Internship Assessment in Professional Program Accreditation: A 10-Year Study

Autor/in	Bender, Diane
Titel	Internship Assessment in Professional Program Accreditation: A 10-Year Study
Quelle	In: Education & Training, 63 (2021) 2, S.256-270 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-11-2019-0251
Schlagwörter	Program Evaluation; Accreditation (Institutions); Educational Quality; Internship Programs; Supervisors; Feedback (Response); Interior Design; Higher Education; Experiential Learning; Undergraduate Students; Student Evaluation; Employers + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Berufspraktische Ausbildung; Raumgestaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Experiental learning; Erfahrungsorientiertes Lernen; Schulnote; Studentische Bewertung
Abstract	Purpose: Professional program assessment is necessary in an accreditation process, in order to ensure educational quality and public accountability. One avenue of assessment is through an internship. The challenge is to determine how evidence from this indirect learning experience can aid in accreditation. The purpose of this paper is to describe the use of internship supervisor evaluation feedback within the accreditation process for a professional interior design degree program. Design/methodology/approach: In this study, internship assessment was provided by feedback from intern supervisors. Ten years of supervisor feedback were analyzed using descriptive statistics and a content analysis of supervisor comments. Findings: Two hundred forty-seven internship supervisor evaluation documents were analyzed. Overall, supervisors positively evaluated the performance of the intern as Good to Excellent. A majority of supervisors (91%) provided comments that were positive yet vague, as most could not differentiate between the intern and the intern's performance. Practical implications: This study links experiential learning to its evidence that can be used in an accreditation process. The challenges for educators in developing an assessment tool useful for accreditation evidence and to be shared by multiple program degree stakeholders are also described. Originality/value: Research on internships usually focuses on the student's viewpoint. This study is original in that it examines the use of internship supervisor's evidence in program accreditation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01