Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 163-178).

Thesis (D. Miss.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 180-190).

Thesis (D. Miss.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 180-190).

Thesis (D. Miss.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 180-190).

This study sought to develop (1) a personal and professional profile of supervising administrators of UCF Educational Leadership administrative interns, (2) to determine the extent to which supervising administrators facilitated opportunities for UCF Educational Leadership administrative interns to grow in skill and knowledge in regard to 19 Florida Principal Competencies, (3) to determine the extent to which supervising administrators facilitated opportunities in the UCF Ten Areas of Administrator Responsibility, and (4) to determine the extent to which supervising administrators perceived themselves to have impacted the administrative career of their UCF Educational Leadership administrative intern subsequent to the internship. The study was based on data derived from the responses of central Florida public school administrators who had supervised interns. The completed surveys yielded a usable return rate of 76% (N = 124). Through their responses, supervising administrators affirmed the facilitation of practice opportunities in the 19 Florida Principal Competencies for their interns. Opportunities for practice in several competencies need strengthening through formal coursework or field-based experiences. Responses from supervising administrators indicated that the UCF Ten Areas of Administrator Responsibility, surveyed through specific duties, remained appropriate for the framework of the internship experience. Depending on the educational level at which the internship is experienced, certain duties may not be addressed thoroughly or at all. Implications for practice and recommendations for future studies dealing with supervising administrators' facilitation of internship experiences for UCF Educational Leadership administrative interns were made.

M.Ed. / South Africa has in the last 16 years experienced rapid changes in various spheres including the political, social and economic spheres. Changes in education and training provisions were considered to be fundamental to the process of socio-economic transformation. As a result, in 1994 the newly elected democratic government was mandated to develop a comprehensive education and training system that is responsive to the needs of the country and its citizens. The National Skills Development Strategy (NSDS) was then introduced as a vital strategy for addressing the endemic poverty, dire national skills shortage, chronic unemployment rate, and shockingly poor education levels. Learnerships were conceptualized as the flagship of skills development initiatives and an important vehicle for addressing the above stated social ills. The literature review revealed the learnership as a uniquely South African corporate training programme grounded on internationally acclaimed principles of work-based learning. Learnerships were hyped as specialized skills development programmes aimed at assisting new entrants into employment, providing access to new forms of income generation, thus improving the quality of life of the poor. The aim of this study was to investigate learners’ views regarding the role and success of learnerships organized by the Ekurhuleni Metropolitan Municipality. It also seeks to determine whether the learners’ views and expectations are compatible with the concept of learnerships. An inductive-qualitative approach was followed. Purposive sampling method was used in order to select twelve learners whose information was rich in content. Data was collected using one-on-one semi-structured interviews with learners enrolled for different learnership programmes.Categorical analysis was employed; by organizing data into workable units, while looking for codes, categories and themes. The study revealed that learners were generally satisfied with the learnership programme, as they indicated that the training met and even exceeded their expectations. However, judging from the literature review and data analysis it was clear that during the conceptualization of learnerships, learners’ views were never sought. Learners seem to have accepted the pre-packed competency based training as a norm. They uncritically expect the employer-determined curriculum to somehow cater for their personal needs and aspirations

Mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes. / M

Thesis (MPA.) -- University of LImpopo, 2017 / The Internship programme has been used by many governments and employers throughout the world to integrate academic theory learnt at schools and Universities and practiced in the workplace. The South African government introduced the Public Service Internship Programme(PSIP) in 2002, and one of its objectives was to reduce the high rate of graduates who are unemployable by appointing them as graduate interns for a period of 12 months, thus providing them with the public service skills and experience required by the Public Service in South Africa. The purpose of this study was to investigate the implementation of the Public Service Internship Programme with regards to its contribution to the employability of graduates: The case of the Limpopo Department of Economic Development, Environment, and Tourism in the Republic of South Africa. The study used the qualitative research method to interview 80 respondents ranging from Executive Management, Senior Management, Middle Management, Junior Management, Operational employees, Mentors and Graduate Interns to solicit their views and understanding on the implementation of the Public Service Internship Programme within the department. The study used content analysis to analyse data obtained from the 80 research respondents. The analysis was made using themes in line with thematic content analysis. The research findings confirmed that Graduate Interns are obtaining the necessary and relevant skills that will make them employable after completing the PSIP. The PSIP imparts Graduate Interns with skills that contribute to their employability in both the public and private sectors. It instils confidence and provides exposure and experience to Graduates Interns to have competitive advantages during job interviews in the public service and the private sector. It is a very useful programme that must be supported and encouraged in the public service as it assisted many to get jobs and reduce the rate of graduate unemployment in South Africa. It is relevant, useful and necessary to deal with the unemployment of graduates. It is successful and must be promoted because most Graduate Interns are employable during and after the completion of the programme. The study made the following recommendations; That all stakeholders must be inducted on PSIP to ensure its successful implementation, mentors must be trained on mentoring and coaching prior to their appointment, Mentoring vi be linked to the key result areas and key performance indicators of employees for it to be recognised in terms of the Performance Management and Development System, PSIP must be monitored and evaluated like all other government programmes, that the assignment of duties to graduates must be in line with their qualifications and their careers, graduate interns should be allowed to attend departmental meetings and functions as part of their learning areas, that those interning on the departmental Human Resources Management and Development be granted access to the PERSAL system as it is an important system in the South African Public Service, exit interviews must be conducted to get feedback from the interns on the implementation of the programme, and that proper allocation of offices or work spaces must be done by the department to enhance and improve the working conditions of the Graduate Interns

Thesis (MPA.) -- University of LImpopo, 2017 / The Internship programme has been used by many governments and employers throughout the world to integrate academic theory learnt at schools and Universities and practiced in the workplace. The South African government introduced the Public Service Internship Programme(PSIP) in 2002, and one of its objectives was to reduce the high rate of graduates who are unemployable by appointing them as graduate interns for a period of 12 months, thus providing them with the public service skills and experience required by the Public Service in South Africa. The purpose of this study was to investigate the implementation of the Public Service Internship Programme with regards to its contribution to the employability of graduates: The case of the Limpopo Department of Economic Development, Environment, and Tourism in the Republic of South Africa. The study used the qualitative research method to interview 80 respondents ranging from Executive Management, Senior Management, Middle Management, Junior Management, Operational employees, Mentors and Graduate Interns to solicit their views and understanding on the implementation of the Public Service Internship Programme within the department. The study used content analysis to analyse data obtained from the 80 research respondents. The analysis was made using themes in line with thematic content analysis. The research findings confirmed that Graduate Interns are obtaining the necessary and relevant skills that will make them employable after completing the PSIP. The PSIP imparts Graduate Interns with skills that contribute to their employability in both the public and private sectors. It instils confidence and provides exposure and experience to Graduates Interns to have competitive advantages during job interviews in the public service and the private sector. It is a very useful programme that must be supported and encouraged in the public service as it assisted many to get jobs and reduce the rate of graduate unemployment in South Africa. It is relevant, useful and necessary to deal with the unemployment of graduates. It is successful and must be promoted because most Graduate Interns are employable during and after the completion of the programme. The study made the following recommendations; That all stakeholders must be inducted on PSIP to ensure its successful implementation, mentors must be trained on mentoring and coaching prior to their appointment, Mentoring vi be linked to the key result areas and key performance indicators of employees for it to be recognised in terms of the Performance Management and Development System, PSIP must be monitored and evaluated like all other government programmes, that the assignment of duties to graduates must be in line with their qualifications and their careers, graduate interns should be allowed to attend departmental meetings and functions as part of their learning areas, that those interning on the departmental Human Resources Management and Development be granted access to the PERSAL system as it is an important system in the South African Public Service, exit interviews must be conducted to get feedback from the interns on the implementation of the programme, and that proper allocation of offices or work spaces must be done by the department to enhance and improve the working conditions of the Graduate Interns .

A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed. / Department of Educational Psychology