The Overseas Internship Experience

Toncar, Mark; Cudmore, Brian V.

doi:10.1177/0273475300221007

Cited by 98 publications

(82 citation statements)

References 20 publications

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“…Gault et al (2000) provided empirical evidence to reveal that interns report greater overall job satisfaction. Toncar and Cudmore (2000) content analyzed student journals and reflective essays, and interviewed students to identify benefits of an overseas internship program. The primary themes gleaned from the data were that students were influenced by and had changed because of the experience.…”

Section: Benefits Of College Internshipsmentioning

confidence: 99%

An Exploratory Study of Successful Advertising Internships: A Survey Based on Paired Data of Interns and Employers

Yoo¹,

Morris

2015

Journal of Advertising Education

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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.

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Section: Benefits Of College Internshipsmentioning

confidence: 99%

An Exploratory Study of Successful Advertising Internships: A Survey Based on Paired Data of Interns and Employers

Yoo¹,

Morris

2015

Journal of Advertising Education

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“…By synthesizing the definitions of previous studies, SAPs in the present study can be defined as a form of programs for student participants to study and enhance their international understanding outside the geographical boundaries of their country of origin for an extended period of time. SAPs have been integrated by colleges and universities into their higher education curriculum plans (Carr, 2003), including multi-location tours (Gordon & Smith, 1992;Schuster, 1993), summer programs in collaboration with host schools, international exchange programs for cultural experience, and internships that provide real-world experience in students' fields of study (Toncar & Cudmore, 2000).…”

Section: Literature Review Study Abroad Programs (Saps)mentioning

confidence: 99%

“…Yet, there is a lack of a holistic framework that describes students' decision-making process of participating in SAPs, including various stages and potential factors at each stage of the decision-making process. SAPs are created as dual-purpose learning experiences by their designers and providers (e.g., Carr, 2003;Toncar & Cudmore, 2000). Both touristic and educational characteristics must be taken into consideration in research inquiries.…”

Section: Introductionmentioning

confidence: 99%

College Students’ Decision-Making for Study Abroad – Anecdotes from a U.S. Hospitality and Tourism Internship Program in China

Cai

Wei

et al. 2015

Journal of Teaching in Travel & Tourism

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This study attempts to understand how the hospitality and tourism students in the United States make decisions for study abroad participation. Through the analysis of textual data from focus groups and in-depth interviews, this study has identified three sequential phases of a decision-making process by study abroad participants. The first phase is pre-evaluation, including initial awareness and information search. The second phase is decision-making that consists of pull and push motivational factors, influencers, and barriers. The third phase is postparticipation, including the elements of program evaluation, impacts, and future behavior. The implications of this study's findings are discussed in relation to the design, recruitment, administration, and curricula integration of study abroad programs.

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“…Typically mentoring takes place during internships. Internship programs often coordinate with the internship sites to manage this mentoring and learning process and thus facilitating the learning process (Trede, Mcewen, & Sheehan, 2013) -Experiential learning complements and enhances the learning that takes place in the classroom (Toncar & Cudmore, 2000) Classification of Experiential Learning Courses Gault et al (2000) explained about three types of experiential learning courses taught in higher education: cooperative extensions, cooperative education (or co-op), and internship. According to Gault et al "Cooperative extension programs refer to state-sponsored agricultural work experiences and are therefore not included in this study (p. 46)".…”

Section: Theories Of Learning Through Experiencementioning

confidence: 99%

An Internship Program at a Computer Science Department –Theoretical Foundation and Overall Coordination

Ali

Smith²

2015

InSITE Conference

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Internship courses, unlike others, are multi-pronged because they require coordination at different levels. Typically, a faculty member coordinates the communication and implementation at each level to achieve the desired outcomes. We call the position that this faculty holds the "internship coordinator". For the work of the internship coordinator to be successful, he/she may need to synchronize the work of the internship with all parties involved. Failure to coordinate at one level or another may affect the work of other parties involved in completing the internship for the students. This paper explains the experience of an internship program at the computer science department (COSC) at Indiana University Indiana University of Pennsylvania (IUP). We focus on the work of the internship coordinator for this program and his work to communicate and coordinate to successfully implement the internship experience for the students. We first discuss the theoretical foundation that led to the development of internship programs in academia and then elaborate on the multiple levels of the role of the internship coordinator in completing the internship experience for the students.

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The Overseas Internship Experience

Cited by 98 publications

References 20 publications

An Exploratory Study of Successful Advertising Internships: A Survey Based on Paired Data of Interns and Employers

An Exploratory Study of Successful Advertising Internships: A Survey Based on Paired Data of Interns and Employers

College Students’ Decision-Making for Study Abroad – Anecdotes from a U.S. Hospitality and Tourism Internship Program in China

An Internship Program at a Computer Science Department –Theoretical Foundation and Overall Coordination

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