This study stresses and reflects a professional concern for the state of architecture in Kuwait, with a specific emphasis on the development of competence of architectural students and recent graduates on professional knowledge areas/skills. Professional practice in Kuwait is perceived as a recent phenomenon that reflects the development of architecture and architects in the country. The apparent problem of the evolution of a professional base for the education and practice of architecture in Kuwait is the lack of professional development systems. Internship (being one professional development system) is not a requirement for graduation from the architectural program at Kuwait University or to practice architecture in Kuwait and to earn professional status. No formal internship model exists within the architectural field (education and practice) in Kuwait. Therefore, this study assesses the importance (perceived value, perceived need, and recommended time period) of internship programs in Kuwait and proposes recommended knowledge areas/skills for this architectural internship experience, before and after graduation from college. For the purpose of this study, the internship experience during college is defined as academic internship and the internship experience after graduation as practical training. The knowledge areas/skills recommended in this study could act as a base of information for designing local curricular guidelines for the initiation of future internship programs in Kuwait as integral parts of a professional architectural practice model. The study utilizes a descriptive survey design, which was quantitative in nature (utilizing a self-administered questionnaire) with an introduction of elements of qualitative research procedures (follow-up interviews) to support the objective data in a subjective manner. Based on the results of the study, four conclusions were drawn: (1) internship programs are perceived to be of value for students and recent graduates, (2) a perceived need exists for internship programs in Kuwait, (3) the recommended time period for an academic internship program ranges from 2-10 months and the recommended time period for a practical training program ranges from 1-2 years, and (4) agreement exists among the surveyed population on several knowledge areas/skills necessary for architectural internship programs in Kuwait.

The purpose the study is to explore the feasibility of the ¡§Medical Internship¡¨ application to ¡§Elementary School Internship¡¨ in Taiwan. By way of Literature Review, Document Analysis, and Semi-structural Interview, the researcher first separately comprehended the two systems in which six dimensions are included Organizational Structure, Counselor, Content, Manner, Grade Assessment, and Qualification, then used the Comparative Education Research to compare and analyze the two systems. Finally, after the induction of the results, the researcher compiled the questionnaire about ¡§Medical Internship should be applied to Elementary School Internship¡¨. Objects of study, 375 people in all who were selected with Purposive sampling include schoolmasters, directors, section chiefs, intern teachers, and interns from elementary schools subsidized by Ministry of Education in 98 school academic year. Among them, 352 effective questionnaires retrieved, and the effective questionnaire rate is 94%. The feasibility of the questionnaires was analyzed by way of Descriptive Statistics, Independent Sample T Test, and One Way Analysis of Variance. The conclusions from this study are: 1. Organizations that execute Elementary School Internship lack Certifications, Evaluations, Reward Measures, and administrative department that specialize inthis duty. 2. The lack of Certifications, Trainings, Reward Measures, and Team Operation for the Interns. 3. The schedules and training programs of Elementary School Internship are not complete and explicit. 4. The lack of Interactive team discussion and Problem-oriented learning manners. 5. Assessment items, tools, and the applications from the results of Elementary School Internship are not comprehensive. 6.The arrangement of the schedules of Elementary School Teacher¡¦s Qualification Examinations is not suitable; the access methods of certifications are not exact. 7. The innovations of the Elementary School Internship focus on systems, whereas those of Medical Internship focus on programs and teaching. 8. Among the 46 questions, the levels of agreement of 40 of them are higher than the average levels. It means that the manner is feasible. 9. Among all the questions, higher level of agreement falls on Organizational Structure and Grade Assessment. 10. For different school types, educational backgrounds and seniorities, levels of agreement from these intern teachers are apparently diverse. Among them, the level of agreement from affiliated experimental elementary school is higher than that of normal elementary schools. Educational backgrounds of the teachers of Teacher¡¦s College are higher than that of other teachers from other universities. Seniority which is over 21 is higher than that of other teachers of other schools. Suggestions of these conclusions are: 1.Certifications, Evaluations, Reward Measures, and administrative department that specialize in Elementary School Internship should be established. 2. Certifications, Trainings, Reward Measures, and Team Operation should be established for the Interns. 3. Educational Internships for homeroom and subject teachers of different grades should last for one year. The duration of Administrative Internships should be shortened. 4. Unified Assessment standards and items should be established. The results of the assessment should relate Teacher¡¦s Qualification Examinations. 5. Interactive team discussion and Problem-oriented learning manners should be reinforced in the Internship Programs of Teacher Education Colleges 6.Teacher¡¦s Qualification Examinations should be altered as National Examinations, and executed as Two-tier Assessments. The first examination can be the ¡§Pre-internship¡¨ written tests, and the second stage can be situational teaching assessment such as ¡§Post-internship¡¨ interviews, and teaching demonstrations. In conclusion, in accordance with the above-mentioned conclusions and suggestions, the researcher proposed the innovative model ¡§Medical Internship should be applied to Elementary School Internship¡¨ as the reference of Elementary School Internship reform in Taiwan.

Thesis advisor: Karen Arnold / American college students have an unprecedented range of international opportunities available to broaden their world view and deepen their understanding of global issues, whether through formal study abroad programs, international internships, international volunteer projects or work abroad opportunities. However, students too frequently accumulate international experiences in an ad hoc fashion, absent from any clear relationship to their curricular choices and unrelated to their career goals. Substantial research has been conducted on internships as a form of experiential learning as well as study abroad as a basis for global learning. Both internships and study abroad have a long tradition in American higher education, however there is very limited research on the combination of these two activities in international internships. This study focuses on a cohort of students who traveled to Beijing, China in the course of one semester as they live and learn together, alongside students from multiple American universities, internship supervisors, and faculty and staff from the Chinese Studies Program. To better understand the features of the international internships that contribute to students’ intercultural development, this study examined the real and perceived development of a group of students (N=8) engaged in international internships utilizing Kolb’s Model of Experiential Learning using a case study approach. Program conditions that nurtured students’ international internship experience included aspects of their international internship placements, facilitated contact with natives in and outside the work environment, academic coursework, and student self-initiated exploration. Analysis of the participant narratives indicates a web of interconnected features that provided the foundation for students to get out of their comfort zone, reflect on their experience, and gain confidence to navigate a new culture and language to enhance the international experience. The results open up new possibilities for inquiry into international internships programs and their connections to experiential learning and careers. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education. This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences. And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs. Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate. Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean. Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.

Following survey of the literature on the subject of internship, this study reports the findings on a Canadian-wide survey of organizations providing internship to cooperating educational institutions. The findings point clearly to the high degree of importance these organizations attach to internship and the high level of attention and resources that they commit to supervision of interns. They also point to an absence of full understanding of the role of internship and what it can potentially accomplish for both the interns and the participating organizations. In order to fully realize these potentials, the study proposes suggestions to coordinate internship amongst the cooperating institutions as well as interns.

The dissertation describes a project to employ two young African trainees in the Centre for Adult Education at the University of Natal in Durban. The intention was to develop them as possible community adult educators, and a list of objectives relevant to such a role was developed. The trainees worked for ten months part-time, employed mainly on administrative and clerical tasks, as opportunities for directly educational work in fact proved to be limited. The project did not achieve the objectives for the most part, at least to the desired extent, and the trainees progressed not to further community involvement but to tertiary education. It nonetheless assisted the trainees in clarifying their career goals and acting on them with considerable success. The particular frustrations and difficulties of trainees from a radically different social environment are recorded, as well as their growing confidence and changed perspectives as they began to form their own understandings of a tertiary context, and to reevaluate their own role as employees and later students. The nature of the learning that did take place is described in some detail, and the reasons are explored for the partial success and noteworthy failures of the project. The study points to the need for understanding clearly the distinction between learning in formal education and informal and incidental learning in the workplace. It explores the differences between the two kinds of learning, and points to the need for further work to describe and analyse adequately learning that takes place outside formal education. The project demonstrated the specific difficulties of the university as a site of workplace learning. It exposed the issue of content in adult education as an area which demands far greater consideration, especially in the training of adult educators, and the study underlines the need for learning of content to parallel learning of teaching method. The major adult education needs of South Africa call for flexibility in developing adult educators, and the study aims to inform ways in which internship can be used to help meet those needs. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Many universities currently support the expansion of credit-based experiential learning opportunities for undergraduate students. Libraries can support this institutional objective by offering high quality, for-credit internships. Targeting undergraduates rather than library school graduate students means that internships can be offered to students in a wide array of disciplines in universities across the country. While it is still not the norm for library faculty to teach their own courses, librarians can work within their institutional structures to make this happen. This innovative approach to internship design is beneficial for librarianship (which lacks feeder undergraduate programs), for students interested in careers in librarianship, and for institutions interested in increasing opportunities for experiential learning. This poster session will provide viewers with information to stimulate ideas and a game plan to shepherd those ideas from incubation to realization by using a project at the University of Saskatchewan as an example. / This is a poster presentation for the OLA Super Conference (Toronto, ON), January 28, 2016

‘A diamond or a Stone? Using Autoethnography to Make Sense of My Industrial Psychology Internship’ presents an unconventional qualitative research genre, autoethnography, which is not commonly found in qualitative circles, and is rarely used by South African researchers, or by researchers in the South African social science or industrial psychology spheres. Therefore, due to the unfamiliarity of autoethnography, this thesis is presented in a conventional style, and uses both a realist and confessional tale (Van Maanen, 1988; Sparkes, 2002), which arguably, are the preferred styles amongst local mainstream qualitative researchers. The content of this thesis is presented to the audience of industrial psychologists, industrial psychology interns, industrial psychology internship supervisors, organisations hosting industrial psychology interns, institutions overseeing industrial psychology internship programmes, academics, qualitative researchers, managers, employees, professionals and representatives at the Health Professions Council of South Africa (HPCSA). The intention of the research findings is to highlight the extreme necessity of ensuring that internship training programmes enhance professional development, rather than being detrimental to it. The autoethnographic account that is presented, portrays the author’s experience of her industrial psychology internship, the fulfilment of which, was required for registration as an industrial psychologist with the HPCSA. The thesis is divided up into four parts, namely: My Acquaintance, My Acceptance, My Acquisition, and My Analysis. In Part One, My Acquaintance, the reader is introduced to the research genre of autoethnography, as well as to contemporary creative methods, such as poetry and allegories, that have potential benefits for use in the workplace. In Part Two, My Acceptance, an autoethnographic account is presented, where scenes from the internship are ‘performed’. Through personal interpretation of these scenes, the readersare, in essence, creating an autoethnography of their perceptions of what the author experienced, and what they experience through the telling of the author’s account. In Part Three, My Acquisition, those aspects that were acquired from conducting the autoethnography are presented as contributions to academia and the industrial psychology sphere. These contribute to the current theoretical knowledge by making information available regarding the inherent experience of an intern, and the need for organisations to effectively host interns. These acquisitions are as follows: the Creative Hospitality and Integration Method (C-HIM), which suggests how an intern can be successfully assimilated to the organisation, and the Workplace Allegories which aim to empower the intern and enable her to grow in self-awareness. These Workplace Allegories are implemented through the Allegorical Implementation Method (AIM), by making use of the Workplace Allegories Bridge Approach (WABA).In terms of contributions to the field of autoethnography, My FOPR Process, My Autoethnographic Contextual Awareness Guideline (My ACAG, pronounced A-Cag), and My 4-A Grid are presented. My FOPR Process serves to guide autoethnographic researchers through the process of writing an autoethnography. My ACAG aims to assist the autoethnographic researchers, in keeping focused on events relevant to the research topic. My 4-A Grid highlights the necessity of focusing on the self (auto), the culture (ethnos) and the research process (graphy) when conducting an autoethnography (Reed-Danahay, 1997; Richards, 2003), and places emphasis on aligning these perspectives to the four tools the author deems necessary for an autoethnographic study: My Acquaintance, My Acceptance, My Acquisition and My Analysis. The entire structure of this thesis is constructed according to My 4-A Grid.In Part Four, My Analysis, three forms of autoethnographic analysis were conceived through the writing of this thesis, My Auto-Analysis (a self-analysis); My Ethno-Analysis (a brief analysis of the organisation hosting the internship); and My Graphy-Analysis (a critical analysis of the manner in which autoethnography was made use of in this thesis). / Pro. F.Crous Prof.W.J. Schurink

The retention of new graduates is a challenge to many South African companies. As a result, organisations invest in graduate internship programmes to attract and retain high calibre graduate interns. The main objective of the research was to determine whether a graduate internship programme, as a national skills development strategy, contributed to the retention of graduate interns in a South African Information, Communication and Technology (ICT) Company. An exploratory, ex post facto research design was followed using a combination of quantitative and qualitative data gathering techniques. Surveys were administered among a purposive selected sample of graduate interns (N=79) and mentors (N=39) in a South African ICT company. Open ended questions were used for the triangulation of results. Results overall showed that the graduate internship programme contributed to the employability and retention of graduate interns. Practically significant relationships were found between technical skills training, mentorship, programme need and the graduate intern‟s intention to quit the internship programme. Practically significant relationships were also found between mentorship, programme need and the mentor‟s intention to employ the graduate intern. The research concludes with a retention strategy framework in guiding the implementation of a graduate internship programme in the ICT sector. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted