INTERNSHIPS

This article examines internship courses in undergraduate hospitality management programs in the Southern Association of Colleges and School Commissions on Colleges (SACSCOC) region. The purpose of this article is to examine how internship course curriculum compares to the industry employers’ internship expectations. The results show the disconnect between curriculum for internship courses and what industry employers desire for internships. The findings show that undergraduate hospitality management programs in the same region vary in requirements, and these requirements do not meet industry employers’ internship expectations

Previous research on the education-to-employment transition for students with disabilities has suggested that participation in school-to-work programs is positively associated with post-high school success. This article utilizes data from the National Longitudinal Survey of Youth 1997 (NLSY97) to extend these findings in several ways. First, we assess the efficacy of specific types of school-based and work-based initiatives, including job shadowing, mentoring, cooperative education, school-sponsored enterprise, technical preparation, internships, and career major. Next, we extend the usual focus on the employment outcomes of work status and financial compensation to consider job-specific information on the receipt of fringe benefits. Overall, results from longitudinal multivariate analyses suggest that transition initiatives are effective in facilitating vocational success for this population; however, different aspects of school-to-work programs are beneficial for different aspects of employment. School-based programs are positively associated with stable employment and full-time work while work-based programs most consistently increase the likelihood that youth with disabilities will be employed in jobs that provide fringe benefits. Analyses also indicate that – once individuals with disabilities are stably employed – they can be employed in " good " jobs that provide employee benefits.

Although the field of education has made progress in the past ten years, vocational education seems to have lost its importance. This has led to the widening gap between the supply and demand for skilled manpower across various industries. This shortage of skills has translated directly into unemployment among an increasing number of graduates who pass out every year and are forced to be retrained in order to become marketable. The lack of a formal degree and the belief that the vocational track is only suitable for people from a lesser financial background has resulted in the declining popularity of this area. While students from a middle-class background are attracted into academic pursuits and take up orthodox degrees, pursuing a vocational education has remained a less-explored field. The University Grants Commission (UGC) is also taking initiatives and has invited proposals from universities and colleges to start courses on skill development. The need of the hour is to focus upon skill based education as a part of higher education. Vocational education is education within vocational schools that prepares people for a specific trade. It directly develops expertise in techniques related to technology, skill and scientific technique to span all aspects of the trade. Vocational education can be at the secondary, post-secondary level, further education, and higher education level and can interact with the apprenticeship system. The basis of vocational education is training which is termed as internships in the academic dialect. The present paper tries to know whether the students are aware about vocational system of education and that are they ready to accept it as it is or with some changes. The results put light on several related aspects like lack of awareness about vocational education, lack of faith, need of internships as a compulsory component and many more.

Universities Australia has urged the Australian Government to implement a resourced, coordinated approach towards providing work-integrated learning (WIL) opportunities for international students to ensure that Australia remains a competitive study destination (Universities Australia, 2015). Although universities have a responsibility to provide WIL opportunities to international students (Gamble, Patrick & Peach, 2010) international students face challenges in accessing internship placements (Commonwealth of Australia, 2016; Gribble, Blackmore, & Rahimi, 2015; Jackson & Greenwood, 2015). This showcase presentation reports on a recent study of international students’ access to and preparedness for internships at an Australian university. We will present issues participants face in accessing internships, and outline recommendations for transforming practice that have emerged from project findings. Project data was collected through focus groups with 40 students and a content analysis of 30 international student internship applications.

Many international students in our focus groups perceived difficulties in accessing desirable internships, feeling that employers prefer to invest in local student interns whose work hours and employment prospects are not restricted by visas. Participants expressed their desire for more extensive and meaningful engagement with local students, and additional support in application writing and interview preparation.

Based on project findings we make two key recommendations as the basis for transforming practice that we will expand in our showcase session: further integration of employability into learning, teaching and curriculum, and further provision of opportunities to interact with local students and improve English language proficiency. We suggest that action in these key areas may assist international students in overcoming inherent disadvantages they face in accessing WIL and support International Education Association of Australia (IEAA) recommendations for targeted employability strategies, rather than one-size-fits-all approaches (Gribble, 2015).

The purpose of this research was to critically analyse the differences between the motivations and perceptions of formal and informal internships of accounting and finance students. The findings have implications for UWTSD and other learning institutions interested in internships, or improving internship offerings. It is also of value to host companies to support understanding of how to work closer with the key stakeholders involved. Understanding the motives and perceptions of UWTSD students who undertook either a formal or informal internship, will enable UWTSD or other institutions to refine and improve their internship proposals, to offer a better experience for the students and the host organisations, and over time improve the reputation and attractiveness of the learning institutions. The literature review provided the background and theoretical basis of the research findings, highlighting a paucity of information in this area.
Accounting and finance students within the Swansea Business School at UWTSD active during 2016-2018 were interviewed using an open ended question design. These were split across two intern groups, students that undertook uncredited informal internships, and those who conducted a credited formal internship. The majority of the informal internships took place with students were in 2016, with one in 2017 and none in 2018, and the formal internship students were from 2016-18.
The results from the research revealed similarities as well as some differences between students undertaking a formal internship to those on an informal internship. The main motivation for students to undertake an internship was to enable them to gain experience, to add to their CV, and to improve upon their employment prospects. The results also showed that the majority of students that undertook either a formal or informal internship had been offered employment with the host organisations. The main conclusion of the research was that undertaking an internship either formal or informal increases the competitive advantage of a student in gaining employment, which is the main motivation for students. The accountant of the future will need to adapt to the global changes taking place, and an internship is an effective mechanism to equip students to be employment ready.

Wahi Kupuna Internship Program 2009 final course paper for ANTH 491.

An archaeological inventory survey was conducted for 140 acres on a portion of the TMK (3) 7-8-001:003, in Keauhou 2 Ahupua‗a, Kona Moku, Island of Hawai‗i. The focus of my project was on the outlying features of Ahu a ‗Umi. Feature descriptions and GPS mapping were conducted during the first phase of fieldwork. The features include c-shapes, alignments, artifact scatters, cairns, caves, enclosures, hearths, modified outcrops, mounds, pāhoehoe pits, platforms, quarries, shrines, trails, uprights, walls, and extraction stones. After the completion of data collecting, the GPS data were imported to ArcView and converted into Geographic Information System (GIS) maps. GIS maps will aid in determining settlement patterns of the outlying features. The overall goal of this project is to obtain data for the outlying features to further the knowledge of settlement patterns surrounding Ahu a ‗Umi.

To investigate of students' perceptions of their physics classroom learning environments with the instructional internships in teaching physics of the master science trainee educational students for improving and creating scientific attitude skills toward physics in upper secondary educational students in Thailand. Associations between these perceptions and students' attitudes toward physics were determined.

Against the backdrop of a current global recession, the American workforce attempts to orchestrate success by feathering resumes with tangible skills employers desire. The debate over unpaid internship and legal rights of the intern now rests upon a murky stage of past successes and disturbing abuses. This proposal examines internships from several perspectives: benefits to students, legal cases which affect students, and factors which can create ethical and legal problems for all involved with internships.

Internships have been used by many academic programs to augment the students educational experience. We discuss two internship programs that have been continuously refined in recent years to provide the students with a structured learning experience. We present a model for enriching student experiences by integrating internship experiences with academic experiences.

Community radio has assumed a monumental growth in the last two decades in several nations of the world. This development is largely due to its potential to democratize and provide a horizontal form of communication, thus, contributing more meaningfully to development efforts than the other forms of broadcasting. Despite these efforts, it is very disheartening to note the non-existence of a single community radio in Nigeria, while there are over a thousand community radios across Africa. Thus, the country’s political aspirations for inclusive participation of the majority and contextualization of development remained elusive due to non-democratization of access and use of information for freedom of expression. This imperative to positively and qualitatively hasten progress has eluded the citizenry due to unfavourable policies, legal and regulatory frameworks. This paper is a clarion call for immediate promotion and operation of community radio in Nigeria, from legal provision in hol...

The employment situation for young people today has been described by the European network of young trade unionists, Youth Job Patrol, as “a massacre, whose chain of responsibility has often been obscured, not uncommonly blaming the individual him or herself” (Youth Job Patrol 2013, p.1). As with similarly ‘othered’ groups in society that challenge the status quo, there are a number of “stylised facts” about trade unions and young people that have established themselves as commonsensical fact, despite repeated exposure as unsubstantiated conjecture. These facts, such as the portrayal of both young people and unions as lazy, greedy and self-centred, ultimately serve the interests of those who seek to maintain a growing global inequality between rich and poor (O’Farrell 2013a) by undermining solidarity and grassroots activism (Youth Job Patrol 2013) and contribute to the global neoliberal trend towards trade union “disorganisation” which sustains the “demonization of organised labour in general” (Lynch 2012, 99). Tánaiste Eamon Gilmore has referred to young people as requiring social welfare cuts in order to push them into employment and ‘off the couch’ (Brennan 2013) (O’Farrell 2013b). Sean Phelan (2009) and Gerard Murphy (2010) have also detailed the extensive portrayal of trade unions as self-serving and militant by an ideologically driven Irish media organisations, such as the Independent News and Media Group. This research seeks to understand the reasons for young people’s lack of involvement in trade unions, the surest way of tackling declining workplace conditions.

This is to be done through exploring youth engagement strategies in similar countries as well as in Ireland and hearing directly from trade union and non-union activists what issues are most important to young people and their recommendations for tackling falling youth membership.
The following report will detail why falling youth membership density is a pertinent issue for Irish trade unions, the research methodology used to explore issues most relevant to young workers in Ireland today and finally findings and analysis based on the research conducted.

Community radio has assumed a monumental growth in the last two decades in several nations of the world. This development is largely due to its potential to democratize and provide a horizontal form of communication, thus, contributing more meaningfully to development efforts than the other forms of broadcasting. Despite these efforts, it is very disheartening to note the non-existence of a single community radio in Nigeria, while there are over a thousand community radios across Africa. Thus, the country’s political aspirations for inclusive participation of the majority and contextualization of development remained elusive due to non-democratization of access and use of information for freedom of expression. This imperative to positively and qualitatively hasten progress has eluded the citizenry due to unfavourable policies, legal and regulatory frameworks. This paper is a clarion call for immediate promotion and operation of community radio in Nigeria, from legal provision in hol...

Abstract: For young workers, interning is a strategy for speculating on one’s asset portfolio. Students and
graduates undertake internships as a way of maintaining their self-appreciation and avoiding depreciation
in a “human capital regime.” In this article, we explore the specific example of interning in the creative
industries as the self-management of human capital vis-à-vis the human capital theses. Taking three
cultural objects and recent representations of the issue of unpaid internships—Intern magazine, an advert
for a “volunteering opportunity” student placement, and testimonies from interns—we analyze how unpaid
work in the creative industries and the neoliberal version of human capital entrepreneurship can be seen
as embodied by interns.
Keywords: internships, labour, unpaid work, social capital, human capital, self-management

Dentro del universo de las prácticas universitarias, en sus muchas formas, algunas o identificadas por Hayes (2016) el stage francés, el co-op de origen americano, el externship, el white collar apprenticeship, el liberal arts boot camp o las coding academies (Hayes, 2016), CEIPA Business School ofrece a sus estudiantes las prácticas tradicionales donde un estudiante se vincula mediante un contrato de práctica o formación a una empresa y allí realiza un proyecto de aporte a la labor realizada. En los 45 años de desempeño CEIPA Business School ha acumulado una experiencia muy importante en este campo, y se han desarrollado gran cantidad de trabajos que se han implementado en las organizaciones.

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

The KRIA internship is an opportunity for students interested in the fields of library science, Scandinavian studies, constitutional law, journalism, or civic movements. The internship will be conducted remotely. Tasks will be performed independently on the student's schedule. Students will meet on Zoom monthly with the Project Director and internship team to discuss ideas and progress. All positions are remote, therefore applicants must have a computer and internet access. There are three types of internship positions available. Please refer to the descriptions below.

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and di...

RESUMO O presente trabalho visou analisar o papel dos estágios na transição para o trabalho, entendendo-se a inserção profissional como um processo temporalmente alargado constituído por três fases interdependentes: a formação académica, a procura ...

The KRIA internship is an opportunity for students interested in the fields of library science, Scandinavian studies, constitutional law, journalism, or civic movements. The internship will be conducted remotely. Tasks will be performed independently on the student's schedule. Students will meet on Zoom monthly with the Project Director and internship team to discuss ideas and progress. All positions are remote, therefore applicants must have a computer and internet access. There are three types of internship positions available. Please refer to the descriptions in the attached document.

KUTATÁSI CÉLKITŰZÉS: Szállodaipari szakmai gyakorlatok sikertelensége mögött meghúzódó munkahelyi, kulturális és egyéni nehézségek feltárása. MÓDSZER: Kvalitatív (félig strukturált interjúk) és kvantitatív (validált kérdőívek) - exploratív kutatás.
"Rossz érzéssel mentem be dolgozni, idegesített a pingvinszerű munkaruha és olyan furcsa volt mindenki. Nem nagyon szóltak hozzám. Sokszor úgy éreztem, csak láb alatt vagyok. [..] Két-három hét kellett hogy feloldódjon a hangulatom munkában. Addig viszont nagyon egyedül éreztem magam és legszívesebben hazajöttem volna azonnal. (Edina, 21)
STRESSZ - MAGÁNYOSSÁG - KULTURÁLIS SOKK - MUNKAHELYI KÖRNYEZET - IDEGEN NYELVŰ KÖRNYEZET - NEHÉZSÉGEI - FÉLELEM A KIMARADÁSTÓL ÉRZÉSE (FOMO)

SESAT provide apprenticeships in electrical, plumbing, carpenter, construction and many more trades. Main purpose is to remove the poverty and unemployment from the country.  SESAT have to campus for apprenticeships with highly qualified and experienced faculty.  Our branches are operational in Brisbane and Gold Coast.

En la actualidad la educación en modalidad 100% virtual, entendida como " el desarrollo de programas de formación que tienen como escenario de enseñanza y aprendizaje el ciberespacio " (Ministerio de Educación Nacional, 2009), se ha desarrollado de manera exponencial, en Colombia en el período 2010 a 2015 la oferta de programas virtuales se ha multiplicado por cuatro, pasando de 122 a 487, y los estudiantes han pasado de 12.000 en el año 2010 a 65.000 en el 2015 (Lizarazo Correa, 2015). En este contexto aparecen las prácticas universitarias como requisito para obtener su grado, buscando que los estudiantes logren experiencia laboral antes de egresar de la Institución de formación, y afiancen y validen los conocimientos recibidos. Esto ha generado como gran reto en las Instituciones que ofrecen programas en esta modalidad la realización de las prácticas, reto que cada vez se vuelve más imperativo de resolver, por las competencias que el medio pide en los recién egresados, y por las necesidades de los estudiantes. El reto concreto se encuentra en la manera de compaginar virtualidad con práctica universitaria, es decir, un programa virtual con una práctica que puede ser virtual o presencial. En este panorama hay programas de formación en los cuales el reto se hace mayor, por la concepción de la esencia de la práctica en esas disciplinas, un ejemplo de ello son las carreras del área de la administración. CEIPA Business School de Colombia, ha sido pionera en las dos cosas, tanto en educación virtual como en prácticas bajo esa modalidad. Desde el año 2002, hace 14 años, ofrece educación 100% virtual y comenzó a desarrollar prácticas en esta modalidad en el año 2006 cuando estaban a punto de finalizar su formación los primeros egresados. Para responder a todos los desafíos que esto implicó la Institución se enfocó en dos frentes, uno el mejoramiento de la infraestructura tecnológica y dos un modelo pedagógico que permita una educación diferente que forme profesionales en integralidad. Lo que se presenta en esta ponencia es una sistematización de lo que han sido estas prácticas a lo largo de los últimos 10 años. Para ello se ha sistematizado la información que posee la Institución sobre esta modalidad de terminación de su programa académico, y se han realizado entrevistas en profundidad a las personas que han estado al frente de ese proceso, buscando encontrar buenas prácticas en este quehacer que puedan servir de referente para el desarrollo actual de las antedichas prácticas. En los resultados encontrados, además de las tecnologías de la información y comunicaciones (TIC) se ha encontrado que el modelo pedagógico de la Institución también tiene mucho que ver en los buenos desarrollos y logra potenciarlo más allá 1 M.Sc. en Ingeniería, Ingeniero Administrador, docente asistente del área de proyección profesional y plan de empresa en CEIPA. 2 M. Sc. en Educación y nuevas tecnologías, Administradora de empresas, directora del área de proyección profesional y plan de empresa en CEIPA. 3 Administradora de empresas, analista del área de proyección profesional y plan de empresa en CEIPA.

Acest document se vrea a fi un mini-ghid menit să-i ajute pe cei care au neclarități în ceea ce privește realizarea unui raport de activitate sau cu privire la structurarea unei prezentări. Ideile au fost dezvoltate ca urmare a prezentării susținute în cadrul CICSA, în data de 9 iunie 2015.

Cet article se propose d’étudier les représentations que se font de la dépression les internes en psychiatrie. À travers une enquête de méthodologie anthropologique, nous tenterons d’approcher ces représentations et de les regrouper dans une discussion en lien avec nos observations. Nous avons rencontré 8 internes de 2 villes différentes (Paris, Lyon), afin de réaliser ce travail. Le regard de psychiatres en formation est éclairant quant à celui de la psychiatrie actuelle et future concernant la dépression.
(This article attempts to study the representations of depression that are held by psychiatry residents. These representations are examined within the context of a medical anthropology study, and discussed in relationship with our clinical observations. Eight residents working in two different cities (Paris, Lyon) were interviewed in order to complete this study. The perspective of these psychiatrists in training sheds light on how depression is and will be viewed by the psychiatric field.)

While media work has long been characterized as being structurally dependent on internships, “work experience,” and other forms of free labour (Banks 2007; Hesmondhalgh and Baker 2010), the recent shift towards internships has served to normalize what has become known as the media industries “dirty little secret” (Silver 2005). This article contextualizes internship culture within the British cultural industries against a wider political and social frame. Internships and other modes of “apprenticeship” across the British economy reflect a continuation and transformation of national workfare policies, which seek to avert inflationary pressures by coercing people to work or risk losing their welfare benefits. Internship culture has been highly pronounced in the cultural industries and other attractive white-collar sectors such as law and finance (Perlin 2012). Yet, the provision of internships to young people in previously unimaginable contexts such as fast food, retail, and other low-pay service sectors represents a significant shift in policy, compounded by increasingly draconian demands on young people to comply in order to receive state benefits. Discursively, unpaid media work is now seen as an opportunity for the lucky few, rather than a mode of exploitation servicing corporate gain. This has particular relevance for battles over equality and exploitation which have been fought in these sectors, which this discursive shift makes appear increasingly archaic.