Technical internships as a means of acquiring professional skills for future metrologists

Student Apprenticeships of Course-of-Study and Diploma-Related Types as an Element Used for Raising the Professional Competences of Engineers Educated for the Needs of Maritime and Inland Shipping Industry

“…We can thus agree with Blustein, 1997 andDeci, 2000, that the raising of professional competences at each stage of career development depends on the process of learning through experience at specific work stations, as well as the conditions in which the student learns (Csikszentmihaly & Schneider, 2000). Listening to the voices of students and taking into account the results of other researchers in this field (Mercader-Trejo, 2016, Euler, 2013Göhringer, 2002) the organisation of apprenticeships should be modified by:  unambiguous specification of the rules for making entries in apprenticeship's logbooks as well as the rules for crediting the completed apprenticeship as a whole. The guidelines should be clear and publicly available.…”

Engineering Co-op and Internship Experiences: The Roles of Workplaces, Academic Institutions and Students

“…Most of these studies were conducted in a singleinstitution setting; only four used multi-institutional data sets [10,[14][15][16] and one study involved data collected from multiple countries [17]. While the majority of the selected articles were research studies, five were practicefocused [18][19][20][21][22] but included information relevant to the research question of this paper. These studies were all published from 1990 onward and encompassed experiences from a range of engineering disciplines.…”

“…Growth in cognitive learning among engineering students was mainly reflected in two areas: knowledge and skill development as a result of co-op and internship participation, and improvement in academic performance after the work-integrated learning experiences. Three articles [17,18,23] reported that co-ops and internships were conducive to engineering students' competence formation and skill development, including technical and social skills. In one of these studies, when the Accreditation Board for Engineering and Technology (ABET) learning outcomes were used to measure skill development, industrial engineering students who received practical training in the summer made more progress toward ABET learning outcomes than those students who did not [23].…”

“…Four articles observed that favorable workplace conditions for better quality co-op and internship experiences included the availability of opportunities to apply knowledge learned from the university, supportive supervisors and mentors, and the accessibility of workrelated information. Two studies found that knowledge application in the workplace was a significant factor for achieving better learning outcomes [15,18]. In particular, Raelin and his colleagues found that knowledge application in the workplace, along with perceived support from mentors, was conducive to enhancing all forms of self-efficacy among students (work, career, and academic) [15].…”