As the job market becomes increasingly competitive, advertising educators must help students develop stronger skills, prepare for career positions and become more attractive to employers. Internships are a way for students to acquire critical real-world proficiencies and stand out in a job search. At the same time, employers benefit from and rely on internship programs, from learning new communication platforms to filling full-time positions. Using data from a field survey, this study provides a new understanding of the key elements and proposes a model for successful advertising internship programs. The investigation is unique, as the analysis pairs data from both interns and their employers. Findings show that a student's major and supervisor support contribute to overall satisfaction with the internship, leading to higher employer motivation ratings that correlate with higher work performance evaluations and intention to hire scores. Practical implications for advertising internship managers and future research directions are discussed.

Although beauty is a major industry, it is elusive and based on culture. The purpose of this investigation is to expand the idea of female beauty beyond physical characteristics through an exploration of women's magazine advertisements from France and the United States. Over 570 ads from ten women's fashion magazines are content analyzed. Among the major findings is that American publications consist of more hair care and makeup products than in France, in contrast, French magazines include more ads for lotions and perfumes. In terms of tone, people in American publications show more smiles, while people in France are more bizarre and sexy. American advertisements present more women, non-working women, and women as decoration than their French counterparts. French publications show more men with family and people in endorsement roles. Differences illustrate cultural priorities and beauty ideas.

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Advertising and public relations are complex practices, and it is challenging for educators to find instructors who can fulfill expertise across disciplines, particularly in creative applications involving technology. Team teaching is one approach to provide multiple proficiencies. This paper describes how two co-taught courses, Design for Advertising and Public Relations and Commercial Production for Advertising and Public Relations, were developed, delivered and assessed. A literature review of team teaching and creative instruction provides a framework for course designs and student surveys. Course evaluations and instructor reflections are the evidence used for evaluation. The study is important, as specialties from multiple practices, including those that require technology, are increasingly necessary for preparing students for these industries. The study adds to the literature about team teaching and provides a foundation for effectively collaborating on creative courses.

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