How Do Students Conceptualise the College Internship Experience? Towards a Student-Centred Approach to Designing and Implementing Internships

Autor/inn/en	Hora, Matthew T.; Parrott, Emily; Her, Pa
Titel	How Do Students Conceptualise the College Internship Experience? Towards a Student-Centred Approach to Designing and Implementing Internships
Quelle	In: Journal of Education and Work, 33 (2020) 1, S.48-66 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1708869
Schlagwörter	College Students; Student Centered Learning; Internship Programs; Program Design; Student Attitudes; Career Exploration; Educational Benefits; Occupational Aspiration; Employment Potential; Employment Experience; Experiential Learning + Suchen Sie Ihr Suchwort? Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Berufspraktische Ausbildung; Programme design; Programmaufbau; Programmplanung; Schülerverhalten; Berufserkundung; Bildungsertrag; Berufsneigung; Berufsziel; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Occupational experience; Job experience; Work experience; Berufserfahrung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	At a time when colleges and universities are anxious to prove that their graduates are employable, internships are being increasingly touted as valuable 'high-impact' practices. However, how students themselves conceptualise internships is poorly understood, which inhibits the inclusion of their voices in the employability discourse and considerations of program design. In this study we use the freelisting method from cultural anthropology to analyse data from students (n = 57) in three US colleges, using saliency analysis, thematic analysis, and social network analysis techniques. Results indicate that the most salient terms in the cultural domain of internships were: 'experience,' 'learning,' 'paid,' and 'connections.' Students discussed these words in utilitarian terms (e.g. something to 'get' for one's resume), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students' insights about internships are important to consider to re-frame the employability debate to include student perspectives and experiences, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01