Relationships between students’ experiences of learning in an undergraduate internship programme and new graduates’ experiences of professional practice

Matthew, Susan M.; Taylor, Rabun; Ellis, Robert A.

doi:10.1007/s10734-012-9509-4

Cited by 37 publications

(23 citation statements)

References 26 publications

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“…Evidence on the practical benefits of internships tend to be based on students' or employers' expectations and perceptions (Matthew, Taylor and Ellis 2012;Callanan and Benzing 2004;Gault, Leach and Duey 2010), rather than on the assessment of the impact of internships on early career employment. This remains an untested assumption.…”

Section: Introductionmentioning

confidence: 99%

The million-dollar question: can internships boost employment?

Silva

Lopes

Costa

et al. 2016

Studies in Higher Education

113

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Section: Introductionmentioning

confidence: 99%

The million-dollar question: can internships boost employment?

Silva

Lopes

Costa

et al. 2016

Studies in Higher Education

113

View full text Add to dashboard Cite

show abstract

“…This could be part of the continuing professional development of mentors, as well as help to improve mentees' experiences. [3,4] To improve students' tools during clinical mentorship, the curriculum should aid in bridging the theory-practice gap. [5] Students could, for example, do more problem-based work, during which they are specifically expected to challenge what they have learnt, and to adapt and apply knowledge to real-life problems.…”

Section: Resultsmentioning

confidence: 99%

A cultural historical activity theory (CHAT) analysis of prehospital emergency medical care clinical mentorship to enable learning

Liebenberg

Christopher

Garraway

2019

AJHPE

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Mentorship in health sciences education and thus in prehospital emergency medical care should be a nurtured, guided venture led by an experienced mentor. In most instances, mentees from higher education institutions are placed on the clinical platform in emergency medical services, hospitals and clinics, where they are mentored by qualified, registered healthcare practitioners. Recent research indicates that there are problems with mentor/mentee relationships in health sciences education. The relationship between mentees and mentors as analysed within an activity system illustrated the difficulties within clinical mentorship.Background. Clinical mentorship in health sciences education is a nurtured venture where mentees are guided through practice by their more experienced mentors. However, recent research suggests that there are problems with clinical mentorship. Objective. To explore problems in work-integrated learning within the mentor/mentee relationship. Methods. The cultural historical activity theory (CHAT) was used to interpret data gathered from diaries and focus group interviews. Results. Difficulties identified were poor communication between the university and the mentors at clinical platform sites. The unclear roles and responsibilities of mentees and mentors led to a breakdown of trust. Conclusions. Better university training and development of mentors would aid in the holistic development of mentors and mentees.This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

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“…Despite the impressive research on curricular internships and the public discourse encouraging the use of such strategies, many questions remain unanswered. First, evidence on the practical benefits of internships tends to be based on students [36] or employers (see, for example, [30,[37][38][39][40][41] expectations and perceptions. In fact, there seems to be an absence of empirical research cross-checking the perspectives of the main stakeholders involved in the development and implementation of internships (degree coordinators, supervisors), whose perceptions have been 'terra incognita' in this domain.…”

Section: Internships Within the Knowledge Economymentioning

confidence: 99%

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

et al. 2019

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Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which has been focused on the discussion of positive outputs, such as the enhancement of graduates competences (employability) and their work integration (employment). An important, albeit relatively unexplored, feature of the sustainable institutional politics of curricular internship management pertains to the assessment of its associated liabilities and tensions. This article seeks to address this challenge, by analyzing two interrelated dimensions. First, it seeks to understand the internship processes ranging from the planning to the implementation stages. Second, it elicits the associated negative aspects (the 'lunar side') of internships, allowing for an assessment of the features where there is room for improvement. Empirically, this article draws on in-depth qualitative research. It presents the results of four focus groups, voicing the perceptions of top management structures and students involving first cycle degrees in the areas of Marketing, Management, and Accounting from four public Portuguese Higher Education Institutions (HEIs)-three polytechnics and one university. Findings confirm the general positive outlook of internships. Perceived negative perspectives report to both internal problems (such as the lack of institutional support and curricular design) and external problems (e.g., the shortage of suitable internship placements), constituting barriers towards sustainable institutional policies and strategies. Adaptive strategies to overcome specific difficulties are highlighted (e.g., establishment of advisory committees with local businessmen). Finally, recommendations regarding curricular internship management at HEIs are delineated (e.g., investment in monitoring and evaluation strategies of internships).

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Relationships between students’ experiences of learning in an undergraduate internship programme and new graduates’ experiences of professional practice

Cited by 37 publications

References 26 publications

The million-dollar question: can internships boost employment?

The million-dollar question: can internships boost employment?

A cultural historical activity theory (CHAT) analysis of prehospital emergency medical care clinical mentorship to enable learning

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

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