subject:(internships)

Penn State University

1. Batty , Kimberly Ann. The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience.

Degree: PhD, Workforce Education and Development, 2010, Penn State University

URL: https://etda.libraries.psu.edu/catalog/11640

► The purpose of this study was to document the factors (i.e., motivation and perceived constraints) and processes (i.e., constraint negotiation) that influence students’ selection of… (more)

▼ The purpose of this study was to document the factors (i.e., motivation and perceived constraints) and processes (i.e., constraint negotiation) that influence students’ selection of and satisfaction with their internship choice. The study was conducted using a quantitative approach, which included a focus group, a pilot study, and a self-administered questionnaire. The sample for this study consisted of 92 undergraduate students enrolled in either the Recreation Management degree program at Lock Haven State University or the Recreation, Parks, and Tourism Management degree program at Penn State University’s main campus during spring 2010. The theoretical framework proposed by Hubbard and Mannell (2001) guided this study. Numerous colleges and universities offer undergraduate programs in Recreation Management that require students to complete an internship as part of their core curriculum. When selected carefully, an internship experience can be highly beneficial to the student. A successful internship provides students with an opportunity to clarify their interests, examine future career possibilities, and apply classroom learning in a practical setting. However, for students to be successful in the internship selection process it is important that they can first identify their internship motivations, perceived constraints, and how they might overcome these constraints. Results from this study indicate that students were highly motivated to complete their internship in order to graduate, to experience something new, and to improve their problem solving and communication skills. The results also suggested that financial constraints (e.g., the internship does not pay or provide free housing) were major barriers to selecting an internship for many students. Additional constraints identified were not having enough time to select an internship and being concerned that they lacked the necessary skills to be successful while on the internship. Furthermore, updating their resume and living with family and friends during the internship were two popular strategies employed by students as a means to reduce or eliminate constraints. Suggestions for future research include increasing the sample size thereby being able to examine similarities and differences within the study sample, collecting data from students in other majors who are preparing for their internship placement, and re-visiting interns after the completion of their internship to compare and contrast their choices for pre- and post-internship.

Subjects/Keywords: internships; higher education

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APA (6^th Edition):

Batty , K. A. (2010). The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11640

Chicago Manual of Style (16^th Edition):

Batty , Kimberly Ann. “The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience.” 2010. Doctoral Dissertation, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/11640.

MLA Handbook (7^th Edition):

Batty , Kimberly Ann. “The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience.” 2010. Web. 19 Sep 2019.

Vancouver:

Batty KA. The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/11640.

Council of Science Editors:

Batty KA. The Role of Motivation, Perceived Constraints, and Constraint Negotiation Strategies in Students' Internship Selection Experience. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11640

California State University – Chico

2. Lee, Ruth Inman. INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES .

Degree: 2012, California State University – Chico

URL: http://hdl.handle.net/10211.4/449

► Graduating U.S. college students are faced with declining employment opportunities because of the economic difficulties our nation currently faces. The eroding job market is a… (more)

Subjects/Keywords: college students international internships

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APA (6^th Edition):

Lee, R. I. (2012). INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/449

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, Ruth Inman. “INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES .” 2012. Thesis, California State University – Chico. Accessed September 19, 2019. http://hdl.handle.net/10211.4/449.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, Ruth Inman. “INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES .” 2012. Web. 19 Sep 2019.

Vancouver:

Lee RI. INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.4/449.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee RI. INTERNATIONAL INTERNSHIPS AS A VEHICLE FOR EMPOWERING STUDENT SUCCESS: A SURVEY OF INTERNSHIP COMPLETERS TO ANALYZE MULTIPLE VARIABLES . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/449

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Chico

3. Hollis, Caitlin Jane. EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION .

Degree: 2012, California State University – Chico

URL: http://hdl.handle.net/10211.4/442

► An international field experience is an important way for social work students to gain knowledge of cultures other than their own. The demand for international… (more)

Subjects/Keywords: International internships social work education

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APA (6^th Edition):

Hollis, C. J. (2012). EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hollis, Caitlin Jane. “EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION .” 2012. Thesis, California State University – Chico. Accessed September 19, 2019. http://hdl.handle.net/10211.4/442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hollis, Caitlin Jane. “EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION .” 2012. Web. 19 Sep 2019.

Vancouver:

Hollis CJ. EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.4/442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hollis CJ. EXPLORING INTERNATIONAL INTERNSHIPS IN SOCIAL WORK EDUCATION . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

4. Anderson-Noto, Quantella. Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship.

Degree: 2013, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/46114

► This study discusses the perceptions of six undergraduate students in a hospitality management program internship, and their supervisors at the internship location, on the leadership… (more)

Subjects/Keywords: experiential learning; hospitality management; internships

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APA (6^th Edition):

Anderson-Noto, Q. (2013). Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/46114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson-Noto, Quantella. “Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship.” 2013. Thesis, University of Missouri – Columbia. Accessed September 19, 2019. https://doi.org/10.32469/10355/46114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson-Noto, Quantella. “Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship.” 2013. Web. 19 Sep 2019.

Vancouver:

Anderson-Noto Q. Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Sep 19]. Available from: https://doi.org/10.32469/10355/46114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson-Noto Q. Experiential learning in hospitality management: An exploration of the knowledge, skills and abilities achieved in a hospitality management program internship. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/46114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Bacon, Richard. An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship.

Degree: 2018, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/0r15c683

► Internships have been characterized as workplace-based learning opportunities (Stretch and Harp, 1991). As such, they have their roots in the medical and nursing professions where… (more)

▼ Internships have been characterized as workplace-based learning opportunities (Stretch and Harp, 1991). As such, they have their roots in the medical and nursing professions where an internship is a formal step in achieving the professional accreditation needed to be hired in these particular occupations. In recent years, internships have become a far more widespread phenomenon to the extent that many employers expect graduate applicants to have held at least one internship, and often more, and are reported to use internships as a way of identifying future employees. The importance of the role of internships in serving to facilitate the transition of young people from educational institutions to places of work is evidenced by the offers from companies and recruitment companies on the Internet for internships in employment disciplines that include marketing, sales, retail, engineering, finance, human resources, and law. Prior research on internships indicates that graduates who have an internship experience have a higher probability of securing employment at a higher salary than those who do not gain this experience. There are others who claim that internships, that are often low-paid or unpaid, are used by companies to displace full-time higher paid, salaried employees and to, thereby, reduce their wage costs. In addition, U.S. survey data indicate that internships are used by companies as a tool to evaluate potential recruits for full-time roles. There are few empirical studies of what takes place within internships and the impact of the experience for the student, existing employees, and the company where the internship takes place. There is also a paucity of prior research on how companies go about designing internships and recruiting student participants. This study makes visible, using an interactional ethnographic approach, how an internship was designed, for what purpose, and how an intern was identified and selected for that position through a process of recruitment. This empirical study was conducted by the CEO of ACME who led the efforts by the company to recruit an intern in which activity he played a central role. The CEO-researcher/researcher-CEO—stepping back from ethnocentrism (Heath & Street, 2008) and emic knowledge of the actions, activity, and events—assembled a corpus of data and re-entered the research archive to conduct an analysis of what transpired between the many actors, how, and in what ways the internship formed and developed, and with what outcomes. Findings from the study challenge prior research findings on recruitment processes, identify social equity factors that influence who has access to internship opportunities, and identify the roles of different actors and how they shaped who may have access to an internship and under what conditions. Finally, this study has demonstrated how the empirical analysis of business processes (e.g., the design of an internship and recruitment of an intern) that uses an interactional ethnographic approach (as opposed to an organization…

Subjects/Keywords: Education; Interactional Ethnography; Interns; Internships

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APA (6^th Edition):

Bacon, R. (2018). An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/0r15c683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bacon, Richard. “An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship.” 2018. Thesis, University of California – eScholarship, University of California. Accessed September 19, 2019. http://www.escholarship.org/uc/item/0r15c683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bacon, Richard. “An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship.” 2018. Web. 19 Sep 2019.

Vancouver:

Bacon R. An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/0r15c683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bacon R. An Ethnographic Study of the Complexities of Designing and Gaining Access to an Internship. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/0r15c683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

6. Coopmans, Sanne. Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice.

Degree: 2016, Leiden University

URL: http://hdl.handle.net/1887/38671

► This thesis explored in what ways, and to what extent Ahmet Öğüt’s 'Intern VIP Lounge' (2013) can be considered ‘critical practice.’ 'Intern VIP Lounge' was… (more)

Subjects/Keywords: critique; internships; precariat; installation; Intern VIP Lounge

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APA (6^th Edition):

Coopmans, S. (2016). Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/38671

Chicago Manual of Style (16^th Edition):

Coopmans, Sanne. “Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice.” 2016. Masters Thesis, Leiden University. Accessed September 19, 2019. http://hdl.handle.net/1887/38671.

MLA Handbook (7^th Edition):

Coopmans, Sanne. “Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice.” 2016. Web. 19 Sep 2019.

Vancouver:

Coopmans S. Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1887/38671.

Council of Science Editors:

Coopmans S. Critical Implications: Exploring Ahmet Öğüt’s Intern VIP Lounge as Critical Practice. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/38671

Penn State University

7. Marano, Carla Josepina. The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns.

Degree: MS, Human Resources and Employment Relations, 2015, Penn State University

URL: https://etda.libraries.psu.edu/catalog/27140

► Exponentially growing in popularity throughout the United States, internships exist as a strategic element of proactive career development for university students and employers alike. Beyond… (more)

Subjects/Keywords: organizational identification; intern; internships; post-exit

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APA (6^th Edition):

Marano, C. J. (2015). The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/27140

Chicago Manual of Style (16^th Edition):

Marano, Carla Josepina. “The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns.” 2015. Masters Thesis, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/27140.

MLA Handbook (7^th Edition):

Marano, Carla Josepina. “The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns.” 2015. Web. 19 Sep 2019.

Vancouver:

Marano CJ. The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns. [Internet] [Masters thesis]. Penn State University; 2015. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/27140.

Council of Science Editors:

Marano CJ. The Effcts Of Percieved Support And Opportunites On Organizational Identification: A Study Of College Interns. [Masters Thesis]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/27140

Drexel University

8. Harris, David M. Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy.

Degree: 2016, Drexel University

URL: http://hdl.handle.net/1860/idea:6717

►

College graduates are increasingly encountering inadequate employment outcomes that are not commensurate with their level of formal education, resulting in an underutilized labor force. In… (more)

▼

College graduates are increasingly encountering inadequate employment outcomes that are not commensurate with their level of formal education, resulting in an underutilized labor force. In tandem with these suboptimal employment outcomes are the increasing costs of a college degree and record levels of student debt. Over the next decade, the number of college graduates is expected to outpace the number of jobs requiring a college degree. This widening gap between educational achievement and occupational attainment beseeches the need for greater clarity on the college-to-career transition. In an effort to bridge this gap by providing a stronger connection between academic theory and practical application, some college degree programs include an experiential learning component, such as an internship. The purpose of this survey design study was to examine the relationship of baccalaureate internships with college graduate employment outcome adequacy. Graduates from a baccalaureate program that required student internships were surveyed to examine the relationship of internship job characteristics, workplace environment characteristics, and select contextual factors on the adequacy of their employment outcomes. A series of logistic regression analyses were performed to test the extent to which the independent variables, both as a set and individually, reliably predicted employment outcome adequacy. Each of the three sets of predictors was tested followed by a test of all predictors together. Examination of a bivariate scatterplot of normalized residuals suggested the need for further analysis; thus, a final test of all predictors with an outlier omitted was completed. Across the five tests, limited support for Task Significance, moderate support for full-time internships, and strong support for Career Development Opportunities individually and Workplace Environment characteristics as a set emerged as statistically significant predictors of employment outcome adequacy. Each one-unit increase in a respondent's impression of their internships' Career Development Opportunities resulted in a more than twentyfold increase in the likelihood of an adequate employment outcome. Similarly, a respondent whose both internships were full-time was more than seven times more likely to be adequately employed than respondents who participated in any part-time internships.

Ed.D., Educational Leadership and Management – Drexel University, 2016

Advisors/Committee Members: Githens, Rod P..

Subjects/Keywords: Education; Experiential learning; College students – Internships

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APA (6^th Edition):

Harris, D. M. (2016). Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harris, David M. “Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy.” 2016. Thesis, Drexel University. Accessed September 19, 2019. http://hdl.handle.net/1860/idea:6717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harris, David M. “Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy.” 2016. Web. 19 Sep 2019.

Vancouver:

Harris DM. Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1860/idea:6717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris DM. Learning Through Experience: Examining the Influence of Baccalaureate Internships on College Graduate Employment Outcome Adequacy. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Zehr, Sarah Marie. Student internship experiences and learning opportunities: a mixed methods study.

Degree: PhD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90501

► In 2000, Coco (2000) reported that an estimated 75% of undergraduate students had some internship experience when they graduated, and the figure is likely higher… (more)

▼ In 2000, Coco (2000) reported that an estimated 75% of undergraduate students had some internship experience when they graduated, and the figure is likely higher today. With the vast majority of students participating in some form of internship, the academy needs to understand what students are experiencing and learning as a result. Companies also benefit from a better understanding of what students experience and learn through internships. This study employed mixed methods to explore student experiences in internships, including a survey with both closed- and open-ended questions and semi-structured interviews. The data indicated that internship experiences share a number of characteristics on the surface, but deeper investigation revealed subtle differences that impacted learning outcomes. Inherent student characteristics such as gender, domestic status, and income level can also impact aspects of the internship experience. Five main findings resulted from the study. In general, the workplace represents a conducive learning environment for students to participate in and learn from work tasks. Social interaction played a critical role in learning outcomes, and work environments where students felt comfortable seeking assistance from their supervisor and coworkers resulted in increased learning opportunities. The learning environment at startup companies provides a different set of learning opportunities compared to more traditional established companies; however, this was not the case with the learning environment at all established companies as some shared several characteristics with startups. Students who interned at startups worked on larger projects as opposed to being assigned a series of discrete tasks, which was more common at established companies. Finally, even internship experiences within the same company are unique and depend to some extent on the student, the supervisor, and the team of coworkers. This study contributed to the scholarly literature on internships by providing insight about the types and characteristics of tasks that student perform in internships and the skills and knowledge they gain as a result. Advisors/Committee Members: Delaney, Jennifer A (advisor), Delaney, Jennifer A (Committee Chair), Trent, William T (committee member), Greene, Jennifer C (committee member), Jankowski, Natasha A (committee member).

Subjects/Keywords: Experiential learning; career development; internships; mixed methods

4 more images…

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APA (6^th Edition):

Zehr, S. M. (2016). Student internship experiences and learning opportunities: a mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90501

Chicago Manual of Style (16^th Edition):

Zehr, Sarah Marie. “Student internship experiences and learning opportunities: a mixed methods study.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/90501.

MLA Handbook (7^th Edition):

Zehr, Sarah Marie. “Student internship experiences and learning opportunities: a mixed methods study.” 2016. Web. 19 Sep 2019.

Vancouver:

Zehr SM. Student internship experiences and learning opportunities: a mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/90501.

Council of Science Editors:

Zehr SM. Student internship experiences and learning opportunities: a mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90501

Brigham Young University

10. Ripplinger, Lydia. Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University.

Degree: MA, 2012, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4112&context=etd

► This MA project consists of the implementation and evaluation of the effectiveness of intended improvements to the TESOL minor internship program at Brigham Young… (more)

Subjects/Keywords: TESOL; internships; evaluation; curriculum development; Linguistics

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APA (6^th Edition):

Ripplinger, L. (2012). Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4112&context=etd

Chicago Manual of Style (16^th Edition):

Ripplinger, Lydia. “Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University.” 2012. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4112&context=etd.

MLA Handbook (7^th Edition):

Ripplinger, Lydia. “Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University.” 2012. Web. 19 Sep 2019.

Vancouver:

Ripplinger L. Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4112&context=etd.

Council of Science Editors:

Ripplinger L. Implementation and Evaluation of Curricular Changes in the Undergraduate TESOL Internship Program at Brigham Young University. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4112&context=etd

Brigham Young University

11. Ontiveros, Marisa Irene. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.

Degree: MA, 2010, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd

► This thesis presents two research problems regarding the evaluation of the learning outcomes and the curricular organization of the TESOL minor internship course at Brigham… (more)

Subjects/Keywords: TESOL; internships; learning outcomes; curriculum development; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ontiveros, M. I. (2010). An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd

Chicago Manual of Style (16^th Edition):

Ontiveros, Marisa Irene. “An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.” 2010. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd.

MLA Handbook (7^th Edition):

Ontiveros, Marisa Irene. “An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.” 2010. Web. 19 Sep 2019.

Vancouver:

Ontiveros MI. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd.

Council of Science Editors:

Ontiveros MI. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd

12. Tomás, Carla Manuela Mendes Duro. Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade.

Degree: 2017, ISMT

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ismt.pt:123456789/768

► Esta investigação incidiu por um lado, na formação em Serviço Social, após a reforma do ensino superior, o processo de Bolonha, nomeadamente, ao nível dos… (more)

▼ Esta investigação incidiu por um lado, na formação em Serviço Social, após a reforma do ensino superior, o processo de Bolonha, nomeadamente, ao nível dos estágios curriculares e supervisão. Por outro lado, face as alterações vigentes no mundo do trabalho, recaiu nos estágios profissionais/ estágios emprego. O objetivo geral desta pesquisa passou por identificar dimensões do impacto da reforma do ensino superior processo de Bolonha e das políticas de austeridade nos estágios curriculares e nos estágios profissionais/ emprego em serviço social. Pretendeu-se analisar os planos de estudo da licenciatura em serviço social nas Instituições de Ensino Superior (IES) em 2016/2017. Abordou-se o lugar dos estágios nesses planos de estudo, as designações das disciplinas, bem como a respetiva carga horária. Analisaram-se também os diferentes tipos de estágio curricular e como os estágios profissionais e os estágios emprego são expressão da precariedade e das políticas de austeridade. A parte metodológica fundamentou-se numa pesquisa bibliográfica e documental. A primeira foi relativa ao processo Bolonha, aos estágios curriculares e supervisão na formação de Serviço Social. Transformação no mundo do trabalho repercussões nas condições de trabalho e a criação de estágios profissionais e estágios emprego. Recorreu-se também a uma pesquisa documental: com base no levantamento dos planos curriculares dos 17 cursos presentes. Quanto aos estágios profissionais, procedeu-se ao levantamento legislativo, associada a esta política ativa de emprego, à identificação dos regulamentos subjacentes aos estágios profissionais/ emprego, aos relatórios anuais do IEFP. Dos resultados da investigação constata-se que a grande maioria da IES tem mais estágios, com diversas designações nas disciplinas, do que disciplinas teóricas. Denota-se uma carga horária maior nos estágios curriculares supervisionados. Deste modo, visa-se a valorização da componente estágio em detrimento da componente teórica. Referente aos estágios profissionais/ emprego, observou-se que as diversas alterações na legislação dos mesmos trouxeram um menor número de estagiários. Face à mudança da medida para estágios emprego o tempo de estágio foi reduzido. / This research was on the one hand based on Social Welfare Training, in the aftermath of the Higher Education reform, the Bologna Process, namely at the level of the graduate traineeships and supervision. On the other hand, because of the changes that have taken place in the employment market, it relapsed on professional/work internships. The main objective of this research ranged from identifying what impact the reform of the Higher Education, with the Bologna Process and the austerity policies in the social welfare graduate traineeships and professional/work internships had. The aim was to analyse the study plans of the Bachelor Degree in Social Welfare in the Higher Education Institutions «Instituições de Ensino Superior (IES)» in 2016/2017. The placement of these traineeships was analysed in these study plans, also the names…

Subjects/Keywords: Formação em Serviço Social - Social Welfare Training; Estágios curriculares e supervisão em Serviço Social - Graduate internships and Social Work supervision; Estágios profissionais / Estágios emprego - Professional internships /Work internships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tomás, C. M. M. D. (2017). Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade. (Thesis). ISMT. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ismt.pt:123456789/768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tomás, Carla Manuela Mendes Duro. “Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade.” 2017. Thesis, ISMT. Accessed September 19, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ismt.pt:123456789/768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tomás, Carla Manuela Mendes Duro. “Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade.” 2017. Web. 19 Sep 2019.

Vancouver:

Tomás CMMD. Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade. [Internet] [Thesis]. ISMT; 2017. [cited 2019 Sep 19]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ismt.pt:123456789/768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tomás CMMD. Estágios Curriculares em Serviço Social e Estágio “Emprego”, no Contexto Pós Bolonha e das Políticas de Austeridade. [Thesis]. ISMT; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ismt.pt:123456789/768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

13. Roberts, Mary Joan. The lived experience of interns and the journey toward self-authored career commitments.

Degree: EdD, Counseling and Student Personnel Services, 2016, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/roberts_mary_j_201605_edd

► Using the theory of self-authorship as the theoretical framework, this phenomenological study examined the connections between the internship experience and the development of self-authored career… (more)

Subjects/Keywords: internships; experiential learning; career choice; career exploration; career decisions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roberts, M. J. (2016). The lived experience of interns and the journey toward self-authored career commitments. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/roberts_mary_j_201605_edd

Chicago Manual of Style (16^th Edition):

Roberts, Mary Joan. “The lived experience of interns and the journey toward self-authored career commitments.” 2016. Doctoral Dissertation, University of Georgia. Accessed September 19, 2019. http://purl.galileo.usg.edu/uga_etd/roberts_mary_j_201605_edd.

MLA Handbook (7^th Edition):

Roberts, Mary Joan. “The lived experience of interns and the journey toward self-authored career commitments.” 2016. Web. 19 Sep 2019.

Vancouver:

Roberts MJ. The lived experience of interns and the journey toward self-authored career commitments. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Sep 19]. Available from: http://purl.galileo.usg.edu/uga_etd/roberts_mary_j_201605_edd.

Council of Science Editors:

Roberts MJ. The lived experience of interns and the journey toward self-authored career commitments. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/roberts_mary_j_201605_edd

Texas A&M University

14. Shehane, Melissa Renee'. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152695

► This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in… (more)

▼ This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in a service-learning experience. They reflected weekly on their experiences and wrote three culminating articulated learning statements focused on their academic, civic, and personal learning. The journals were analyzed via an interpretative phenomenological approach. Key findings were as follows: (a) reflection on personal growth helped the students to find clarity with career aspirations, (b) confidence was gained as a result of engaging in high-impact practices, (c) participants demonstrated heightened levels of self-awareness as a result of their experiences, (d) reflections shared by participants validated some core curriculum courses (e.g., writing-intensive courses, public speaking courses, and political science), (e) lifelong learning was addressed by some participants but could be a continued focus to address, (f) students engage in service-learning increased their understanding of social issues, (g) students who had internship and service-learning experiences that had overlapping social issues provided deep reflections, (h) learning occurred when students interacted with people different from themselves, (i) students should continue to engage in experiential learning practices as part of the core curriculum, and (j) students consistently learned through observation and experience across the three categories of personal, academic, and civic learning. Recommendations for practice focused on how to apply the Describe, Examine, and Article Learning (DEAL) model of critical reflection and how to prepare and structure reflection for participants in these programs. It was concluded that the addition of service-learning to the internship created additional learning opportunities. Understanding learning styles could benefit program coordinators of service site placements. Recommendations for future research included the following: (a) content analysis of program and reflection materials between the Public Policy Internship Program and Natural Resources Policy Internship Programs, (b) individual case studies of students whose internship and service-learning experiences were in alignment, (c) longitudinal study of past participants, (d) scoring of reflections using the critical thinking rubric developed by Ash and Clayton, and (e) application of the Socially Responsible Leadership Scale or Kolb?s learning style inventory to create additional avenues for research. Advisors/Committee Members: Moore, Lori (advisor), Briers, Gary (committee member), Dooley, Kim (committee member), Peck Parrott, Kelli (committee member).

Subjects/Keywords: internships; service-learning; critical reflection; experiential learning; high-impact practices

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shehane, M. R. (2014). A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Thesis, Texas A&M University. Accessed September 19, 2019. http://hdl.handle.net/1969.1/152695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 19 Sep 2019.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1969.1/152695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Guerra, Ana Elizabeth Luz. O processo de supervisão na formação psicomotricista relacional.

Degree: 2012, Universidade de Évora

URL: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14720

► A Supervisão da Especialização em Psicomotricidade Relacional do Centro Internacional de Análise Relacional - “Ciar”- configura-se como uma transmissão de saber que ocorre pela relação… (more)

▼ A Supervisão da Especialização em Psicomotricidade Relacional do Centro Internacional de Análise Relacional - “Ciar”- configura-se como uma transmissão de saber que ocorre pela relação supervisor – supervisionando. Esta oportuniza emergir e ganhar forma, perceber e elaborar o desconhecido, num campo permeado pela subjetividade, além de dar sentido ao trabalho do aluno. Contudo, por não possuir um campo teórico suficiente para explicitar sua metodologia e funcionamento, a Supervisão em Psicomotricidade Relacional denota a falta de premissas comuns aos supervisores e isso dificulta a orientação destes, pela ausência de sistematização de métodos e ensinamentos utilizados. Objetivando diminuir essa lacuna, realizou-se uma pesquisa exploratória, visando caracterizar o funcionamento da Supervisão em Psicomotricidade Relacional na visão dos alunos que finalizaram os Estágios I, II e III. A amostra é composta por 20 sujeitos e a pesquisa configurou-se como não aleatória. Foram realizadas entrevistas semiestruturadas gravadas e transcritas na íntegra e os dados obtidos foram tratados através de análises qualitativa (i.e., de conteúdo) e quantitativa (i.e., frequências e porcentagens). A análise de conteúdo realizada levou à identificação de cinco temas que comportam a totalidade da informação categorizada a partir do discurso dos sujeitos. Os resultados desta investigação indicam que 19,6% do volume de dados encontram-se na Caracterização da Supervisão e 30.0% na categoria Vivência da Supervisão; já a categoria Avaliação do Processo de Supervisão obteve 31.7% do volume de informações; a categoria Avaliação dos Aspectos Organizativos da Supervisão concentrou 13.5% de dados e, por fim, a 5.2% do volume de informação encontram-se na categoria Aspectos Passíveis de Melhoria. As conclusões incidem sobre a ideia de que a Supervisão é considerada um espaço de formação e aprendizagem que promove mudanças pessoais e profissionais e que o processo vivenciado na Supervisão é atravessado por sentimentos tanto positivos quanto negativos, além disso, os dados indicam que a Supervisão é marcada sobremaneira pela ação do supervisor; ABSTRACT: Supervision of Specialization in Psychomotricity Relational’s Relational Analysis International Center – “Ciar” is configured as a transmission of knowledge that occurs through the supervisor-supervised relationship, which offers an opportunity to emerge and take shape, develop and realize the unknown in a field permeated by subjectivity, besides giving meaning to the student´s work. However, for not having a theoretical enough to explain its methodology and operation, the Supervision in Relational Psychomotricity underscores the lack of a common set of assumptions to the supervisors and this complicates the task orientation of supervisors by the lack of systematization and teaching methods used. Aiming to reduce this gap, we carried out an exploratory study aimed to characterize the operation of Stage Supervision in Psychomotricity Relational through the reports of students who completed the Stage… Advisors/Committee Members: Chaleta, Maria Elisa Rolo, Grácio, Maria Luísa Fonseca.

Subjects/Keywords: Psicomotricidade relacional; Supervisão; Formação; Estágios; Relational Psychomotricity; Supervision; Training; Internships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guerra, A. E. L. (2012). O processo de supervisão na formação psicomotricista relacional. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guerra, Ana Elizabeth Luz. “O processo de supervisão na formação psicomotricista relacional.” 2012. Thesis, Universidade de Évora. Accessed September 19, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guerra, Ana Elizabeth Luz. “O processo de supervisão na formação psicomotricista relacional.” 2012. Web. 19 Sep 2019.

Vancouver:

Guerra AEL. O processo de supervisão na formação psicomotricista relacional. [Internet] [Thesis]. Universidade de Évora; 2012. [cited 2019 Sep 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guerra AEL. O processo de supervisão na formação psicomotricista relacional. [Thesis]. Universidade de Évora; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

16. Liao, Chia-Ying. The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program.

Degree: Master, Public Affairs Management, 2014, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0630114-183415

► With the internationalization affects many Taiwanese choose to China to work. But some people get back less than two years because they cannot adapt to… (more)

Subjects/Keywords: culture shock; culture adjustment; employment will; yushan program; overseas internships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Liao, C. (2014). The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0630114-183415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liao, Chia-Ying. “The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program.” 2014. Thesis, NSYSU. Accessed September 19, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0630114-183415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liao, Chia-Ying. “The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program.” 2014. Web. 19 Sep 2019.

Vancouver:

Liao C. The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program. [Internet] [Thesis]. NSYSU; 2014. [cited 2019 Sep 19]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0630114-183415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liao C. The Adaptation of Overseas Internship Impact on the Willingness of Future Employment â A Case Study of Taiwanese College Students in Yushan Program. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0630114-183415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Minho

17. Piccinini, Ludovica. Managing international interns in the context of an intermediary organisation: a case study .

Degree: 2017, Universidade do Minho

URL: http://hdl.handle.net/1822/46461

► Na situação económica atual, o assunto dos estágios e da mobilidade é extremamente pertinente e crítico: hoje em dia, uma alta percentagem de jovens participa… (more)

▼ Na situação económica atual, o assunto dos estágios e da mobilidade é extremamente pertinente e crítico: hoje em dia, uma alta percentagem de jovens participa em programas de estágios curriculares ou não curriculares, assim como em períodos de aprendizagens ligados a cursos do ensino vocacional. A maioria dos estágios são financiados por fundos públicos e não diretamente pelas empresas de acolhimento: por exemplo, a nível comunitário a Comissão Europeia promove desde 2014 estágios Traineeship ao abrigo do programa Erasmus+. Estágios e aprendizagens são uma maneira para os jovens entrarem no mercado de trabalho e melhorarem o seu CV, e podem ser oportunidades para obterem uma experiência internacional e aperfeiçoar o conhecimento de uma língua estrangeira Não obstante estas claras tendências, a literatura da GRH ainda não oferece muitos estudos na área e, ao mesmo tempo, a legislação nacional e europeia até agora não conseguiu tratar da matéria de forma satisfatória. É neste contexto que se desenvolve o presente Projeto, a atenção do qual é dirigida aos estagiários internacionais, os quais encontram uma série de problemáticas específicas, como o choque cultural, a barreira linguística e a vida longe da família e do País de origem, entre outros. A organização objeto de estudo foi a Intern Europe Ltd, uma intermediary placement organisation que ajuda jovens estrangeiros a encontrar estágios e aprendizagens em organizações locais e os acompanha ao longo da experiência. O trabalho conjuga uma revisão da literatura da área, o estudo observacional da organização de acolhimento, e uma parte prática, que consta da criação e implementação de novas técnicas e ferramentas de suporte a estagiários internacionais. A questão de pesquisa que orienta este estágio foi: como melhorar a preparação, gestão e o suporte aos estagiários e aprendizes em contexto de mobilidade internacional, no âmbito de uma organização intermediária? Advisors/Committee Members: Machado, Carolina Feliciana Sá Cunha (advisor).

Subjects/Keywords: GRH; Estágios; Aprendizagens; Mobilidade internacional; HRM; Internships; Apprenticeships; International mobility

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Piccinini, L. (2017). Managing international interns in the context of an intermediary organisation: a case study . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/46461

Chicago Manual of Style (16^th Edition):

Piccinini, Ludovica. “Managing international interns in the context of an intermediary organisation: a case study .” 2017. Masters Thesis, Universidade do Minho. Accessed September 19, 2019. http://hdl.handle.net/1822/46461.

MLA Handbook (7^th Edition):

Piccinini, Ludovica. “Managing international interns in the context of an intermediary organisation: a case study .” 2017. Web. 19 Sep 2019.

Vancouver:

Piccinini L. Managing international interns in the context of an intermediary organisation: a case study . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1822/46461.

Council of Science Editors:

Piccinini L. Managing international interns in the context of an intermediary organisation: a case study . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/46461

18. Dulee-Kinsolving, Amelia. Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain.

Degree: 2017, RIAN

URL: http://eprints.maynoothuniversity.ie/9371/

► Over the last decades, European countries have increasingly relied on Active Labor Market Policies (ALMPs) as a mechanism to increase the employability of the unemployed.… (more)

▼ Over the last decades, European countries have increasingly relied on Active Labor Market Policies (ALMPs) as a mechanism to increase the employability of the unemployed. Following the 2008 economic crisis, ALMPs were increasingly relied on by Ireland and Spain as a strategy to assist and improve unemployed young workers’ integration into the labor market. One notable aspect was the Irish and Spanish government’s development of new ALMP internship programs, ones that relied more extensively on demand led activation through firm work experience or ALMP internships. While the development of these ALMP internship programs was in line with the existing ALMP evaluation literature which asserted higher levels of employer integration yielded higher probabilities for employment (Kluve 2006; Card et al. 2009), none of the evaluation literature considered the role of the employer in shaping ALMP outcomes, nor did it consider other aspects of job quality outcomes beyond earnings. While adopting a comparative case study design at the sectoral level within five Irish and Spanish ICT firms, this thesis aims to understand how Irish and Spanish ALMP internships facilitate particular job quality outcomes within the Spanish and Irish ICT sectors. Through an examination of the key macro and meso institutions within which these ICT firms are embedded, the research identifies and examines how particular mechanisms may enable or constrain the ICT firms’ behavior surrounding job quality outcomes through ALMP internships. It provides a conceptualization of job quality through the adoption of a flexicurity framework which enables the examination of four job quality dimensions: earnings, working time quality, skills and discretion and prospects and internal progression. The analysis reveals that in a context of weak macro and meso level institutions, firm features play an increasingly important role in explaining how employers facilitate particular job quality outcomes through ALMP internships within the Spanish and Irish ICT sectors. Within this weak institutional environment, similar patterns were found among the Irish and Spanish MNC subsidiary firms and the Irish and Spanish domestic firms in relation to how these two groups of firms used ALMP internships. The MNC subsidiary firms were found to primarily use ALMP internships as a flexible supply of labor, one with limited scope for upskilling. In comparison, among the domestic ICT firms, the ALMP internships were more effective, given the reduced hiring risks provided and the access ALMP interns had to a wider range of skill development and work experience, thus providing for upskilling. This thesis highlights how sectoral and firm specific dynamics may influence employer behavior related to job quality outcomes through ALMP internships. In doing so, it also emphasizes the need for further institutional constraints that encourage ‘good’ job quality outcomes among Irish and Spanish firms that recruit through ALMP internships.

Subjects/Keywords: Flexible; Secure Jobs; Young Workers; Internships; Ireland; Spain

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APA (6^th Edition):

Dulee-Kinsolving, A. (2017). Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9371/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dulee-Kinsolving, Amelia. “Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain.” 2017. Thesis, RIAN. Accessed September 19, 2019. http://eprints.maynoothuniversity.ie/9371/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dulee-Kinsolving, Amelia. “Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain.” 2017. Web. 19 Sep 2019.

Vancouver:

Dulee-Kinsolving A. Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain. [Internet] [Thesis]. RIAN; 2017. [cited 2019 Sep 19]. Available from: http://eprints.maynoothuniversity.ie/9371/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dulee-Kinsolving A. Flexible or Secure Jobs?: Young Workers and Internships in Ireland and Spain. [Thesis]. RIAN; 2017. Available from: http://eprints.maynoothuniversity.ie/9371/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Purdue University

19. Campbell, Kaley. The Meaningfulness of Internships: A Sensemaking Approach.

Degree: MA, Communication, 2016, Purdue University

URL: https://docs.lib.purdue.edu/open_access_theses/927

► Internships are an important part of undergraduate education, with more than 61% of students completing an internship, yet there is not much academic literature… (more)

Subjects/Keywords: Communication and the arts; Internships; Meaningfulness; Sensemaking; Communication

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APA (6^th Edition):

Campbell, K. (2016). The Meaningfulness of Internships: A Sensemaking Approach. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Campbell, Kaley. “The Meaningfulness of Internships: A Sensemaking Approach.” 2016. Thesis, Purdue University. Accessed September 19, 2019. https://docs.lib.purdue.edu/open_access_theses/927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Campbell, Kaley. “The Meaningfulness of Internships: A Sensemaking Approach.” 2016. Web. 19 Sep 2019.

Vancouver:

Campbell K. The Meaningfulness of Internships: A Sensemaking Approach. [Internet] [Thesis]. Purdue University; 2016. [cited 2019 Sep 19]. Available from: https://docs.lib.purdue.edu/open_access_theses/927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell K. The Meaningfulness of Internships: A Sensemaking Approach. [Thesis]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_theses/927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Akron

20. Finnerty, Mary. The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study.

Degree: MA, Theatre Arts-Arts Administration, 2018, University of Akron

URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677

► An internship component has been a requirement of many arts administration programs for so long, yet it seems as though the process for obtaining the… (more)

Subjects/Keywords: Arts Management; Arts Administration; Internships; The University of Akron

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APA (6^th Edition):

Finnerty, M. (2018). The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677

Chicago Manual of Style (16^th Edition):

Finnerty, Mary. “The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study.” 2018. Masters Thesis, University of Akron. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677.

MLA Handbook (7^th Edition):

Finnerty, Mary. “The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study.” 2018. Web. 19 Sep 2019.

Vancouver:

Finnerty M. The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study. [Internet] [Masters thesis]. University of Akron; 2018. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677.

Council of Science Editors:

Finnerty M. The University of Akron's Arts Administration Internship Structure and Outcomes: A Case Study. [Masters Thesis]. University of Akron; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1525388788421677

University of Louisville

21. Greaney, Elizabeth J. Experiential learning : a review of college health centers.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2010, University of Louisville

URL: 10.18297/etd/527 ; https://ir.library.louisville.edu/etd/527

► This exploratory study was conducted using a descriptive design and examined the use of college health centers for academic internships and clinical rotations. In addition,… (more)

▼ This exploratory study was conducted using a descriptive design and examined the use of college health centers for academic internships and clinical rotations. In addition, the study examined the relationship among health center director and school characteristics and the presence of academic internships or clinical rotations and the directors' satisfaction with these activities. The population consisted of 267 health center directors responding to a survey containing 21 questions. The demographics of the directors consisted of 64 (24%) males and 203 (76%) females; school classifications; 106 (39.7%) Research/Doctoral, 68 (25.5%) Masters, 87 (32.6%) and 3 (1.1%) Associates/Community College, 147 (55.1%) Public and 117 (43.8%) Private Logistic Regression analyses indicated the presence of three predictor variables (school classification, scope of services and nursing school) in the overall model for the presence of clinical rotations, X 2 (12, N=261) = 68.23, p < .001, R 2 = .23; and two predictor variables (scope of services, director credential) for the presence of academic internships, X 2 (12, N=258) = 50.10, p < .002, R 2 = .18. Results from Multiple Regression analyses indicated no significance in the overall model for satisfaction with clinical rotations R 2 = .08, F (7, 135) = 1.75, p = .10; however, the presence of a nursing school was a significant individual predictor variable. The overall model for satisfaction with academic internships was significant R 2 = 14, F (7,95) = 2.24, p = .04. Scope of services was a significant predictor. Of note, results indicated a trend toward significance for school classification and a nursing school. The findings suggest the presence of a nursing school was a significant predictor variable regarding satisfaction with clinical rotations and displayed a trend toward significance for satisfaction with academic internships. The presence of a medical school was not a predictor in this particular study. The findings indicated more frequent use of clinical rotations than academic internships at these college health centers. The findings suggest more academic integration for college health centers may be warranted. Advisors/Committee Members: Capps, Randy.

Subjects/Keywords: Experiental learning; Internships; College health; Clinical rotations; Learning; Career services

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APA (6^th Edition):

Greaney, E. J. (2010). Experiential learning : a review of college health centers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/527 ; https://ir.library.louisville.edu/etd/527

Chicago Manual of Style (16^th Edition):

Greaney, Elizabeth J. “Experiential learning : a review of college health centers.” 2010. Doctoral Dissertation, University of Louisville. Accessed September 19, 2019. 10.18297/etd/527 ; https://ir.library.louisville.edu/etd/527.

MLA Handbook (7^th Edition):

Greaney, Elizabeth J. “Experiential learning : a review of college health centers.” 2010. Web. 19 Sep 2019.

Vancouver:

Greaney EJ. Experiential learning : a review of college health centers. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Sep 19]. Available from: 10.18297/etd/527 ; https://ir.library.louisville.edu/etd/527.

Council of Science Editors:

Greaney EJ. Experiential learning : a review of college health centers. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/527 ; https://ir.library.louisville.edu/etd/527

Penn State University

22. Wood, Kathleen Faye. Laboring to Learn and Learning to Labor:.

Degree: MS, Rural Sociology, 2013, Penn State University

URL: https://etda.libraries.psu.edu/catalog/19813

► Farm internships offer inexperienced women and men an opportunity to acquire farm skills and learn sustainable farm practices by laboring with a farmer. Little however,… (more)

▼ Farm internships offer inexperienced women and men an opportunity to acquire farm skills and learn sustainable farm practices by laboring with a farmer. Little however, is known about how farm internships meet these objectives and therefore a better understanding is needed of how this practice functions as both a learning and labor process, the meaning assigned to the experience by farm interns. This thesis explores themes associated with the structure of farm internships and the value of the experience from the perspective of women and men who interned on farms in Pennsylvania and the Northeast region of the US. The three exchanges primary to the structure of farm internships investigated in this study were the labor, learning and social exchanges. It specifically addresses the ways in which social exchanges organized the farm internship and the meaning interns assigned to the experience. The value of farm internships was assessed by focusing on the motivations and perceived benefits assigned to the practice by farm interns. The demographic characteristics of farm interns are presented, which is one of the first attempts to profile this population. In addition, this thesis explored whether farm internships establish socially responsible practices on sustainable farms. Both qualitative and quantitate data were utilized to collect data for the purposes of studying farm internships. An understanding of agrarian political economy guided the theoretical approach to how the farm internship is structured; Weber’s conceptualization of substantive rationality is used to investigate the subjective perspective of interns’ participation in the structure. Results indicated that training during farm internships focuses on the intern’s ability to learn from their labor, with minimal instruction provided by farm mentors. Farm tasks were substituted as a learning tool according to a farm’s labor demands during the farm internship. Consequently, farm interns received the most instruction on topics that involved manual labor on farms. Farm interns were compensated during the internship with food and a small stipend. Farms in rural areas provided housing as remuneration; the conditions of such housing arrangements varied widely among participants. Resources identified by participants as instrumental in allowing them to take a salary sacrifice were a college education and support from family members. The informal nature of farm internships makes the social context of such arrangements important. Three different types of relationships between farm interns and farmers are identified that influence the structure and experience of farm internships. This typology includes the farm intern treated as a member of the family, the farm intern learning beside a farm manager, and a farmer who supervises farm interns in more managerial capacity. The meaning that participants assign to their experiences focused on social and individual values unrelated to capital returns. Working and learning on farms provided participants the opportunity to live…

Subjects/Keywords: Internships; agricultural labor practices; sustainable agriculture; vocational training

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APA (6^th Edition):

Wood, K. F. (2013). Laboring to Learn and Learning to Labor:. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19813

Chicago Manual of Style (16^th Edition):

Wood, Kathleen Faye. “Laboring to Learn and Learning to Labor:.” 2013. Masters Thesis, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/19813.

MLA Handbook (7^th Edition):

Wood, Kathleen Faye. “Laboring to Learn and Learning to Labor:.” 2013. Web. 19 Sep 2019.

Vancouver:

Wood KF. Laboring to Learn and Learning to Labor:. [Internet] [Masters thesis]. Penn State University; 2013. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/19813.

Council of Science Editors:

Wood KF. Laboring to Learn and Learning to Labor:. [Masters Thesis]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19813

Virginia Tech

23. Short, Kathleen M. The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry.

Degree: PhD, Environmental Design and Planning, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/63890

► The state of the economy has brought changes in the construction industry creating a more competitive employment environment in the construction industry as well as… (more)

▼ The state of the economy has brought changes in the construction industry creating a more competitive employment environment in the construction industry as well as an increase in project requirements due to complexity, duration of work, fewer employees to do the work, and the type of projects being undertaken. These changes have created an increased need for managers to possess both technical skills and also emotional competencies. Employers are now seeking to hire individuals who exhibit emotional competencies and other soft skills, such as empathy, verbal communication and relationship building. Soft skills improve the development and maintenance of relationships among the diverse group of professionals necessary to complete projects. With the construction industry being nomadic in nature, the ability to develop and maintain relationships can be especially important. Employers are placing more emphasis on these soft skills when evaluating potential hires and starting salaries. With these changes comes the realization that students seeking to gain employment in the industry need to have a competitive edge. While soft skills are critical for students graduating from construction focused programs, opportunities to learn and enhance these skills are not always available within the curriculum. The majority of students graduating from college programs today are part of a generation referred to as Millennials"a generation differing greatly from those that have come before them. For Millennials to gain a competitive edge and maximize employment opportunities, they must first have an understanding of what the industry perceives students need to be successful in the industry. Program curriculums must also find a way to produce students that offer more than just technical knowledge to employers. This is not always possible within existing programs trying to meet the demands of accreditation requirements within the credit hours required. One option construction focused programs could consider to incorporate opportunities for students to gain a competitive edge would be through the mandatory participation of a structured internship experience. " This research sought to address these issues and offer insight into what characteristics industry felt were necessary for student success. The work also sought to establish whether students had an understanding of these characteristics and whether they felt they were strong or deficient in these areas. The research also identified the role internships played in current accredited construction focused programs and whether student participation in internships had an impact on their understanding of the characteristics required to be successful in the construction industry. Advisors/Committee Members: Fiori, Christine M. (committeechair), Pearce, Annie R. (committee member), McCoy, Andrew Patton (committee member), Turkaslan Bulbul, Muhsine Tanyel (committee member).

Subjects/Keywords: Experiential Learning; Internships; Construction Education; Soft Skills; Millennials

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APA (6^th Edition):

Short, K. M. (2013). The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63890

Chicago Manual of Style (16^th Edition):

Short, Kathleen M. “The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry.” 2013. Doctoral Dissertation, Virginia Tech. Accessed September 19, 2019. http://hdl.handle.net/10919/63890.

MLA Handbook (7^th Edition):

Short, Kathleen M. “The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry.” 2013. Web. 19 Sep 2019.

Vancouver:

Short KM. The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10919/63890.

Council of Science Editors:

Short KM. The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/63890

Oklahoma State University

24. Clarke, June Elaine. Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica.

Degree: Hospitality Administration, 2013, Oklahoma State University

URL: http://hdl.handle.net/11244/14772

► The purpose of the study was to apply the theory of planned behavior (TPB) to examine hotel employers' intentions to offer internships in Jamaica. Specific… (more)

▼ The purpose of the study was to apply the theory of planned behavior (TPB) to examine hotel employers' intentions to offer internships in Jamaica. Specific objectives of the study were 1) to determine the salient beliefs that motivate hotel employers to offer internships to hospitality management college students in Jamaica, 2) to examine the relationship among the variables of the TPB in the context of internships, and 3) to examine the influence of the additional variable, Size (small versus large) on the employers' intentions in the context of internships. The study involved hotel employers within Jamaica. Qualitative and quantitative data were collected using focus group discussions, individual interviews, and a survey. Thirty-one employers participated in the focus group discussions and interviews. The survey was completed by 79 hotel employers. Data were analyzed using content analysis, exploratory factor analysis, multiple regression, and stepwise regression analyses. Study I results indicate that several belief factors influence employers' intention to offer internships, for example, participation in the development of education, upholding tradition, and enough space for internships among others. Study II was based on the factors identified. The results reveal that there is a positive and significant relationship between attitude and intention as well as perceived behavioral control and intention. Subjective norms had no significant influence on the employers' intentions to offer internships. The presence of the additional variable, hotel size, on the employers' intention was also tested. The study revealed that the size of hotels had a significant influence on the employers' intention to offer internships. Therefore, based on this study's findings, in Jamaica the employers' attitude and their perceived behavioral control are significant factors in their decision to offer internships, along with the additional variable, hotel size. Advisors/Committee Members: Njite, David (advisor), Qu, Hailin (committee member), Jo Self, Mary (committee member), Slevitch, Lisa (committee member).

Subjects/Keywords: experiential learning; hotel employers' intentions; internships; theory of planned behavior

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APA (6^th Edition):

Clarke, J. E. (2013). Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/14772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clarke, June Elaine. “Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica.” 2013. Thesis, Oklahoma State University. Accessed September 19, 2019. http://hdl.handle.net/11244/14772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clarke, June Elaine. “Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica.” 2013. Web. 19 Sep 2019.

Vancouver:

Clarke JE. Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica. [Internet] [Thesis]. Oklahoma State University; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11244/14772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clarke JE. Applying the Theory of Planned Behavior to Explain Hotel Employers' Intentions to Offer Internships in Jamaica. [Thesis]. Oklahoma State University; 2013. Available from: http://hdl.handle.net/11244/14772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Milwaukee

25. Mandella, Anthony. The Value of Internships in Radio Broadcasting.

Degree: MA, Media Studies, 2018, University of Wisconsin – Milwaukee

URL: https://dc.uwm.edu/etd/1869

► The objective of this thesis was to investigate a generally understudied area in media professions – radio broadcasting internships. A survey, which included both… (more)

Subjects/Keywords: Broadcasting; Education; Internships; Media; Radio; Workplace; Journalism Studies; Mass Communication

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APA (6^th Edition):

Mandella, A. (2018). The Value of Internships in Radio Broadcasting. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mandella, Anthony. “The Value of Internships in Radio Broadcasting.” 2018. Thesis, University of Wisconsin – Milwaukee. Accessed September 19, 2019. https://dc.uwm.edu/etd/1869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mandella, Anthony. “The Value of Internships in Radio Broadcasting.” 2018. Web. 19 Sep 2019.

Vancouver:

Mandella A. The Value of Internships in Radio Broadcasting. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Sep 19]. Available from: https://dc.uwm.edu/etd/1869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mandella A. The Value of Internships in Radio Broadcasting. [Thesis]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

26. Vaterlaus, Emily K. An Investigation of Current Practice in Management Rotations in Dietetic Internships.

Degree: MS, 2012, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3938&context=etd

► Background: Leadership and management skills are critical to moving the dietetics profession forward; acquisition of those skills begins in the Dietetic Internship (DI). This… (more)

Subjects/Keywords: dietetic internships; management; leadership; skill development; Food Science; Nutrition

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APA (6^th Edition):

Vaterlaus, E. K. (2012). An Investigation of Current Practice in Management Rotations in Dietetic Internships. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3938&context=etd

Chicago Manual of Style (16^th Edition):

Vaterlaus, Emily K. “An Investigation of Current Practice in Management Rotations in Dietetic Internships.” 2012. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3938&context=etd.

MLA Handbook (7^th Edition):

Vaterlaus, Emily K. “An Investigation of Current Practice in Management Rotations in Dietetic Internships.” 2012. Web. 19 Sep 2019.

Vancouver:

Vaterlaus EK. An Investigation of Current Practice in Management Rotations in Dietetic Internships. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3938&context=etd.

Council of Science Editors:

Vaterlaus EK. An Investigation of Current Practice in Management Rotations in Dietetic Internships. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3938&context=etd

Université de Montréal

27. Collin, Simon. L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires .

Degree: 2010, Université de Montréal

URL: http://hdl.handle.net/1866/4546

► Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des… (more)

▼ Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3). Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier d’entre eux s’attache à examiner comment la pratique réflexive se construit dans l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des… Advisors/Committee Members: Karsenti, Thierry (advisor).

Subjects/Keywords: Pratique réflexive; Interaction en ligne; Stage d’enseignement; Reflective practice; Online interaction; Teaching internships

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APA (6^th Edition):

Collin, S. (2010). L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/4546

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Collin, Simon. “L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires .” 2010. Thesis, Université de Montréal. Accessed September 19, 2019. http://hdl.handle.net/1866/4546.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Collin, Simon. “L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires .” 2010. Web. 19 Sep 2019.

Vancouver:

Collin S. L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires . [Internet] [Thesis]. Université de Montréal; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1866/4546.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collin S. L'interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires . [Thesis]. Université de Montréal; 2010. Available from: http://hdl.handle.net/1866/4546

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Plymouth

28. Stansbie, Paul. Internship design and its impact on intrinsic motivation and student career choice.

Degree: PhD, 2012, University of Plymouth

URL: http://hdl.handle.net/10026.1/910

► This study examines the role experiential education, in the form of internships, plays in the professional development of Hospitality and Tourism Management students. Through an… (more)

▼ This study examines the role experiential education, in the form of internships, plays in the professional development of Hospitality and Tourism Management students. Through an appraisal of the literature, it outlines the many benefits available to direct and indirect stakeholders through the facilitation of a structured, work based learning experience. In particular, it analyses the internship through an evaluation of job design by applying both Hackman and Oldham’s (1975a) Job Characteristics Model (JCM) and developing a proposed intern’s version of that model. The outcomes demonstrate that dimensions of the work undertaken do contribute significantly to an individual’s satisfaction and intrinsic motivation with the proposed intern’s model offering improved R2 coefficients, over the original JCM, by using different predictive variables. The study further sub-divides the sample by examining the findings by cohort and emphasis area. This affords the opportunity to identify specific recommendations on internship design that provides maximum utility to the student participant and the facilitators of the work experience. To this end, the results offer a series of recommended job dimensions for various service industry destinations including the need for increased task significance and feedback from agents for tourism students, opportunities for an autonomous work environment for event planners, exposure to a variety of skills for lodging professionals and feedback from the job for food and beverage students. By designing internships in this way, opportunities for enriched work are created for students at the case-study university. The study also examines the role classroom education plays in underpinning the internship experience and finds that while this assists students in observing many of the topics and theories discussed in a theoretical setting, the experiential component of the learning enhances their education through the development of new skills and competencies not previously taught. Overall, this study offers a unique contribution to the existing body of knowledge on experiential education and its impact on worker/job satisfaction and intrinsic motivation.

Subjects/Keywords: 371.227; Experiential Education : Internships : Hospitality and Tourism Management : Hackman and Oldham : Worker Satisfaction : Intrinsic Motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stansbie, P. (2012). Internship design and its impact on intrinsic motivation and student career choice. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/910

Chicago Manual of Style (16^th Edition):

Stansbie, Paul. “Internship design and its impact on intrinsic motivation and student career choice.” 2012. Doctoral Dissertation, University of Plymouth. Accessed September 19, 2019. http://hdl.handle.net/10026.1/910.

MLA Handbook (7^th Edition):

Stansbie, Paul. “Internship design and its impact on intrinsic motivation and student career choice.” 2012. Web. 19 Sep 2019.

Vancouver:

Stansbie P. Internship design and its impact on intrinsic motivation and student career choice. [Internet] [Doctoral dissertation]. University of Plymouth; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10026.1/910.

Council of Science Editors:

Stansbie P. Internship design and its impact on intrinsic motivation and student career choice. [Doctoral Dissertation]. University of Plymouth; 2012. Available from: http://hdl.handle.net/10026.1/910

Penn State University

29. Yin, Alexander Chih-Jen. Learning on the job: Cooperative education, internships, and engineering problem-solving skills.

Degree: PhD, Higher Education, 2009, Penn State University

URL: https://etda.libraries.psu.edu/catalog/10272

► Cooperative education (co-op) and internships are forms of experiential education that allow students to complement their classroom experiences with work experience. This study examines the… (more)

▼ Cooperative education (co-op) and internships are forms of experiential education that allow students to complement their classroom experiences with work experience. This study examines the influence of co-op and internships on engineering problem-solving skills by answering the following research questions: 1) Does experience in cooperative education or internship programs influence students' self-perceptions of their engineering problem-solving skills? 2) How do students with cooperative education or internship experience differ in their perception and understanding of their engineering problem-solving skills as compared to students with no experience? The design of this study included a quantitative and a qualitative component. I conducted a quantitative analysis to answer the first research question utilizing multivariate regression and multi-nominal logit models to examine whether significant differences existed between students with engineering work experience and students with no engineering work experience with regard to assessments of their 1) basic skills, 2) design and problem-solving skills, and 3) engineering thinking skills. The key variables came from a set of three scales and their respective items from the nationally representative Engineering Change (EC2000) dataset, which contains survey responses from 4,461 senior engineering students from the class of 2004 in seven engineering disciplines (aerospace, chemical, computer, electrical, industrial, and mechanical) from 39 accredited institutions. The second research question was addressed through qualitative data collection and analysis. I interviewed three groups of senior electrical engineering students at a single research I university: 1) students who completed three rotations in the co-op program, 2) students who completed at least one internship, and 3) students who completed neither co-op nor internship. In total, I interviewed 17 undergraduate engineering students, including 1) four students who completed at least three cooperative education rotations, 2) eight students who completed at least one internship, and 3) five students who completed neither cooperative education nor internship. The quantitative analysis indicates that students who spent more time in a cooperative education or internship program rate their understanding of engineering problem-solving more highly than those who have not participated in such programs. The more time spent in these work-related experiences, the more highly students rated their understanding of essential aspects of the engineering design process, and their abilities to apply systematic design procedure to open-ended problem; design solutions to meet desired needs; ensure that a process or product meets a variety of technical and practical criteria; and compare and judge alternative outcomes. The qualitative analysis suggested that students' classroom and work (co-op and internship) experiences differentially influenced three types of knowledge: theoretical, practical, and procedural knowledge. “Theoretical…

Subjects/Keywords: Cooperative education; engineering education; internships; problem-solving skills; Experiential Learning Cycle; Model of Domain Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yin, A. C. (2009). Learning on the job: Cooperative education, internships, and engineering problem-solving skills. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10272

Chicago Manual of Style (16^th Edition):

Yin, Alexander Chih-Jen. “Learning on the job: Cooperative education, internships, and engineering problem-solving skills.” 2009. Doctoral Dissertation, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/10272.

MLA Handbook (7^th Edition):

Yin, Alexander Chih-Jen. “Learning on the job: Cooperative education, internships, and engineering problem-solving skills.” 2009. Web. 19 Sep 2019.

Vancouver:

Yin AC. Learning on the job: Cooperative education, internships, and engineering problem-solving skills. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/10272.

Council of Science Editors:

Yin AC. Learning on the job: Cooperative education, internships, and engineering problem-solving skills. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10272

Penn State University

30. Bakowicz, Matthew Michael. Enhancing Pga Golf Management Internships- A Social Perspective.

Degree: MS, Recreation, Park and Tourism Management, 2016, Penn State University

URL: https://etda.libraries.psu.edu/catalog/cj82k728n

► The internship experience is a critical component that is necessary for one to be successful in industry. Employers in the service sector want to see… (more)

Subjects/Keywords: Interns; Internships; Golf; Golf Managment; Networking; Fun Activities; Job Challenge; Coworker Socalizing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bakowicz, M. M. (2016). Enhancing Pga Golf Management Internships- A Social Perspective. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/cj82k728n

Chicago Manual of Style (16^th Edition):

Bakowicz, Matthew Michael. “Enhancing Pga Golf Management Internships- A Social Perspective.” 2016. Masters Thesis, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/cj82k728n.

MLA Handbook (7^th Edition):

Bakowicz, Matthew Michael. “Enhancing Pga Golf Management Internships- A Social Perspective.” 2016. Web. 19 Sep 2019.

Vancouver:

Bakowicz MM. Enhancing Pga Golf Management Internships- A Social Perspective. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/cj82k728n.

Council of Science Editors:

Bakowicz MM. Enhancing Pga Golf Management Internships- A Social Perspective. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/cj82k728n

Open Access Theses and Dissertations