A Slice of Reality: Internships in Higher Education Programs. ASHE Annual Meeting Paper.

Autor/inn/en	Morton, Diane; Foster, Lenoar; Ward, Kelly
Titel	A Slice of Reality: Internships in Higher Education Programs. ASHE Annual Meeting Paper.
Quelle	(1998), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; College Administration; Experiential Learning; Graduate Students; Graduate Study; Higher Education; Internship Programs; Postsecondary Education as a Field of Study; Professional Education; Student Attitudes; Student Development; Student Experience; Theory Practice Relationship + Suchen Sie Ihr Suchwort? College administrators; Hochschulverwaltung; Experiental learning; Erfahrungsorientiertes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufspraktische Ausbildung; Berufsausbildung; Schülerverhalten; Studienerfahrung; Theorie-Praxis-Beziehung
Abstract	This study interviewed 18 graduate students in higher education programs nationwide concerning their experiences in an administrative internship. Specifically, the study addressed the following issues: connections made by students between the internship and classroom experience; student outcomes from the internship experience; and differences in internship experiences between students at the master's (n=10) and doctoral (n=8) levels. The interview protocol included questions related to the structure of the internship, reflection, requirements, workload, and relevance to the student's program and professional goals. Content analysis identified four major themes: (1) organization of the internship; (2) opportunities for professional development; (3) a chance for involvement and a sense of "belonging"; and (4) associations between theory and practice. Analysis led to the following recommendations: departments of higher education should consider providing adequate and commensurate credit for faculty who serve as supervisors of higher education interns; internships should be highly structured in order to provide time for meaningful "job shadowing," the completion of specific job-related tasks and projects, and group and personal reflection; and higher education departments without a structured internship program should consider partnerships with the campus office of cooperative education. (Contains 34 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC