Project-based learning in an internship program: A qualitative study of related roles and their motivational attributes

Abstract

The roles of task, learner, and mentor in a successful project-based instructional technology (IT) internship program were studied in light of contemporary motivation theories. Interns in four different locations were asked to apply their academic experiences in constructing real projects at work under the supervision of their site mentors and academic advisor. Data included tape-recorded intern interviews, status-review notes, e-portfolios, mentor interviews, and mentor evaluations. Data were collected over 6 semesters, from 18 different cases, 4 of which are highlighted here. The study considered the roles of task, learner, and mentors as they are needed to make the most of project-based internship programs. Implications for the design and development of internship and capstone programs, and specifically successful student performance in internship programs, are considered.

The Accounting Undergraduate Capstone: Promoting Synthesis, Reflection, Transition, and Competencies

“…Students take a research methods seminar in the second semester of the junior year, followed by two semesters of research in a literature-or laboratory-based project. Johari and Bradshaw (2006) described an innovative structure in which two capstones are required, one at the end of the sophomore year and one in the senior year. Both capstones are internships and require students to use coursework and learning experiences obtained as of the time of the internships.…”

Understanding the Role of Internship as an Activity Based Learning: A Case Study

“…Internships are excellent opportunities for the grooming and development of personality of students since it makes them goal oriented, increases their overall confidence level, motivates them, makes them punctual and regular and lastly, helps them understand how to manage their time. Similarly, internship projects can boost personal skills and assist in personal growth of students particularly when used as experiential learning (Johari & Bradshaw, 2008;Khalil, 2015;Rothman & Sisman, 2016).…”

“…Moreover, project-based internship programs come from student focused, critical thinking, open-ended situations and project-based learning techniques (Johari & Bradshaw, 2008). An important aspect of project-based internships is that they offer rich opportunities for career development by creating links with professionals (Knight, 2008).…”

Technology enhanced collaborative learning using a project-based learning management system

“…It is also very popular in the final year of undergraduate programs when more mature students engage in a major project that synthesises the various domain skills they have acquired. It is also a skill used during student internships (Johari and Bradshaw, 2008). Known for its high engagement, PBL is increasingly found in programmes where there is a strong requirement to reduce high dropout rates (Rosenfeld and Rosenfeld, 1999).…”