Achieving Scale and Quality in School-to-Work Internships: Findings from an Employer Survey. IEE Brief Number 20.

Autor/inn/en	Bailey, Thomas; Hughes, Katherine; Barr, Tavis
Institution	Columbia Univ., New York, NY. Inst. on Education and the Economy.
Titel	Achieving Scale and Quality in School-to-Work Internships: Findings from an Employer Survey. IEE Brief Number 20.
Quelle	(1998), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1059-2776
Schlagwörter	Community Colleges; Education Work Relationship; Educational Quality; Educational Trends; Employer Attitudes; Employment Practices; High Schools; Internship Programs; Motivation; School Business Relationship; Two Year Colleges; Work Experience Programs + Suchen Sie Ihr Suchwort? Community college; Community College; Quality of education; Bildungsqualität; Bildungsentwicklung; Arbeitgeberinteresse; Berufspraxis; High school; Oberschule; Berufspraktische Ausbildung; psychologische; Motivation (psychologisch)
Abstract	Employers' motivations for getting involved in school-to-work internships and their perceptions of the quality of work-based learning placements were examined through a telephone survey of 334 employers participating in 5 school-to-work programs (2 in New York, 2 in Pennsylvania, and 1 in Michigan) and a matching sample of 323 establishments not participating in school-to-work. The most important motivation for employer participation in school-to-work was philanthropic; however, a substantial minority of firms said self-interested motives were most important. Large firms were much more likely than smaller firms to provide internships. For-profit establishments constituted just under half the participating establishments but 90% of the comparison firms. Both participating and nonparticipating employers were much more concerned about the costs of training students than about the direct costs of paying students. Most internships provided by the five programs were in a diverse group of occupations, including health, education, and business services. Most participating firms provided a mentor and claimed to document and assess student learning on the job. On average, the internships lasted nearly 23 weeks, with students spending about 14% of their time on job learning. Public and nonprofit organizations tended to provide higher-quality internships; however, the not-for-profits have internships with the shortest learning times. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01