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Relevant bibliographies by topics / Internship students

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Academic literature on the topic 'Internship students'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Internship students"

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Kunieda, Yoshiaki, Akihiro Nunome, Naruphun Chotechaung, and Tsumugi Fujii. "Learning Effects of Problem-Identification and Problem-Solving Internships." Advances in Social Sciences Research Journal 12, no. 02 (2025): 214–24. https://doi.org/10.14738/assrj.1202.18361.

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We aim to understand the features and educational impacts of problem-identification and problem-solving internships (hereinafter called ‘problem-solving internships’) at the National Institute of Technology, Toyama College. Problem-solving internship is a practical internship style that emphasizes experience in which intern students examine and propose solutions to actual business problems faced by a company. Thus, we qualitatively analysed the reports submitted by participating students using the steps for coding and theorisation (SCAT) method. The results of the qualitative analysis by SCAT indicate that problem-solving internships provide a variety of learning and growth opportunities for students. The analysis showed that students can acquire different perspectives by reaffirming their social roles and abilities and by collaborating with individuals who have different values. It was also found that overcoming anxiety and participating in a problem-solving internship provides a chance to reflect on one’s own potential and future challenges. These findings highlight the significant influence of the internship’s pre-design and implementation on student learning, suggesting possibilities for further improvement and application of the educational program.

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Song, Tao. "A Study on the Related Issues of Graduation Internship for Financial College Students." Journal of Higher Education Teaching 1, no. 1 (2024): 73–77. http://dx.doi.org/10.62517/jhet.202415112.

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Graduation internship is an important practical link in the cultivation of financial college students. This article analyzed the problems that exist in the graduation internship of financial college students. Some students have insufficient understanding of the importance of graduation internships for finance majors. The content of the graduation internship for financial college students is relatively simple and not deep enough into the professional field. Graduation internships for finance majors have longer working hours and lower salaries. Therefore, we have put forward corresponding suggestions. Colleges and teachers should guide students throughout the entire process, making them aware of the importance of graduation internships for finance majors. Universities should carefully select internship units and work closely with them to improve the quality of graduation internships for finance majors. Universities should cooperate with the government and enterprises to establish a more comprehensive graduation internship mechanism for finance major college students in order to improve their internship benefits.

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Lei, Li. "Study of The Labor Relations of University Students During Their Internship." International Journal of Arts, Humanities and Social Studies 4, no. 3 (2022): 23–28. https://doi.org/10.5281/zenodo.6576205.

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The labor relationship between the internship student and the internship company has long been unclear in law and has been the subject of much debate in academic circles. In the course of their internship, university students have established a special, de facto labor relationship with the company, but this relationship is skewed by the absence of law. Therefore, the internship system for university students needs to be regulated at the legal level. The establishment of a multi-party negotiation mechanism to enhance the bargaining position of university students, the improvement of the work injury insurance treatment of university students in internships to avoid the relevant risks, and the regulation of the management of labor contracts during university students' internships to clarify the rights and responsibilities of all parties have become a necessary part of enhancing the employability of university students.

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Blau, Gary. "Relationships of Paid and Unpaid Internships, and Source for Obtaining, to Early COVID-19 Stage Anticipated Employment Outcomes." Journal of Education and Development 6, no. 1 (2022): 1. http://dx.doi.org/10.20849/jed.v6i1.918.

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This study investigated the relationships of paid and unpaid internships to anticipated employment outcomes for graduating college business students. It also investigated the self-reported source(s) by which these students had obtained their internship(s). In May of 2020, 445 graduating business undergraduates filled out an online survey, for which there was complete data for 405 students. Although most of the internships were pre-pandemic, the anticipated employment outcomes by graduation were in the early stage of the COVID-19 pandemic. Three dichotomous response anticipated employment outcomes were measured: securing a full-time job; securing a full-time job that consistent with one’s major; and being self- employed. Results were that students with at least one paid internship were more likely to anticipate securing a full-time job and securing a full-time job consistent with their major versus students without a paid internship. In addition, students with at least one paid internship were less likely to see themselves being self-employed versus students without a paid internship. However, there were no relationships for students having at least one unpaid internship, versus no unpaid internship, to these anticipated full-time employment outcomes. Students with at least one unpaid internship were more likely to see themselves being self-employed by graduation versus students without an unpaid internship. Surprisingly, the general source of “on my own” was the dominant method reported by students for obtaining both paid and unpaid internships. These results are further discussed, and study limitations noted.

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Dung, Nguyen Huy. "Factors Affecting the Quality of Graduation Internship for Students of the Faculty of Education at Saigon University." South Asian Research Journal of Business and Management 7, no. 02 (2025): 114–21. https://doi.org/10.36346/sarjbm.2025.v07i02.002.

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Graduation internship is an indispensable subject for every student regardless of the major because of the benefits that the internship brings to students. The objective of the graduation internship study is to determine the level of student evaluation of the factors affecting the quality of graduation internships of students of the Faculty of Education, Saigon University. To improve the quality of the training program and internship practice, and at the same time help students apply the theories they have learned in internship, in recent years, the Faculty of Education, Saigon University has always focused on and constantly innovated to improve the quality of graduation internship for students. The rate of students finding a truly effective internship is very low. Based on this situation, along with the desire to help the Faculty of Education and the University improve the quality of training as well as help students connect more between theory and practice, the author makes several proposals to improve the quality of graduation internships associated with practice.

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Gustiawan, Willson, Bela Kurnia Dwi Putri, Tuti Azra, and Maya Permata Sari. "Internship programme and work readiness among vocational students." Issues and Perspectives in Business and Social Sciences 5, no. 1 (2025): 15–26. https://doi.org/10.33093/ipbss.2025.5.1.2.

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This study investigates how internship experiences influence job readiness perceptions among Business Administration students at Politeknik Negeri Padang, aiming to enhance vocational education and human resource quality in a global context. The literature review examines employment readiness and internship impacts on skill development and industry exposure, emphasising the role of internships in improving students' preparedness for work. This research uses descriptive and associative methods to explore the relationship between internship programmes and work readiness. Surveys were employed for data collection, with analysis techniques including validity testing, Spearman's rank correlation, and hypothesis testing. The study, which surveyed 115 Business Administration students, found strong agreement that internships enhance job knowledge, skills, attitudes, and workplace familiarity. Statistical analysis reveals a significant relationship (Spearman's rho = 0.773) between internships and work readiness (R² = 59.7%), underscoring the importance of internship programmes for student workforce preparation and advocating continued implementation at Politeknik Negeri Padang.

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Tjahjono, Laura Mahendratta, and Gladys Greselda Gosal. "IMPLEMENTATION OF INTERNSHIP DATA MANAGEMENT APPLICATION WITH PROTOTYPE METHOD AND USER ACCEPTANCE TEST METHOD." Jurnal Teknik Informatika (Jutif) 4, no. 2 (2023): 321–32. http://dx.doi.org/10.52436/1.jutif.2023.4.2.304.

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Universities generally have programs that offer students internship opportunities in departments within the university. In several universities especially Universitas Ciputra, internships in departments within these universities are mandatory activities for scholarship recipient students. This internship activity involves many parties, including students implementing internships, departments that provide internship vacancies and also student bureaus that monitor the implementation of internships. The obstacle faced in this activity is the difficulty of fulfilling internship vacancies with students who have interests, abilities and profiles that match the requirements of internship vacancies. The student bureau also has difficulty monitoring the progress of the implementation of internship activities in the field. The purpose of this research is to provide a solution to the problems faced in this internship in the form of a website application developed using the Prototype Model method using the Laravel framework and tested using the User Acceptance Test (UAT) method. The result of this research is a website prototype that can be used. The results of the UAT test show that the application made can help solve problems in this internship activity with a user satisfaction level of up to 96%.

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Kattiyapornpong, Uraiporn, and Shamika Almeida. "An examination of comparative perspectives on international internships." Education + Training 64, no. 1 (2021): 41–55. http://dx.doi.org/10.1108/et-02-2021-0072.

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PurposeWork integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.Design/methodology/approachThis study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.FindingsThe data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.Research limitations/implicationsThis study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.Practical implicationsAlthough international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.Originality/valueThis study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.

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Galimova, Elvira, and Galia Kirilova. "The Role of Visual Tools and a Virtual Learning Environment in Student Teachers' Internship." ARPHA Proceedings 1 (November 5, 2019): 171–79. https://doi.org/10.3897/ap.1.e0159.

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The relevance of this work is conditioned by the important role and aims of a teaching internship within the framework of student teachers' training. The use of a virtual learning environment requires a comprehensive experimental evaluation and may contribute to the resolution of a number of problems which are specific to the teaching internship. The article deals with the evaluation of an educational process implemented outside the university, and this evaluation must be performed with regard to multi-tiered interaction between the participants of educational process. The main theses of this research may be correlated with the stages of planning and undergoing of teaching internships. The following tools are used during development of the motivational and axiological basis of internships, the stage of its implementation, and subsequent self-assessment: a set of videos (which summarize selected topics) created by senior students when they were undertaking similar internships; simple graphic instructions which allow students to plan and undergo their internship effectively, write an internship report, and create and attach videos to their reports; expert analytical forms necessary to assess the course of internship and its results. The research included a survey among student teachers who were asked to identify difficult aspects of internship's planning and implementation in a specifically created collective environment for research data with the use of the following means: creation of collective questionnaires, visual representation of the tabulated survey data, and statistical analysis with the use of summarized tables. Based on the analysis of the work results of student teachers who have already done their internship and acquired the experience of educational process planning, the major issues were identified and described and visual tools for overcoming these issues were tested. The article describes an approach that helps student teachers overcome the barriers between existing visual educational tools within their training and insufficient orientation of school internships towards these tools' effective application in higher education. The methods of students' motivation for self-education and their implementation during the teaching internship were experimentally assessed in this research.

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Ding, Xiaohao, Wei Ha, Le Kang, and W. John Morgan. "When Students Become “Prisoners”: A Game Theory Analysis of Internship by Beijing College Students." ECNU Review of Education 1, no. 2 (2018): 44–73. http://dx.doi.org/10.30926/ecnuroe2018010203.

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Purpose —The oversupply of college graduates and increasing competition in the Chinese urban labor market have forced college students to undertake internships much earlier and to a greater intensity in the hope of boosting their employment prospects. It may be argued that the considerable time and energy thus spent on internships is deleterious to their university studies. The paper considers the factors that determine the intensity of an internship experience. Design/Approach/Methods —Building on a Cobb-Douglas utility function, the paper constructs a Prisoners’ Dilemma game to model the internship behavior of Chinese college students, and then examines the determinants of internship using data from a 2011 survey of approximately 10,000 Chinese college students from 47 higher education institutions in the Beijing metropolitan area and multivariate regression analysis. Findings —Empirical results confirm three key hypotheses derived from our model: first, students’ perceptions of higher differentials across available jobs in the labor market entice them to intern excessively; second, the improving quality of college teaching and the consequent benefit for knowledge acquisition mitigates the need for excessive internship; third, student preferences for fundamental knowledge acquisition also tilts the balance towards more study and less internship. Originality/Value —These findings suggest that in the context of a tight graduate labor market, improving the quality of college teaching provides a viable alternative to excessive internship by students.

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Dissertations / Theses on the topic "Internship students"

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Deuster, Jay. "A perspective on manager and student internship experiences." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009deusterj.pdf.

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Josias, Morea. "Do internships educate students for employability? : a case study of employer experiences of the TSiBA internship model." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11300.

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This study investigates employer’s views about whether internships educate students for employability. A case study of a local tertiary institution, the Tertiary School in Business Administration (TSiBA), was undertaken to determine whether the TSiBA internship model equipped final year students with employable skills.

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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.

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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.

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Ju, Jeongeun. "Korean Students' Perceptions of the Effectiveness of their Internship Experiences in the Hospitality Industry in Korea." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278968/.

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This research study assessed Korean students' perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. Relationships with demographic characteristics were identified. The sample was comprised of 74 senior-level university students enrolled in hospitality and/or tourism management programs who were completing an internship in Korea. Generally, students exhibited low agreement levels on the internship program aspects being investigated. Previous work experience was the most common factor influencing students' perceptions of their internship experiences. Agreement levels increased with length of prior work experience. Type of internship workplace, expectation of an employment offer, age and gender were found to influence students' perceptions of the internship experiences.

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Moran, Renee Rice, Monica T. Billen, Colleen P. Gilrane, and Amy D. Broemme. "Mentoring Doctoral Students via Internship: Widening the Circle of Pre-Service Education." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3616.

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Two doctoral students and two faculty members will describe and evaluate their experiences using internship to mentor doctoral students into teaching preservice classes. Following discussion and critique by a literacy teacher educator who is also a department head, the audience will be invited to participate in co-constructing a model of an effective literacy teacher educator and a model of effective preparation for this role.

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Oakes, Toni S. "Effect of short internships on student self-concept." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Keller, Kerri Day. "Examining internships as a high-impact educational practice." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13712.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Christy Craft<br>Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several “high-impact” educational practices that appear to generate higher levels of student performance, learning, and development than the traditional classroom experience (Brownell & Swaner, 2010). Internships – when done well – are among the recommended high-impact educational practices (Kuh, 2008). This qualitative study investigated internships to address the following research questions: What is the essence of internships that are done well? What are the student learning outcomes of internships that are done well? Utilizing interviews and a phenomenological approach, this study reconstructed internship experiences of 19 undergraduate students. For the triangulation of data collection, 5 faculty members and 5 employer representatives were also interviewed about their observations regarding student internships. After open coding and analyzing interview transcripts, four essence themes and four outcome themes emerged from the data. According to study participants, internships that are done well require commitment, connect the classroom to career, facilitate good communication, and provide a sense of community. In regards to resulting outcomes, internships that are done well develop the competencies of students, produce career-related crystallization, build self-confidence, and generate capital. The results suggest that when internships are done well, they can embody Kuh’s (2008) six elements of high impact practices as they are effortful, include feedback, apply learning, prompt reflection, build relationships, and engage across differences. The findings of this study have the potential to assist the campus community – faculty, advisors, and career development professionals – as they help students fulfill their learning and career development goals (O’Neill, 2010). First, this study’s findings essentially point to the need for students to demonstrate initiative and fundamental skills during internships. Second, employers must continue to be informed about what constitutes a meaningful internship experience for students. Third, universities should “scale up” high-impact educational practices like internships (Brownell & Swaner, 2010) by creating a developmental approach for program implementation. Furthermore, everyone in the campus community must work together to effectively facilitate internships and other high-impact educational practices.

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Boston, Quintin. "Assessing Multicultural Counseling Competencies Of Internship Students Enrolled In CORE And CACREP Programs." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878981931&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Rehabilitation Institute." Keywords: Rehabilitation, Multicultural counseling, Internship. Includes bibliographical references (p. 116-129). Also available online.

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Alves, Ana Paula Salheb. "Estagio e seleção social : o estudo do recrutamento de engenheiros em vias de formação para multinacionais da região de Campinas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251706.

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Orientador: Ana Maria Fonseca de Almeida<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-13T20:15:03Z (GMT). No. of bitstreams: 1 Alves_AnaPaulaSalheb_M.pdf: 592442 bytes, checksum: e0f1542cf31f0612be9a448eee8fa5cd (MD5) Previous issue date: 2009<br>Resumo: Quais são os critérios que orientam a contratação de estagiários por grandes empresas multinacionais? A pesquisa trata dessa questão dedicando-se a examinar o universo ritualizado dos processos de recrutamento por meio de entrevistas com os principais atores - engenheiros gestores e profissionais de Recursos Humanos - e da observação circunstanciada de um processo completo de contratação. Revelando como os critérios que guiam a definição do valor dos candidatos apóiam-se numa leitura da sua posição social a partir de sinais emitidos em grande parte por suas trajetórias escolares, o estudo contribui para que se compreenda com mais clareza a maneira como sistema de ensino e mercado de trabalho se articulam para produzir os padrões de desigualdade encontrados na sociedade brasileira.<br>Abstract: How are chosen the students for corporate internship programs by big multinational companies? This research looks into this questions by interviewing the principal actors - manager engineers and human resources professionals - and observing a complete process of student hiring. The author shows that the decisions to hire or not specific students are made through an evaluation of the candidates capacities and that those capacities are inferred from signals as: attending a prestigious university, having traveled abroad, knowing how to handle a group and how to properly talk to superiors and colleagues. This conclusions help to better understand how the socialization processes prepare youth to the job market, and how those processes articulate to the production of social inequality in the Brazilian society.<br>Mestrado<br>Politicas, Administração e Sistemas Educacionais<br>Mestre em Educação

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Johnson, Cathy. "Association between learning-style preferences of journalism students, internship experience, and selected demographic factors." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332688/.

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the study explores learning-style preferences of journalism students to determine the differences in learning-style preferences between journalism students with internship experience and those without internship experience, and the association of selected demographic factors.

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Books on the topic "Internship students"

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Samer, Hamadeh, and Princeton Review (Firm), eds. The internship bible. Random House, 1996.

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

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Associates, Internship Research, ed. The journalism internship guide for college students, 1997. Internship Research Associates, 1996.

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

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

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Donovan, Craig P. Internships for dummies. Hungry Minds, 2001.

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Donovan, Craig P. Internships for dummies. Hungry Minds, 2001.

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LLC, Internships, ed. National internships guide. Internships LLC, 2005.

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Oehlert, Mary E. Internship selection in professional psychology: A comprehensive guide for students, faculty, and training directors. C.C. Thomas, 1998.

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A, Stull William, ed. Learning from working: A guide for cooperative education/internship students. South-Western Pub. Co., 1990.

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Book chapters on the topic "Internship students"

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Swanson, Scott R., and Chuck Tomkovick. "Marketing Internships: Expectations and Perceptions of Students and Internship Providers." In The Sustainable Global Marketplace. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10873-5_8.

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Muslikhah, Riana Isti, Chusnu Syarifa Diah Kusuma, and Suhartanto. "Students’ Perception of Office Administration Internship." In Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-67-1_56.

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Stiglmayr, Michael, Simon Görtz, and Kathrin Klamroth. "Assigning Students to Schools for an Internship." In Operations Research Proceedings. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18500-8_20.

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Kim, Anatasia, and Abigail Johal. "Program Modules." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-4.

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Kim, Anatasia, and Abigail Johal. "Conclusion." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-6.

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Kim, Anatasia, and Abigail Johal. "Taking Flight Team and Partners." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-2.

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Kim, Anatasia, and Abigail Johal. "Introduction." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-1.

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Kim, Anatasia, and Abigail Johal. "Assessment." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-5.

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Kim, Anatasia, and Abigail Johal. "Intern Recruitment and Consent Forms." In Clinical Psychology Internship for Underrepresented Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003024859-3.

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Rodolfa, Emil R., and W. Greg Keilin. "Internship Training With Licensure on the Horizon." In Psychology licensure and certification: What students need to know. American Psychological Association, 2006. http://dx.doi.org/10.1037/11477-006.

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Conference papers on the topic "Internship students"

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Matysová, Kamila. "Cultural Adaptability of Students at the Faculty of International Relations of the Prague University of Economics and Business." In 25th International Joint Conference Central and Eastern Europe in the Changing Business Environment. Vydavateľstvo EKONÓM, 2025. https://doi.org/10.53465/ceecbe.2025.9788022552257.214-223.

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One of the goals of preparing university students at the Faculty of International Relations of the Prague University of Economics is to develop intercultural communication competencies and the ability to adapt to dynamically changing economic and political environments, with a special focus on cultural adaptation. To achieve these goals, elements of intercultural training are incorporated into the compulsory and elective courses, and students also have the opportunity to develop these competencies during their foreign mobilities, international internships, or field internships. This paper discusses the factors of cultural adaptability and their relationship to satisfaction with the stay abroad and the length of this stay. The related phenomena addressed in this paper include the acculturation curve, the role of autonomy, and individualism in young adulthood. The text includes preliminary research on the cultural adaptability test presented in the literature and discusses its possible use as a training tool during lectures or internship supervision.

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Fernandez Bernaola, Uriel Raul, Amanda Rosa Maldonado Farfan, Fanny Virginia Bejar Ugarte, Baltazar Nicolas Caceres Huambo, Jeniffer Morales Quispe, and Jonel Aparicio Salon. "Internship Performance of Chemical Engineering Students in Cusco, Peru." In 2024 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2024. https://doi.org/10.1109/icacit62963.2024.10788562.

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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "To Mandate or Not To Mandate: Internships in Industrial Design Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002980.

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Internships are widely valued with students, educators, and professionals believing they support student success and improve readiness for entry into the profession. Students who participate in an internship related to their profession are more likely to find employment in their field. (Binder, Bagueley, Crook, and Miller, 2014). However, it is unknown how a mandated internship experience in industrial design education impacts student experiences, the rate of participation, and the perceived quality of the internship. Through internships, students are immersed in work culture, processes, and a variety of industrial design settings while also gaining a highly valued line on their resume. While their academic coursework focuses on learning core skill sets and theory, soft skills, professional expectations, and understanding of the realities of the field are often learned through an internship. Some postsecondary institutions have created a mandate for participating in at least one internship prior to graduation, yet little is known about the impact of a required internship in comparison to programs that prioritize internships but do not have a mandatory internship requirement for graduation. This study of two 4-year comprehensive universities in our country aims to assess various considerations around internships, including obstacles to participation, the impact of a mandate on when students participate in their internships, and how students obtained their internships. The study also investigates the legitimacy and quality of internships, and if demographics such as gender or race are a factor in participation. This study employed quantitative methods for data collection and analysis. A survey was administered at two separate 4-year industrial design programs in our country and included current 3rd year, 4th year, and graduated students from the prior year. The sample for the survey included (n=78) students, (n=43) from a program with a mandated internship program, and (n=35) from a program with no internship mandate. This study also included semi-structured interviews of 8 students, 4 from each institution to understand application rates, internship experiences, hiring process, and perception of value for their education and for their preparation for employment. This initial investigation is a model for further investigations involving a broader range of institutions and internship experiences.

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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "Beyond the Classroom: A Case Study of Higher Education Internship Support for Industrial Design Students." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005391.

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This paper presents a case study that investigates the organizational structure and support mechanisms provided by industrial design programs at three comprehensive universities for student internship placements. The ultimate goal of the study is to evaluate the success of each program. Internships serve as a pivotal component in preparing students for the professional landscape, offering a practical bridge between academic knowledge and real-world application. Existing research suggests that students engaged in internships are more likely to secure employment in their chosen field (Binder, Bagueley, Crook, and Miller, 2014). However, the strategies and institutional support contributing to high participation rates in quality internships remain inadequately understood.Internships are valuable for students’ resumes because they offer an immersive experience of work culture, design methods, and a range of professional environments. While academic coursework primarily focuses on core skill sets and theoretical knowledge, internships play a pivotal role in cultivating soft skills, fostering an understanding of professional expectations, and providing insights into the practical realities of the field. Internships bridge the gap between academic learning and professional expectations, equipping students with a holistic skill set for their future careers.The study focuses on three 4-year comprehensive universities in our country, aiming to assess the range of strategies employed by each institution in supporting their students in securing internships. The variables under scrutiny include the impact of institutional support structures, the maturity of the industrial design program, availability of mentorship programs, access to alumni in the field, prioritization of internships in the program, and level of faculty engagement. A mixed-methods approach was used in this research to evaluate the success of internship structures at the three institutions. Quantitative data was collected through a survey administered at three separate 4-year industrial design programs in our country, including current 2nd year, 3rd year, 4th year, and graduated students from the prior year (n=117). Qualitative data was gathered through semi-structured interviews of 9 students, representing 3 from each institution. These interviews focused on how institutions did or did not participate in students' search for an industrial design internship. This investigation serves as a model for subsequent research involving a broader range of institutions and internship experiences.

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Serreqi, Martin, Brunilda Kosta, and Ledjon Shahini. "Analyzing the Effectiveness of Internship Programs from Students’ Perspectives: A Non-parametric Approach." In 7th International Scientific Conference – EMAN 2023 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eman.s.p.2023.169.

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This article assesses the difference between economics students’ expectations and actual internship experiences. Non-parametric statistical analysis was used to examine the variations. This research was divided into two phases. During the first stage, students’ expectations for internships were evaluated. The faculty selected a group of students to participate in an experiment, which was an internship program that was thoroughly thought out. Both students and host organizations received support from the faculty throughout the entire process. Pre- and post-internship results showed substantial differences. This article concludes with a discussion of research limitations and conclusions.

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Dei, Maryna. "SINGLE EDUCATIONAL SPACE IN THE CONDITIONS OF DIGITAL TRANSFORMATION." In INTERNATIONAL INTERNSHIP. E-SCIENCE SPACE, 2021. http://dx.doi.org/10.54658/ess.9788396163615.pp.1-376.

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The collective monograph is devoted to the actual issues concerning the modern development of education and science. In particular, the monograph examines the theoretical and practical aspects of various spheres of the science, as a commitment to economic development in Ukraine. Created for scholars, research workers, postgraduates and students of higher education institutions, as well as for all those interested innovative development of various fields of science.

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Satterfield, Debra, Ryan G Wilson, and Azalea Houdek. "Industry Academia Collaboration in UX Education: Bringing the UX Industry into the Classroom." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003139.

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Students interested in a User Experience (UX) career are facing a multitude of barriers when leaving academia: a competitive, saturated market; poorly written job descriptions and companies unsure of the duties performed by UX practitioners; a rapid evolution of the market and emerging technologies; and individual uncertainty of career direction, be it UX Research, UX Design, User Interface Design, Interaction Design, Front End Design, or more. By developing professional networks and mentor relationships with Industry professionals, students can enhance their understanding of the field of UX and become more acquainted with industry expectations such as working with clients, title definitions, current and emerging technologies, evolving business needs, and streamlining their career focus.To support the industry-academia collaborations, a strategy was developed using a hybrid teaching model, I-SPACE (Innovation for Students, Practitioners, Alumni, and Community Engagement) that brings industry professionals into a college course on UX via online platforms such as zoom and Miro thus creating a virtual internship experience. The I-SPACE teaching method was co-created by design educators and industry professionals for the purpose of simulating internship experiences within an online course. The online virtual internships with industry professionals are conducted in three 5-week segments over a 15 week semester, to give students exposure to three distinct UX industry models and three sets of industry professionals. The goal of the virtual internship is to enhance career preparedness post-graduation through industry exposure, build a social network of professionals in the field of UX, and establish mentors.This paper will discuss the structure of the course, interactions with industry professionals in UX, and engagement with subject matter experts (SMEs). It will also discuss a comparison to traditional internships and a virtual I-SPACE internship experience in terms of the impact on student work, mentorship, and professional networking that are unique to the I-SPACE collaboration strategies and the insights of the industry mentors on the virtual internship strategy. Implications for virtual internship experiences will be addressed regarding issues of diversity, equity, and inclusion in internship opportunities and potential barriers will be identified.

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Vuong, Eiffel, and Kevin Jones. "Creating an Equitable Option for High School Internship Opportunities: An Online Platform for Efficiently Connecting Students and Employers." In 11th International Conference on Signal Image Processing and Multimedia. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130905.

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Internships are nearly impossible to find as a highschooler outside of paying for one or having familial connections[1]. A reason for this is that there are only substandard public resources for finding these internships as ahighschooler [2]. So, by creating an equitable option through an online website, highschoolers would be able tofindinternships much better. Within the proposed website would include ways to search/filter for internships, haveemployers create accounts and create internship posts. Students would also need to quickly be able to browseinternship options, which was fixed through adding a list of random internships of dif erent varieties that canbescrolled through on the main page [3]. With this ease of access to obtaining an internship, many highschoolerswould be able to find what interests them easily and help them find experiences that are more worthwhile beyondjust the skills they learn such as helping with college applications or getting a job [4].

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Santos - Guevara, Brenda N., and Elvira G. Rincon - Flores. "Gamification: Its Pedagogical Innovations Benefit Internship Seekers." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6202.

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Results in higher education and literature have shown that gamification favors intrinsic motivation, cognitive process, and the social aspects of learning by engaging students with their courses. We present the use of a Leaderboard, integrating the used award system, in which students gained badges, built with eleven nicknames, six avatars and seven types of badges. The course Growth-related Competencies aims to prepare students for the search of their internships through tools that allow them to develop professional competencies. This Research was conducted to search for a way to enhance students' performance and quality of done assignments while considering that content seems to be boring and exhaustive for students who review the complete recruitment process (built their resume, have a mock interview, and get familiarized with job boards). We found, through exploratory qualitative research, that students chose an avatar or nickname (optional for students) according to something meaningful for them such as a role model they have or a character with whom they share characteristics according to their self-image. We also learned they found their motivation to participate in gamification as an opportunity to get recognition from teachers and classmates, as well as a reaffirmation of their performance while developing their professional competencies and get prepared to search for their internships. Personal satisfaction, extra points and rewarding were also reasons for them to participate as members of the Leaderboard of the course. Results showed that enhanced gamified design improve student’s participation, delivered assignments and quality of hiring products, reflected on final grades. Keywords: Gamification, Leaderboard, Professional Competencies, Internship, Educational Innovation, Higher Education.

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Schneider, Anakin, and Patricia Iglesias. "Five Key Attitudes for a Successful Co-Op: the Value of Cooperative Education Within an Undergraduate Program." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-94608.

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Abstract Cooperative education programs (Co-ops) and internships are becoming increasingly popular within undergraduate engineering curriculums and with students who participate in them. These programs provide real-world experience and practical applications of key concepts that students learn in the classroom. In a recent internship, both the academic knowledge of basic engineering principles and preconceived knowledge of workplace attitudes were challenged and evaluated. The internship involved facilitating numerous projects focused on streamlining production and working with various levels of management to complete them. In reflecting on the overall internship experience, five key attitudes were realized as being important to both personal and professional successes as an engineering intern. The attitudes are “Respect the Workday,” “Be Confident, Be Humble,” “Respect the Work Environment,” “Let Go of Things You Cannot Control,” and “Make the Experience Your Own!” This paper will act as a friendly guide to any undergraduate engineering student as they proceed with their first co-op experience and provide important key takeaways and pragmatic examples from this experience that either exemplify or misrepresent the attitudes. The paper will also outline a framework for engineering industry leaders on how to standardize and promote positive work environments that will realize success for students willing to learn fundamental engineering competencies. It will also call for the creation of more undergraduate engineering programs to require cooperative education experiences, which are key to a student’s application of classroom knowledge. The conclusion of this paper is simple — follow the advice, put it into practical use, and enjoy the experience.

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Reports on the topic "Internship students"

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Lee, MiYoung, and Juhyung Woo. Fashion Major Students’ Internship Experience: Using Photo Elicitation Interviews. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1699.

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Pasero, Spencer. QuarkNet Center Summer Internship for High School Students – FY2019. Office of Scientific and Technical Information (OSTI), 2023. http://dx.doi.org/10.2172/1974796.

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Pasero, Spencer. QuarkNet Center Summer Internship for High School Students – FY2022. Office of Scientific and Technical Information (OSTI), 2023. http://dx.doi.org/10.2172/1974798.

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College of DuPage, College. QuarkNet Center Summer Internship for High School Students – FY2023. Office of Scientific and Technical Information (OSTI), 2024. http://dx.doi.org/10.2172/2466205.

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College of DuPage, College. QuarkNet Center Summer Internship for High School Students – FY2024. Office of Scientific and Technical Information (OSTI), 2024. https://doi.org/10.2172/2520111.

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

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

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Hosni, Mohammad, and Jefffrey Geuther. GNEP Readiness at Kansas State University---Direct Summer Internship Experience for Faculty, Graduate and Undergraduate Students. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1055670.

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Hiller Connell, Kim Y., and Joy M. Kozar. The Role of a Formal Internship Experience in the Career Ambitions of Apparel and Textile Undergraduate Students. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-60.

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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.

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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional development. There was, however, a paradoxical perception among faculty about what universities provide in terms of knowledge, skills, and abilities (KSAs) and what the industry values in new employees. This paradox begs the solution of having university faculty and administrators collaborate with industry professionals in the planning and delivery of professional development activities for students. The California State University system has ready homes for such “third space” activities in their colleges of professional and continuing education (PaCE units) and in their centers and institutes.

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