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Bed, breakfast and excellent advice: how a new scheme can help impoverished students take advantage of internships http://journals.sagepub.com/doi/pdf/10.1177/0956474818798540
2010
In this brief, we outline the limitations of the current college internship system and lay out a proposal that would enable low-income college students to pursue paid internships at either non-profit organizations or in government. We propose that the federal government initially appropriate $500 million in spending for the Student Opportunity Program to support about 100,000 low-income college students per year. This would be funded initially by capping contributions to section 529 savings plans (a recent recommendation of the Treasury Department to the White House’s Middle Class ask Force) and consolidating the currently disparate system of higher education tax expenditures. Going forward, we envision increasing support for the campus-based components of our proposal to provide expanded funding to more universities and colleges. Te Student Opportunity Program will serve as a pipeline to college completion and employment for high-achieving, low-income students, helping them to acquire the skills, contacts, and experience that will improve their future labor market potential and encourage them to pursue careers in public service.
Career Development International, 2014
Purpose -"What kinds of internships are possible?" "How should we decide whether to utilize internships, and if so, how can we ensure they will pay off?" The purpose of this paper is to help answer these key questions facing talent management professionals, educators, and interns. Design/methodology/approach -This is achieved by reviewing the scattered literature to distill the lessons regarding internships for each of these stakeholders. First, the paper better defines internships through enumerating 11 key dimensions, helping give all internship stakeholders a common language to clarify communication. Second, the paper synthesizes and lists the potential benefits and costs/pitfalls of internships for interns, schools, and employers to provide a fuller view of internships from all stakeholder perspectives. Third, the paper summarizes recommendations to help stakeholders maximize the actual benefits obtained from internships while minimizing the costs and avoiding common pitfalls. Findings -Many benefits for interns have been identified in the literature. These can be categorized as job-related benefits, career-related benefits, and networking/job market benefits. For most interns, the costs of the internship are minimal. Nevertheless, potential pitfalls stem from the fact that employers and interns often do not have consistent or shared expectations regarding the internship. The benefits of internships for schools can be significant. These include filling an important modern need for experiential and vocational learning. For employers, hiring an intern for a full-time position after the assignment can lead to savings in the areas of recruitment and selection. Originality/value -The paper provides stakeholders with "one-stop shopping" for the best general advice about creating and growing successful internships.
Center for College-Workforce Transitions Report, 2019
Internships are widely perceived as experiences that open the doors of opportunity, yet little is known about obstacles to participation. We report findings from surveys (n = 1,549) and focus groups (n= 100) with students at five postsecondary institutions. Results indicate that 64% of non-interns did not pursue one due to intersecting obstacles including the need to work, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts and Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality.
The Journal of Sociology Social Welfare, 2014
Teaching Journalism & Mass Communication, 2021
By conducting a survey of 112 graduating senior undergraduate journalism and public relations students in Fall 2017, Spring 2018, and Fall 2018 at an urban public university in the Southwestern region of the U.S., this study explored undergraduates' internship experiences, examined the reasons why most of them were not actively engaged in doing internships, and identified resources they used to acquire internship-related information. The findings generated practical implications for journalism educators in urban public universities that do not require an internship for degree completion, to better motivate students in applying for and conducting internships, and also for media employers to better adapt their routines and requirements to facilitate college interns.
Worldwide Hospitality and Tourism Themes, 2020
PurposeThe purpose of this paper is to provide some insights on current industry internship practices and the perceptions of students during their internship experience. This paper also highlights some issues pertaining to internship from the students’ and the industry’s perspectiveDesign/methodology/approachThe paper utilises qualitative research methodology using in-depth interviews.FindingsThe sources of conflict arising between the two parties need to be addressed carefully so as to create a win–win situation. The paper offers some suggestions for higher education institutions as to how to establish better guidelines for student internships as well as for industry operators..Originality/valueInternship, industrial training, practical training or work-integrated learning refers to the involvement of students, institutions and colleges of higher learning in the industry. Internship provides an opportunity for students to experience first-hand, a work-related learning process. Give...
Proceedings of the International Conference on Business Excellence, 2017
All stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the facto...
International Journal of Hospitality Management, 2007
This study aimed to investigate the difference between expectations and perceptions of hospitality students towards their internship program, and to assess the relationship between the difference and overall satisfaction. Altogether, a total of 307 usable questionnaires were returned. The results show that three internship factors of supervisor, team spirit and involvement, autonomy and help from supervisor led to student overall satisfaction. Based on the findings, recommendations for hospitality schools, industry practitioners, and students were provided in order to enhance the quality of internship programs. r
Journal of Public Affairs Education, 2013
This article discusses how experiential knowledge has become institutionalized as "for credit" internships in schools of public affairs and administration. It presents an overview of the history of internships, along with associated research that has been conducted in this area. Following that review, the authors advance a model depicting the interdependent links between students, their university, and a government agency or nonprofit organization that hosts interns. The model offers a simplified tool for understanding the complex activities and collaborations necessary for creating successful internships. The processes described in the component parts of the model are substantiated by previous research and survey data derived from department chairs in NASPAA-accredited programs in 2010. Graduate student internships often result in job offers from host organizations. The combination of theory (from the classroom) and practice (from an internship with a government or nonprofit organization) has become a recognized format for enabling students to transition successfully into the public sector workforce. The 112th Congress recognized the viability of internships for the purpose of helping to create employment by passing the Federal Internship Improvement Act, which President Obama signed on December 31, 2011. The act requires government agencies that have internship programs to create an internship coordinator position and publish information about available internships on their
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