Maximising the benefits associated with internship learning for undergraduates

Christine Fanthome

doi:10.47408/jldhe.v0i12.440

Abstract

This paper focuses on student responses to an internship programme at an American university in London, with the purpose of highlighting potential areas for curricular improvement. It is based on a survey of 100 undergraduates studying abroad in the UK and concentrates particularly on whether student expectations of their internships are met, the nature of students' perceived personal and professional learning outcomes, and feedback on the current services offered by the internship management team and academic faculty. Findings indicate that student expectations are generally well managed within the current system, and the majority of students feel that their internships have contributed to their personal and professional growth. However, the data highlight discrepancies in the level and nature of support sought by an increasingly diverse student population. Potential improvements are therefore under consideration, such as broader self-help online resources to include video interviews with past students, additional reflective writing workshops, and the establishment of subject linked social media groups for additional peer support.

Highlights

The American university that is the subject of this paper has over thirty years’ experience of guiding an increasingly diverse student body through the internship process
This paper will present preliminary findings arising from a new student survey, conducted in autumn 2016, which looks at student expectations and internship experiences in the light of the provision currently offered by the internship managers, some of whom were interviewed for the project
Whilst faculty focus on the academic context, internship managers see their role as offering support, managing expectations and pointing out the transferable nature of the internship experience gained so that students can develop a critical awareness of their learning, some students come to the module with unrealistic expectations of what they will be doing on their internship, most when they do not accept that there may be barriers between what they want and what they will be offered

Summary

Introduction

The American university that is the subject of this paper has over thirty years’ experience of guiding an increasingly diverse student body through the internship process. Each internship manager is well placed to find an appropriate match between students and opportunities on offer, and manages expectations by being transparent about any potential barriers, such as lack of relevant relatable skills or academic experience. Whilst faculty focus on the academic context, internship managers see their role as offering support, managing expectations and pointing out the transferable nature of the internship experience gained so that students can develop a critical awareness of their learning, some students come to the module with unrealistic expectations of what they will be doing on their internship, most when they do not accept that there may be barriers between what they want and what they will be offered, (for example potential journalism interns with an inadequate command of English or students who wish to intern in an investment bank when they do not have relevant mathematical skills to undertake the work). Throughout the internship, e-mail monitoring takes place to ensure that the internship is running smoothly, and at the end of the semester a summary of the evaluations done by students is put into a report by the internship managers and sent to the university in order to make any necessary changes to enhance the module

Methodology

Presentation and discussion of findings

Findings

Limitations of this study