spanned three cohorts, the data collection was limited to one institution. Practical implications – Pre-programme work experience, in particular supervisory experience, and the incorporation of management competency-linked LPs into first-year HM curricula are recommended. Originality/value – The paper contributes to the under-researched predictive value of age, gender and pre-programme work experience in relation to HM academic performance, in particular in an LP context. An additional innovative finding is the positive association between LP achievement and success in HM professional practice.
16
Graf-Beglinger, Esther, and Silvia Frank Schmid. "“So, I decided to focus on all the useful words with her first.”." Babylonia Journal of Language Education 1 (April 26, 2022): 78–83. http://dx.doi.org/10.55393/babylonia.v1i.182.
Full textAbstract:
Instead of doing an on-site-teaching internship at a primary school in an English-speaking country (Assistant Teachership), about 300 student teachers from the Zurich University of Teacher Education taught ten one-to-one online English lessons to young learners from Kyrgyzstan. This was administered by the language-learning-platform, loquilove. Due to the learners’ basic English knowledge, student teachers mostly focussed on teaching lexis. The evaluation of the alternative programme revealed that both student teachers and headmasters of the Kyrgyz schools agree that thanks to these online lessons the young learners expanded their lexical knowledge and in addition that most student teachers made considerable progress in their media competence.
17
Crago, Hugh. "An inevitable crisis? From first to second year in counsellor training." Journal of Psychological Therapies 5, no. 1 (March 23, 2020): 74–89. http://dx.doi.org/10.33212/jpt.v5n1.2020.74.
Full textAbstract:
In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.
18
Ahmad, Zauwiyah, Hishamuddin Ismail, and R. N. Anantharaman. "To be or not to be: an investigation of accounting students’ career intentions." Education + Training 57, no. 3 (April 13, 2015): 360–76. http://dx.doi.org/10.1108/et-03-2014-0025.
Full textAbstract:
Purpose – The purpose of this paper is to study accounting students’ intentions to pursue their careers as accountants and modelling this within the context of Malaysian accounting education. Design/methodology/approach – Data were gathered via a questionnaire survey involving undergraduate accounting students. Factor analysis, independent sample t-tests, and multiple regressions were employed. Findings – In total, four findings were derived from this study. First, within the undergraduate accounting programmes, non-commitment towards the accounting profession can still exist. Second, intrinsic interest is a significant predictor of career intentions. Third, the influence of anticipated conflict provides a new finding in relation to accounting students’ career intentions. The last finding is concerned with the influence of internship experience on students’ career intentions. Research limitations/implications – It was assumed that differences detected between the accounting student cohorts reflect changes over time in students’ intentions. Practical implications – Suggestions that have been previously put forward in efforts to market the accounting profession were mainly focused on promoting the extrinsic rewards. However, findings from this study suggested that sole focus on extrinsic rewards is not enough to warrant commitment towards the profession. Instead, marketing efforts should also focus on intrinsic values of the profession. Originality/value – The study has provided evidence that anticipated conflict should be given more attention by accounting researchers. Although students’ career intentions seemed to become clearer and more uniform as they progressed with their studies, two issues remain to be addressed by education institutions and accounting professional bodies, namely anticipated conflict and the conduct of internship programme.
19
Jones, Hilary M., and Lorna J. Warnock. "When a PhD is not enough." Higher Education, Skills and Work-Based Learning 5, no. 3 (August 10, 2015): 212–27. http://dx.doi.org/10.1108/heswbl-05-2014-0013.
Full textAbstract:
Purpose – This paper outlines a doctoral internship programme introduced for students researching Mechanistic Biology in the Department of Biology, University of York, UK. The programme forms part of the White Rose Doctoral Training Programme (DTP), a collaboration between the three “White Rose” Universities of Leeds, Sheffield and York in the North of England. It provides an analysis of the UK context in which the new biotechnology doctoral internships initiative sits and describes the pilot phase of the Professional Internship for PhD Students (PIPS) programme and the introduction of the full doctoral PIPS internship programme. The purpose of this paper is to examine best practice in the planning and management of internships with particular interest in doctoral programmes, with a discussion on the challenges presented by cognate and non-cognate internships. Design/methodology/approach – The paper uses as a case study, the introduction of PIPS for the DTP in Mechanistic Biology, hosted by the White Rose Consortium of Universities (York, Sheffield and Leeds) and funded by the Biotechnology and Biological Sciences Research Council (BBSRC). It also considers good practice from around the world, and relates these to the work-based learning literature. Findings – The paper outlines the processes and resources used to secure PIPS internships, and evaluates their success against BBSRC’s objective to help early career researchers to understand the context of their research and expose them to the range of opportunities available after graduation. The authors describe an initial pilot study, challenges and opportunities provided by the internships and feedback from students in the programme. Research limitations/implications – Though the number of students in the pilot study was very limited, all students had a greater awareness particularly of their leadership, project management, organisational and team working capabilities following the three-month internship and were more receptive to the consideration of careers outside of academia. Originality/value – The authors offer recommendations from their own experiences of initiating these doctoral internships which may be useful to others implementing non-cognate internship programmes at their own institutions, whilst being mindful that programmes in other countries may face different challenges.
20
Kochetova, Y. A. "Training Graduate Students in Psychological Counseling Module in the Context of Networking." Psychological-Educational Studies 8, no. 3 (2016): 95–104. http://dx.doi.org/10.17759/psyedu.2016080309.
Full textAbstract:
The paper provides a general outline of main approbation outcomes of the “Psychological Counseling in Education” module which is part of the master’s programme in School Psychology and is aimed at teaching the methodology of counseling in education and the basic principles of designing the counseling process in the framework of student support at school. A networking algorithm is described for communicating with educational organisations (training sites) in the process of internship. In the context of networking, the content and organization of distributed practice is considered the key condition of students’ effective engagement in professional activities, development of professional competencies and readiness for carrying out psychological counseling in education as defined by the professional standard for educational psychologists.
21
Goia, Simona, Cristian Virgil Marinaș, and Ramona Ștefania Igret. "A plea for quality in internship programmes – evidence from the business and administration students’ experience." Management & Marketing 12, no. 1 (March 28, 2017): 49–60. http://dx.doi.org/10.1515/mmcks-2017-0004.
Full textAbstract:
Abstract The career of business students is nowadays definitely influenced by their involvement in different internships and volunteering activities. The internship programmes help them understand the context of business organisations and decide what field of activity is most suitable for their professional life. However, sometimes internship programmes are not very well organised and influence in a negative manner students′ final perception of a certain domain. Our research identified and analysed the main factors that might influence the quality of an internship programme from students′ perspective. The quantitative analysis relies on a questionnaire based survey among over 450 students from one of the most prestigious universities in Romania in the field of economics and business administration. By running factor analysis, we identified five factors which mainly determine the quality of internships: Job arrangements, Mentorship and employability benefits, Learning content, Academic supervision, Bureaucracy and accessibility. Subsequently we measured through multiple regression the way the identified factors influence the quality of the internships. We consider that the results of the study are relevant not only for academics but also for students and business organisations that have the power and instruments to improve internship programmes and the entire experience for all stakeholders involved.
22
Mandal, Gautam Kumar, Gaurav Agarwal, and Viswanath Pingali. "A Game-Theoretic Modelling of Risk Preferences of the Students during the Placement Process for Summer Internship, IIM Ahmedabad." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 9, no. 3 (January 5, 2018): 160. http://dx.doi.org/10.21013/jmss.v9.n3.p5.
Full textAbstract:
<p>The placement process for summer placements at IIM Ahmedabad renders a series of decisions to be judiciously taken by every student owing to the limited time availability and a highly competitive environment. In this paper, we have primarily analysed the period between the day students of first year management programme have their CVs frozen (cannot be altered later) and the day the last student of the batch gets an internship offer. The dilemmas faced by a student are dependent on their personal profile but also largely on the sequence of events unfolding during the period. Using the publicly available data of last two years’ summer placements, a survey administered to second year students, long form conversational interviews (LFCI) with concerned office bearers over the last one month, and the previously established econometric models for utility derived in various human activities as given in literature have been quantitatively and qualitatively analysed and combined together to generate a set of inequalities attempting to resolve the dilemmas that students face. The various decisions are considered as subgames in a decision tree, and have been solved using the inequalities developed. Significant insights about the proposed rational behaviour has been drawn and interpreted back in non-mathematical terms in the end. In an attempt to maximise the various utility functions, some of the variables have been taken as categorical predictors providing a discrete description of the placement process. Overall, the paper attempts to give a systematic method of analysing and recommend the decisions a rational student should optimally take during the three months period of excessive work load, and high stakes.</p>
23
Kabyltaevna, Nakypova Gulnur, Sharban Maigeldiyeva, Margarita Makasheva, Gulmira Saudabayeva, Meiramgul Dzhanbubekova, and Koishibaev Makhambetzhan Nakhipbekovich. "Formation of postgraduate students’ professional competences through independent work." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 1888–900. http://dx.doi.org/10.18844/cjes.v17i6.7544.
Full textAbstract:
The purpose of this research is to get the opinions of the graduate students in order to establish their professional competences through an independent study. The research was carried out in accordance with the qualitative research method. The participant group of the research consisted of 40 students who were in the graduate programmes in various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, the status of postgraduate students working in a job related to the education they received during their education was evaluated, and it was determined that the number of students working in an independent job and the number of students not working were close to each other. In the research, it was determined that the majority of students stated that independent work is important in the formation of professional competencies. Graduate students who participated in the research stated that they found their professional competencies somewhat sufficient. The vast majority of postgraduate students are concerned with the development of their professional competences through independent study. They suggested increasing employment opportunities for graduate students, providing students with the opportunity to practice by collaborating with the university and the industry, creating internship opportunities suitable for each programme and opening applied graduate programmes.
Keywords: Postgraduate education, independent work, professional competencies, student opinions;
24
Tucker, Virginia M., Jonathan Dale, Vaughn Egge, and Ellie Fullman. "Student internships within an information consulting practice: a case study of taxonomy design." Information and Learning Science 119, no. 7/8 (July 9, 2018): 403–13. http://dx.doi.org/10.1108/ils-02-2018-0008.
Full textAbstract:
Purpose This paper reports on a taxonomy design project involving graduate students in information science (MLIS degree) working as intern-consultants under the guidance of an information science faculty member. The consulting team developed a taxonomy that would reflect current academic departmental structures and be used to optimise publisher tools for generating metrics and interpretive assessment. Design/methodology/approach In this case study, three students worked under the direction of a faculty member on a consulting team for a Silicon Valley company that provides business analytics to academic publishers. Tasked with designing a taxonomy of disciplinary knowledge to support the company’s analytical software tools, the students developed methods for environmental scans, vocabulary design, validation and taxonomy management for the project objectives. Findings The consulting experience proved to be highly beneficial for the students as an opportunity to take concepts learned in their coursework and apply them in practice. The project team delivered to the company the most detailed taxonomy of academic disciplines in the marketplace, along with recommendations for its maintenance and management for ongoing support of business objectives. The company was supportive throughout the internship programme, generating collaborative contributions from all stakeholders. Originality/value As more students earning an Master of Library and Information Science (MLIS) or similar degree move into a wide array of careers within business environments, internship experience through consulting can be an essential advantage to their preparation.
25
Harianto, Joanggi Wiriatarina, Nursalam Nursalam, and Yulis Setiya Dewi. "Patient Safety Based Knowledge Management SECI to Improve Nusrsing Students Competency." Jurnal Ners 10, no. 2 (October 15, 2015): 324–31. http://dx.doi.org/10.20473/jn.v10i2.1404.
Full textAbstract:
Introduction: Patient safety is an important component of health services quality,and basic principles of patient care. Nursing students also have a great potential to make an action that could endanger the patient, because hospital is one of student practice area. The purpose of this study was to improve the nursing students competency in patient safety by using knowledge management SECI approached.Method: The study used exploratory survey, and quasy experiment. The samples were some of nursing students of STIKes Muhammadiyah Samarinda who were on internship programme that selected using simple random sampling technique, in total of 54 students. This research’s variables were the knowledge management SECI based-patient safety and nursing student’s competency. The data were collected by using questionnaires and observation. The data were analyze by using Partial Least Square (PLS).Result: The result showed that there were significant influence the implementation of a model patient safety based knowledge management seci on increased competence nursing students.Discussion: Improved student competency in patient safety using SECI knowledge management was carried out in four phases, that is Socialization, Externalization, Combination, and Internalization. The result was a new knowledge related to patient safety that able to improve the student’s competency.
26
Álvaro Aranda, Cristina. "Finding ethics in and out of codes: ethical dilemmas faced by healthcare interpreting student interns." Hikma 21, no. 2 (December 23, 2022): 257–86. http://dx.doi.org/10.21071/hikma.v21i2.14284.
Full textAbstract:
Establishing a code of ethics is a requirement an occupation must meet to become a full-fledged profession. In healthcare interpreting, several professional associations have published their own codes. Students are introduced to these codes in the classroom, but when they access the profession they often face ethical dilemmas that may overlap with their professional obligations. This paper explores a series of ethical dilemmas faced by students that first encounter the workplace as part of an internship programme. Drawing on participant observation and post-encounter interviews, we identify ethical dilemmas, describe the interns’ behaviour, and illustrate the rationale behind their choices. This allows us to isolate factors that hinder participants from strict adherence to codes of ethics (i.e., the theory-practice gap, contextual restrictions, and human emotion). In the light of results obtained, we encourage trainers and interpreters to develop critical ethical thinking in different healthcare scenarios to facilitate assessing the consequences of (not) following a code of ethics.
Keywords: Healthcare interpreting, Ethical dilemmas, Code of ethics, Student interns, Training
27
Harianto, Joanggi Wiriatarina, Nursalam Nursalam, and Yulis Setiya Dewi. "Patient Safety Based Knowledge Management SECI to Improve Nusrsing Students Competency." Jurnal NERS 10, no. 2 (October 15, 2015): 324. http://dx.doi.org/10.20473/jn.v10i22015.324-331.
Full textAbstract:
Introduction: Patient safety is an important component of health services quality,and basic principles of patient care. Nursing students also have a great potential to make an action that could endanger the patient, because hospital is one of student practice area. The purpose of this study was to improve the nursing students competency in patient safety by using knowledge management SECI approached. Method: The study used exploratory survey, and quasy experiment. The samples were some of nursing students of STIKes Muhammadiyah Samarinda who were on internship programme that selected using simple random sampling technique, in total of 54 students. This research’s variables were the knowledge management SECI based-patient safety and nursing student’s competency. The data were collected by using questionnaires and observation. The data were analyze by using Partial Least Square (PLS). Result: The result showed that there were significant influence the implementation of a model patient safety based knowledge management seci on increased competence nursing students. Discussion: Improved student competency in patient safety using SECI knowledge management was carried out in four phases, that is Socialization, Externalization, Combination, and Internalization. The result was a new knowledge related to patient safety that able to improve the student’s competency..Keywords: Patient safety, Knowledge management, SECI, competency
28
Donkoh, Kweku Esia, Ahmed Kobina Amihere, and Asonaba Kofi Addison. "Assessment of Student Internship Programme By 2013/2014 Final Year Students of the Department of Basic Education, University of Education, Winneba, Ghana." Humanities and Social Sciences Letters 3, no. 2 (2015): 105–20. http://dx.doi.org/10.18488/journal.73/2015.3.2/73.2.105.120.
Full text
29
Roche, Cicely, Michelle Flood, Matthew Lynch, and Laura J. Sahm. "Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting." Pharmacy 7, no. 3 (July 16, 2019): 93. http://dx.doi.org/10.3390/pharmacy7030093.
Full textAbstract:
Three Higher Education Institutions (HEIs) in Ireland are accredited to provide education and training, successful completion of which, entitles one to register as a pharmacist with the Pharmaceutical Society of Ireland (PSI). Legislation (2014) mandated that these HEIs replace their existing structure (four-year degree followed by a one-year internship), with a five-year ‘integrated Master’s programme’. Integration includes ‘in-service practical training’ (placement) at the beginning of Year 4 (four months), and the end of Year 5 (eight months). Year 4 placements do not have to be ‘patient-facing’. Students receive a Bachelor’s degree at the end of Year 4. The Affiliation for Pharmacy Practice Experiential Learning (APPEL), established by the HEIs, manages student placements, training establishments, preceptor training, the preceptors’ competency assessment process, and the virtual learning environment (VLE) that enables delivery of co-developed online modules aligned with placements in Years 4 and 5. This case report aims to describe the process by which this integration has taken place across and within these HEIs and the challenges faced by educators, students, preceptors, and other stakeholders along the way.
30
Thoe, Ng Khar, Junainah Jamaludin, Yee Jiea Pang, Careemah Choong, Yoon Fah Lay, Eng Tek Ong, Kamalambal Durairaj, Corrienna Abdul Talib, and Chee Keong Chin. "Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction." Dinamika Jurnal Ilmiah Pendidikan Dasar 14, no. 1 (March 21, 2022): 22. http://dx.doi.org/10.30595/dinamika.v14i1.13164.
Full textAbstract:
Developing conceptual and procedural knowledge or skills of learners is ‘part and parcel’ of the roles of educators involved in teaching science and social science subjects. This article aims to espouse numerous educational reforms implemented locally, regionally, and internationally during the past decades, with exemplars and challenges elaborated. The mixed-method approach is selected as a research framework that includes the collection of qualitative data (mainly from documentary analysis, interviews, observation, and open-ended responses) and quantitative data (mainly from survey questionnaires). This article reports mainly qualitative findings that are summarised from mixed-modes of analysis on data collected through systematic review and ‘multiple-case design’, including ‘cross-case and within-case analysis’ on how conceptual and procedural knowledge and skills of learners could be enhanced through the implementation of various technology-integrated project-based programmes incorporating various effective strategies anchored on hybrid approaches in replacement of traditional methods. Case exemplars are illustrated with how these programmes serve as platforms for basic education and foundation courses from basic to advanced learning among lifelong learners. The analysis of a local programme to promote Year 4 students’ (N = 33) primary science learning using the 5E constructivist model revealed that students were mentally engaged in learning science concepts, interacting with new experiences, and able to correct misconceptions with enhanced conceptual and procedural knowledge and skills on the taught topics ‘Scientific Skills, Life Processes of Humans, and Properties of Materials’ as reflected in their increased mean scores of science achievement analysed statistically. The implementation of the ‘Learning Science and Mathematics Together’ (LeSMaT) student-centered regional learning programme that provided a guide for expected project output is also illustrated with an exemplar of how learners’ conceptual and procedural knowledge and skills in ‘environmental education’ were enhanced through the preparation of the project required for this program. The analysis of social science learning involving building foundation knowledge in economics through an international research-based internship programme revealed that students’ conceptual and procedural knowledge and skills in ‘economics’ were enhanced with the input on research methodology and the need to produce a report, which tied in with theories and the experience of their placements in various business settings that provided real-life experience related to economic issues faced during the pandemic. In the end, the significance and implications of the study are discussed with ideas for how to move forward.
31
Offiah, Gozie, and Eva Doherty. "Tricks of the trade: time management tips for newly qualified doctors." Postgraduate Medical Journal 94, no. 1109 (October 26, 2017): 159–61. http://dx.doi.org/10.1136/postgradmedj-2017-135303.
Full textAbstract:
BackgroundThe transition from medical student to doctor is an important milestone. The discovery that their time is no longer their own and that the demands of their job are greater than the time they have available is extremely challenging.MethodsAt a recent surgical boot camp training programme, 60 first-year surgical trainees who had just completed their internship were invited to reflect on the lessons learnt regarding effective time management and to recommend tips for their newly qualified colleagues. They were asked to identify clinical duties that were considered urgent and important using the time management matrix and the common time traps encountered by newly qualified doctors.ResultsThe surgical trainees identified several practical tips that ranged from writing a priority list to working on relationships within the team. These tips are generic and so applicable to all newly qualified medial doctors.Potential implicationWe hope that awareness of these tips from the outset as against learning them through experience will greatly assist newly qualified doctors.
32
Lian, Jonathan K. M., Zhi Yu Foo, and Florence Yean Yng Ling. "Value of internships for professional careers in the built environment sector in Singapore." Engineering, Construction and Architectural Management 25, no. 1 (February 19, 2018): 77–89. http://dx.doi.org/10.1108/ecam-09-2015-0133.
Full textAbstract:
Purpose The purpose of this paper is to investigate the value of internships for professional careers in the built environment (BE) sector from the perspective of industry practitioners. It examines the perceptions of practitioners about internship and explores the relevance of internships for professional careers in the sector. Design/methodology/approach The research methods used were questionnaire survey, in-depth interviews and focus group discussion. The study focussed on careers such as architects, civil engineers, facility managers, project managers and quantity surveyors. Findings It was found that quantity surveyors and civil engineers value internship the most and are more likely to hire those who interned with them. Project managers also value internships but to a lesser extent. Facility managers and architects value internship the least and are also least likely to offer positions to their ex-interns. It is not conclusive whether internships are absolutely necessary to increase undergraduates’ employability upon their graduation. Research limitations/implications The study is limited to only five professions and focused on the perceptions of professionals and not the interns or academic supervisors. Practical implications Recommendations are made to improve internship programmes in the BE sector. These include making internships compulsory for students who intend to pursue civil engineering and quantity surveying careers and extending the duration of internships to six months. Originality/value The views of professionals in the BE sector are uncovered. Tertiary institutions can use the findings to improve their internship programmes and their students’ employability upon graduation.
33
Pusiran, Arif Kamisan, Yuzainy Janin, Sarimah Ismail, and Lorna Jimi Dalinting. "Hospitality internship program insights." Worldwide Hospitality and Tourism Themes 12, no. 2 (March 23, 2020): 155–64. http://dx.doi.org/10.1108/whatt-12-2019-0079.
Full textAbstract:
Purpose The purpose of this paper is to provide some insights on current industry internship practices and the perceptions of students during their internship experience. This paper also highlights some issues pertaining to internship from the students’ and the industry’s perspective Design/methodology/approach The paper utilises qualitative research methodology using in-depth interviews. Findings The sources of conflict arising between the two parties need to be addressed carefully so as to create a win–win situation. The paper offers some suggestions for higher education institutions as to how to establish better guidelines for student internships as well as for industry operators.. Originality/value Internship, industrial training, practical training or work-integrated learning refers to the involvement of students, institutions and colleges of higher learning in the industry. Internship provides an opportunity for students to experience first-hand, a work-related learning process. Given this, the involvement of industry in accepting students onto well-designed internship programmes is very much needed, so as to ensure the completion of a balanced period of study for a career in hospitality and tourism.
34
Al-Jalehawi, Ahmad, Fadya Al-Hamadani, Heba M. Attash, Mohammed Ibrahim Aladul, Aya Alabdali, Omer Qutaiba Allela, and Mohanad Yasir Al-Radeef. "Students' experience and evaluation of community pharmacy internship in Iraq." Pharmacy Education 22, no. 1 (July 17, 2022): 688–95. http://dx.doi.org/10.46542/pe.2022.221.688695.
Full textAbstract:
Background: Pharmacy internship programmes are driven by most developed countries to outweigh the ongoing growth in the pharmacy career which encourages pharmacists to play a significant role as healthcare providers. Objectives: This study examines pharmacy students' perception, satisfaction, challenges, and limitations with the internship curriculum. Method: A cross-sectional study was conducted using an online survey with different elements to examine students' perceptions of various aspects. Result: Most students reported a positive impression regarding their internships, however, they were less satisfied with the allowance for filling prescriptions and compounding also, the college's follow-up was inadequate. Finding a pharmacy and devoted time for the training were the most reported challenges. Whether the preceptor is a pharmacist or not, the duration of the training and the pharmacy type have been demonstrated as important factors in the training outcomes. Conclusion: Students have acquired experience and knowledge. However, there are still improvements needed in the interns' perception towards the programme.
35
Baranov, A. A., and A. S. Suntsova. "Development of students’ subject position in the process of internship in an inclusive school." Education and science journal 22, no. 2 (March 4, 2020): 29–52. http://dx.doi.org/10.17853/1994-5639-2020-2-29-52.
Full textAbstract:
Introduction. The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.The aim of the experimental work presented in this publication is to identify the development factors and characteristics of a student’s subjective position in the process of continuous internship in inclusive education institutions.Methodology and research methods. The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire “Level of Personality Subjectivity” by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of students’ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann – Whitney U-test).Results and scientific novelty. A working definition of the subject position of the teacher is given. The teacher’s subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachers’ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of student’ subjective position, are determined; the peculiarities of its manifestations are analysed.Practical significance. The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.
36
Dzimiri, Mashoko Tserere, Mogotsinyana Mapharing, and Shabani Ndzinge. "The Impact of the Four-year Learning Programme to Students’ Career Aspirations:." Advances in Social Sciences Research Journal 6, no. 11 (November 24, 2019): 215–31. http://dx.doi.org/10.14738/assrj.611.7382.
Full textAbstract:
The paper determines whether the students’ career aspirations have changed from the time they enrolled for a particular programme during the first year until they have encountered socialisation throughout the four-year learning period, which includes the internship programme. Descriptive research design was used in the study. The research population for the study were all final year University Botswana undergraduate business students on a four year study programme. Purposive sampling was used to select a total of 100 students from the final year Accounting and Finance students and, the two groups being equally represented in the sample. Primary data was used for the study and collected using a 5-point Likert scale questionnaire from the two groups during class time. Descriptive statistics and Independent sample t-tests were used to analyse the data. The internship programme is an eye opener to the students and help them to prepare for their careers. The students who enrolled for the accounting and finance programmes stuck to the careers choices they had made at the commencement of their four year study programmes. The university must continue with internship programmes, if possible assist finance students to secure internship places in finance related institutions both locally and regionally.
37
Doniņa, Agita. "The role of tourism and hospitality companies in ensuring an effective internship process." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 281–90. http://dx.doi.org/10.15503/jecs20151.281.290.
Full textAbstract:
Tourism and hospitality education has only been provided in Latvia as a separate curriculum relatively recently. According to legislation, the curriculum should consist of study courses, internships and the state exam.
Cooperation between all stakeholders is crucial in order to achieve the goal of internship – to increase students’ knowledge and to develop skills in the study area chosen. The purpose of this study is to explore cooperation between higher educational establishments and companies targeted at enhancing students’ employability skills. The survey was conducted in Latvia by addressing managers of 154 tourism and hospitality industry companies in 2014. The findings showed that only 51.30% of the companies plan interns’ job assignment during internship on the basis of an internship programme and in 35.06% of the cases higher educational establishments do not contact internship companies for feedback at all. This means that, despite the importance of internships in developing students’ skills, cooperation among all stakeholders does not proceed in the best possible manner. It is suggested to improve cooperation at all stages of internship – at the planning, organisational and control stages.
38
Chhina, Rajoo Singh. "Innovations in Strengthening Medical Education in India." Annals of the National Academy of Medical Sciences (India) 52, no. 02 (April 2016): 124–30. http://dx.doi.org/10.1055/s-0040-1712612.
Full textAbstract:
ABSTRACTThere is a disconnect between the objectives of medical education in the country and the actual training being imparted. The present system of discipline based MBBS Curriculum has many inherent disadvantages eg. Compartmentalized teaching, poor development of problem solving skills, failure to generate interest in students and acquisition of dissociated knowledge are few of them. The SPICES model of medical education ie. (Student centered, Problem based, Integrated, Community oriented, Elective enabling and Systematic exposure) may be better suited to our country. Assessment system and examination system need a very drastic change based on the needs of the Community and the stakeholders in the healthcare section. Internship programme needs to be totally revamped. The acquisition of practical skills using newer medical education technology like DOPS (Directly Observed Practical Skills), one minute preceptor and other newer methods needs to be incorporated. In our study on “DOPS” interns we found the usefulness of this methodology (FAIMER study - Chhina RS).The use of technology has revolutionized the world eg. in Space technology, Computer Sciences, Social marketing Strategies. There is an urgent need to incorporate the “MOOC” model and the Social media eg. Facebook, Twitter, We chat, Whatsapp for better coverage and more useful teaching modules. In our study, we found “Facebook” teaching to be an important component of improving the teaching methodology and acquisition of knowledge by students (FAIMER study- Sharma Anu & Chhina RS). The “Feedback” technique for improvement in the needs of student knowledge base, their aspirations, what they thought is appropriate in teaching skills and methodology was studied and powerful conclusions have been drawn in our institution. (FAIMER study-Singh Daljit). The postgraduate training seats needs to be modified as the disease burden load in the country requires. A study done by us showed a total disconnect between the need and the available resources in the State of Punjab. The requirements of the Community, Medical students, Healthcare providers and patients need to be advanced in an objectively scientific, need oriented manner in relation to medical education in India.
39
Mahmudah, F. N., A. A. G. R. Baswedan, H. Usman, D. Mardapi, and E. C. S. Putra. "The importance of partnership management to improve school-to-work transition readiness among vocational high school graduates." Education and science journal 24, no. 5 (May 14, 2022): 64–89. http://dx.doi.org/10.17853/1994-5639-2022-5-64-89.
Full textAbstract:
Introduction. The large number of unemployed vocational graduates at this time is a matter of consideration for vocational high school to manage the programme well. This is important because vocational high schools need the help of other institutions to collaborate in improving student competencies.Aim. This research aimed to reveal the forms of partnership and partnership management framework that can be used between vocational high school and industry.Methodology and research methods. This study uses a qualitative method with a multiple case study approach. This research was conducted in vocational high school and industrial enterprises. To determine the participants, the purposive sampling was used. The research was conducted in six stages applying the case study model design from K. R. Yin (plan, design, preparation, data collection, analysis, sharing research results). Data triangulation was employed to establish the validity of research results. Data analysis was carried out with the help of ATLAS.ti Software version 8.3.Results and scientific novelty. The results of this research showed that the forms of partnership that can be used between vocational high school and industry are internship, industrial learning, work-based learning, and experiential learning. The partnership framework needed are planning, organising, actuating and monitoring, coordinating, and evaluating. The novelty from this research is a cooperation model for vocational high school to improving student competence according to industry needs. The model is also one part of the relevant objectives of vocational high schools for industry.Practical significance. The current research is useful for the Ministry of Education of Indonesia, vocational high schools, and industry, especially policy makers in decision making, principals, and Human Resources Development (HRD) in industry. A significant benefit is related to the importance of partnerships that need to be developed through joint programmes. This partnership is necessary to strengthen relationships between different roles (school and industry) to prepare vocational high school graduates in the transition from school-to-work in industry.
40
Dos Santos, Luis. "Rural Public Health Workforce Training and Development: The Performance of an Undergraduate Internship Programme in a Rural Hospital and Healthcare Centre." International Journal of Environmental Research and Public Health 16, no. 7 (April 9, 2019): 1259. http://dx.doi.org/10.3390/ijerph16071259.
Full textAbstract:
Workforce shortages in the field of public health and healthcare are significant. Due to the limitations of career opportunities and compensation, rural hospitals and healthcare centres usually have on-going career openings for all departments. As a result, university departments of public health and healthcare management, and rural hospitals and health centres may need to establish internship and training programmes for undergraduate senior-year students in order to provide opportunities and human resource opportunities for both students and public health professions. The research examined the performance, feedback, and opinions of a university-based one-year-long on-site internship training programme between a university public health and healthcare undergraduate department and a regional hospital and healthcare centre in a rural region in the United States. Individual interview data were collected from management trainees and focus group activities data were collected from hospital departmental supervisors who have completed this one-year-long on-site internship training programme. The results offered an assessment of performance and evaluation of how a one-year-long internship programme could be beneficial to hospitals and health centres in the areas of human resources, manpower management, and skill training to prospective professionals in rural and regional communities. Also, the study provided a blueprint and alternative for universities and partnered sites to redesign and improve their current internship programmes which may better fit their needs for their actual situations.
41
Chen, Yujuan, and Ning Gan. "Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province." Sustainability 13, no. 23 (December 5, 2021): 13454. http://dx.doi.org/10.3390/su132313454.
Full textAbstract:
In the context of severely restricted employment opportunities, undertaking an internship is an important way for students to enhance their employability and sustainable development. The aim of this study was to judge if the implementation of the Internship Promotion Programme (IPP) at universities in Zhejiang Province, China, could enhance graduates’ employability. We conducted surveys and interviews with 400 students and 100 business executives who participated in the IPP during the past 6 years. Based on the collected data and statistical analysis, the findings show that internships help students to improve their innovative thinking, interpersonal communication abilities (domestic and international), problem-solving skills, value creation and responsibility. Participants in the IPP were compared with students who did not take part. The results demonstrated that the IPP participants exhibited higher capabilities to perform important workplace tasks and that as a result, they became more attractive to employers. The analysis, therefore, demonstrates a positive correlation between the internship experience and employability. As a result, it can be concluded that the IPP improves students’ employability and is beneficial to enhancing the quality of higher education, and hence the sustainable development of students.
42
Botha, Melodi, and Alex Bignotti. "Internships enhancing entrepreneurial intent and self-efficacy: Investigating tertiary-level entrepreneurship education programmes." Southern African Journal of Entrepreneurship and Small Business Management 8, no. 1 (September 29, 2016): 15. http://dx.doi.org/10.4102/sajesbm.v8i1.45.
Full textAbstract:
<p><strong>Background:</strong> Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation.</p><p><strong>Aim:</strong> The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion.</p><p><strong>Setting:</strong> South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear.</p><p><strong>Methods:</strong> A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula.</p><p><strong>Results:</strong> The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity.</p><p><strong>Conclusion:</strong> Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners.</p>
43
Nohara, Kayoko, Michael Norton, Miki Saijo, and Osamu Kusakabe. "Overseas internships as a vehicle for developing a meta-level awareness regarding science communication." Journal of Science Communication 07, no. 01 (March 21, 2008): A01. http://dx.doi.org/10.22323/2.07010201.
Full textAbstract:
The overseas internship programme offered at Tokyo Institute of Technology as part of the science communication curriculum is highly significant, as it prompts graduate students to acquire new skills and awareness levels, including an enhanced meta-level understanding of the importance and complexity of human communications. The capacity to correlate and respond on-site in human interaction can be gradually cultivated during the internship as students experience diverse communication environments. Moreover, the exposure to different organisational, cultural and social environments helps develop a more international outlook. As a result of the initial experience described in this paper, TiTech has adopted internships as an important part of the educational tool-kit to produce scientists and engineers who can play an active role at the global level using their acquired technical knowledge and broad practical capabilities.
44
Pegg, Ann, and Martha Caddell. "Workplaces and policy spaces: insights from third sector internships Scotland." Higher Education, Skills and Work-Based Learning 6, no. 2 (May 9, 2016): 162–77. http://dx.doi.org/10.1108/heswbl-07-2015-0039.
Full textAbstract:
Purpose – Understanding the relationship between learning and work is a key concern for educational researchers and policy makers at the local, national and international level. The way that learning and the economic environment are framed impacts upon policy and funding decisions and has significant implications for the HE sector. The purpose of this paper is to explore how internships have become a key site in which policy and funding mechanisms seek to address concerns about graduate employability and graduate skills in relation to Scottish national economic plans and perceived business needs. Design/methodology/approach – Drawing from five years data generated from the Third Sector Internships Scotland programme, the authors adopt an approach to the analysis of policy and internship experiences based on a spatial perspective. The authors explore two spatial arenas in play; the conceptual space where discussion and policy making occur and the physical places of education and the workplace where learning takes place. The authors trace shifts in the policy and funding of higher education internship and work placement schemes and consider how these shifts respond to internship experiences of the workplace. Findings – The authors argue that changes within the conceptual and physical spaces intersect and that identifying contrasts and overlaps helps them to focus on particular questions about how internships develop learning for students. Originality/value – Taking the national approach within Scotland as a bounded case offers a unique opportunity to explore the ways in which internships have played an increasingly significant place as a pedagogic device operating at the borderlands between educational organisations and the physical spaces of employment.
45
Renganathan, Sumathi, Zainal Ambri Bin Abdul Karim, and Chong Su Li. "Students’ perception of industrial internship programme." Education + Training 54, no. 2/3 (April 13, 2012): 180–91. http://dx.doi.org/10.1108/00400911211210288.
Full text
46
Cox, Stephen, Laurence Cook, and Sam Nield. "Peer Assisted Study Support (PASS) and Students as Change Agents (SACA) in Mathematics at the University of Nottingham." MSOR Connections 14, no. 3 (April 28, 2016): 39. http://dx.doi.org/10.21100/msor.v14i3.313.
Full textAbstract:
In 2015-16, a Peer Assisted Study Support (PASS) scheme was introduced in Mathematics at the University of Nottingham. This PASS scheme is intimately linked to the University’s Nottingham Advantage Award (NAA) scheme, which recognises a wide range of students’ extracurricular activities, including serving as a PASS Leader. Furthermore, the PASS scheme has been developed in conjunction with the NAA’s Students as Change Agents and Change Leaders (SACA and SACL) programmes, which recognise student-staff partnerships that change teaching and learning practice. Essential to the success of the scheme has been its genesis through a student-staff partnership, in particular two summer internships in 2015 to develop PASS materials, supported by the Sigma Network and the University’s Teaching Transformation Programme.
47
Ferriss, Terry L. "Internships for Students: A College-wide Program with Active Faculty Involvement." HortScience 32, no. 3 (June 1997): 432C—432. http://dx.doi.org/10.21273/hortsci.32.3.432c.
Full textAbstract:
The College of Agriculture, Food and Environmental Science at the Univ. of Wisconsin–River Falls was established in 1968 and has evolved into a successful program, placing more than 200 students on internships annually. Much of the program's success has been attributed to the commitment and active involvement of faculty. Each discipline within the College of Agriculture has one or more faculty designated to participate in the program. These faculty are referred to as the Faculty Coordinators. The Faculty Coordinators assist students in identifying work sites, collaborate with the student and employer to develop and approve learning objectives and a special internship project, read and evaluate student's on-going progress reports, make on-site visits with the interns and employers and evaluate the student's overall experience. The program is centrally administered through the Program Director, who reports to the Dean of the College. A Program Assistant provides clerical and office support for the Faculty Coordinators and Director. Six faculty members and the Director serve on the College's Internship Committee, which establishes and reviews the policies and procedures affecting the program. The program provides students with an opportunity to integrate classroom theory with practical experience, explore career opportunities, enhance and develop technical, interpersonal, and communication skills, and develop professional contacts.
48
Hansen, Jørgen. "Practical Elements in Danish Engineering Programmes, Including the European Project Semester." Industry and Higher Education 26, no. 4 (August 2012): 329–36. http://dx.doi.org/10.5367/ihe.2012.0108.
Full textAbstract:
In Denmark, all engineering programmes in HE have practical elements; for instance, at Bachelor's level, an internship is an integrated part of the programme. Furthermore, Denmark has a long-established tradition of problem-based and project-organized learning, and a large part of students' projects, including their final projects, is done in cooperation with industry. This interaction with industry is important because students learn about the culture of the companies with which they are involved and they usually find it very motivating to discover that the companies can benefit from their work. Given the difference between theoretical teaching at a university and practical work done in a company, internships help students to combine practice and theory. Many large projects involve teams and this offers students good learning opportunities and enables them to improve their interpersonal skills. In addition, students learn to learn, an increasingly important requirement since knowledge can rapidly become outdated. Engineers must now be able to work in an international context and to address this need a ‘European Project Semester’ (EPS) was introduced in 1995. EPS is based on experience from problem-based learning in an international context, with exchange students working in international teams. The focus is on international teamwork and intercultural communication and students not only acquire technical skills but also improve their communication skills and their international competences.
49
Sari, Yulita, and Youmil Abrian. "PENGARUH PENGALAMAN LAPANGAN INDUSTRI TERHADAP KESIAPAN KERJA MAHASISWA PROGRAM STUDI D4 MANAJEMEN PERHOTELAN ANGKATAN 2015 UNIVERSITAS NEGERI PADANG." JURNAL KAJIAN PARIWISATA DAN BISNIS PERHOTELAN 1, no. 2 (August 28, 2020): 77–81. http://dx.doi.org/10.24036/jkpbp.v1i2.2672.
Full textAbstract:
Based on this research, the writer recommend the lecturer that concerned with internship programe to guide the students with their choice of where to apply the internship programme which is corresponding to their interest and skill, so that they can be more confident of the skill that they have and develop it. The purpose of the research is to analyze the influence of Internship on Work Readiness to the students which is already did the first and the second internship especially for the 2015 class of Hospitality Management in Padang State University.
The kind of the research that used is quantitative descriptive and causal associatitive approach to view the influence of Internship (X) on Work Readiness (Y). The population and sample of this research are the students of Hospitality Management class 2015 of Padang State University. The technique of the data analyze that used is descriptive analysis technique by SPSS 16.00 Version.
Based on the research , the results are as follows: (1) Internship is in the good category (52,73%) , (2) Work Readiness is in the good category (56,37%), (3) From simple linear resgresion hypothesis the results is F 1.515 with sig. 0,142 < 0,05, so the intership variabel can explain the work readiness significantly, with an R score value as much 0,523. This means that intership had influence on work readiness as much 52,3%, while 47,7% because of another factor. Therefore the result of it is 9,245 with significant level is 0,000<0,05, so there is significant relationship from both variabel. The regression coefficient as much 0,882 with significant value at 0,000<0,05. It is mean that every 1 unit of the internship influence will gain 0,882 unit of work readiness. Based on this research, the writer recommend the lecturer that concerned with internship program to guide the students with their choice of where to apply the internship programme which is corresponding to their interest and skill, so that they can be more confident of the skill that they have and develop it.
50
Chou, Chun-Mei, Chien-Hua Shen, Hsi-Chi Hsiao, Tsu-Chuan Shen, and Yu-Jen Tsen. "Assessment Indicators of Tertiary Student of Internship Programs Adjust Industry 4.0." International Journal of Psychology and Educational Studies 4, no. 2 (May 1, 2017): 24–33. http://dx.doi.org/10.17220/ijpes.2017.02.003.
Full text