Abstract
This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multi-leveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors. The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects. From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories. From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing class-room teaching. These lessons can focus on preparing students to solve real-world business communication problems.
Highlights
In the United States, several studies were conducted to examine the internship programs in higher education (e.g., Briel & Getzel, 2001; Gault, Leach, & Duey, 2010; Jackel, 2011; Radigan, 2009; Ross & Elechi, 2002). Results of these studies have confirmed that internship experience benefits university students for career clarification (Reardon et al, 1998; Stone & McLauren, 1999) and creates a network of contacts (Cates-McIver, 1998; Radigan, 2009; Tackett, Wolf, & Law, 2001) in addition to gaining course credits
The design of the internship program is in line with the University’s shared mission of “from students to professionals” aiming to provide students opportunities to apply what they have learned in class to real-world business organizations, and to enable them to put theory into practice in the Hong Kong business context
The results demonstrated that universities that provide students with a well-designed and managed internship program enhance the employability of students at the time of graduation, but are validate their program curriculum in a real- world organizational setting
Summary
Student internship program as an academic component are offered by institutions of higher education as an effective way to provide students with the opportunity for hands-on practical experience and to increase their employment marketability upon graduation (e.g., Gault, Redington, & Schlager, 2000; Getzel, Briel, & Kregel, 2000; Kysor & Pierce, 2000; Reardon, Lenz, & Folsom, 1998; Swift & Russell, 1999). The design of the internship program is in line with the University’s shared mission of “from students to professionals” aiming to provide students opportunities to apply what they have learned in class to real-world business organizations, and to enable them to put theory into practice in the Hong Kong business context.
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