What is an Internship Report? Contributions to the Construction of its Meaning (original) (raw)
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From the roots to the fruit : a qualitative case study of internship
1996
Thanks go first and foremost to the trainees, Bheki and Zane1e, who were the dutiful subjects of this study, in particular thanks to them for suspending their doubts that the dissertation would ever see the light of day. Thanks also to Nhlanhla and Wanda Majuqalana, for demonstrating to me unequivocally how superbly and how rationally human beings can learn, even in the absence of a teacher. Thanks to John Aitchison for his occasional chiding and sympathetic redirection in the early days of struggling with this study. VII
Orchestrating of Learning in Higher Education Through Internships
The Educational Review, USA, 2020
Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and knowledge domains. We examined the organization and implementation of internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.
INTERNSHIP AS A SPACE FOR PROFESSIONAL LEARNING AND ITS PRECARICATION IN THE WORLD OF WORK (Atena Editora), 2022
The article is part of a research developed in the Graduate Program in Education and Technology of IFSul (PPGEdu/MPET), with a qualitative approach, and seeks to understand the internship as a space for professional learning in a scenario of precariousness in the world of work. It is concerned with the space of capitalism in a developing country and the precariousness of labor legislation and the implication of this condition for young people who need to enter the job market. Brazilian legislation provides for students to complement theoretical knowledge with practical knowledge through the internship period, an important condition that aims to complement professional learning. The internships are foreseen in the pedagogical projects of the courses and comply with specific legislation. In this text we bring the results of a pilot research that we carried out for the qualification process of the PPGEdu/MPET Dissertation.
Internship programmes – bridge between school and professional life
Proceedings of the International Conference on Business Excellence, 2017
All stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the facto...
Internship Program: A Bridge to Close the Gap Between Theory and Practice
ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL
Higher Learning Institutions today are increasingly required to produce highly mobile graduates able to respond to the ever changing needs of the contemporary workplace. Through industrial training, interns will be exposed to ethical values and good working practices as well as to help them understand the safety practices and regulations inside the industry and to instill the spirit of teamwork and good relationship between interns and employees. The motivation for the current research study is to examine the implementation of industrial training conducted by Faculty of Business and Management of Universiti Teknologi MARA and industrial perception on Business Students during their practical period. This research is also prompted by the concern in the increasing number of unemployed among fresh graduates. Feedback from industries would give a better picture of what is required of students since employers are increasingly looking beyond a graduate's academic knowledge. Results sho...
Internship Assessment and Evaluation in Higher Education
International Journal on Integrating Technology in Education
With the increased pressure on higher education institutions to review and improve their practice in the area of students’ learning outcomes as part of quality assurance efforts, this paper aims to propose a systematic approach to internships’ learning outcome evaluation. Internship or work-integrated learning provides students with the opportunity to apply their theoretical knowledge to relevant experiences in workplace settings. It is an essential requirement in many higher education undergraduate programs where students integrate their learning through a combination of academic and work-related activities. While proving the benefits of practical training seems redundant, very few efforts were made with regards to its evaluation and the evaluation of its learning outcomes. Academic research and quality assurance systems seem to neglect this rather essential component of undergraduate education. Moreover, accreditation standards show little emphasis on internships’ evaluation and p...
International Journal of Research in Business and Social Science (2147- 4478)
In South Africa, the internship programme was introduced under the Skills Development Act of 1998, with the primary goal of addressing the country's skills shortage and fostering the growth of a skilled workforce. This act laid the foundation for various skills development initiatives, including internships, aimed at enhancing employment prospects and facilitating the transfer and development of essential skills among graduates. As a result, the pursuit of internship programme has become a prevalent practice among university and college graduates in South Africa, as they recognize its significance in securing employment and acquiring the necessary skills. Considering this, the objective of this study was to examine the relationship between internship programme and skills development within three government departments in Limpopo Province. The research employed a quantitative research approach and collected empirical data using semi-structured questionnaires. Seventy-one (71) pas...
Understanding the Role of Internship as an Activity Based Learning: A Case Study
Activity based learning is a successful educational model in various disciplines and recently it has been proved very effective in business institutes also. This paper was intended to explore the effects of internship in the university students of Pakistan as an activity based learning in order to boost their skills and abilities. Qualitative research as research design was adopted for the study following interpretivist paradigm. For the purpose of data collection, 30 students from business institutes were interviewed. Only those candidates were chosen who had recently completed their internship in well-known organizations of Pakistan. Data analyses was done through NVivo software version 11, suggested for qualitative data analyses. Findings propose that industrial internship is a viable activity for the learning and growth of university students. Practical experience, teamwork, understanding strengths and weaknesses, financial support for further studies and exposure to real world problems were found chief outcomes of internship in terms of professional development. Likewise, goal setting, internal motivation, confidence, punctuality, regularity and understanding responsibility in terms of personality development were found as key outcomes of internship for business students.
This paper presents a case study of 213 university students of Clinical Psychology that explores affective symbolizations, which structure their relationship with hosting bodies in internship experience. This is in order to detect students’ main representations about their role as interns, professional activities and functions they have to comply with and the perceived integration between university education and real work contexts. A questionnaire was administered for the analysis of students’ motivational dynamics and expectations activated by imagining their future internship. Four clusters of students have been identified, through multivariate statistical techniques, multiple correspondence analysis (MCA) and cluster analysis (CA). Results were as follows: a general powerlessness, distrust and disinvestment toward internship (17.7%); affiliation with hosting bodies in order to gain increasing acceptance and power (33.8%); high pragmatism, task-orientation and compliance with what the hosting bodies propose (30.8%) and a demand for recognition without any negotiation (17.7%). No relationship is detected between clusters and some illustrative variables related to sex and indicators of academic success, problems and participation. These clusters are conceived along three latent dimensions, which explain 57.9% of the total variance and refer to: disengagement/involvement toward internship experience; owerlessness/omnipotence about using competences and devaluation/idealization of the hosting body in relation to university training. Overall, two critical issues emerge: the first refers to a gap between university training and internship, the second one deals with discontinuity between the internship and the labor market. Some reflections and implications for practice are discussed.