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This article explores the support needed for early-career measurement professionals in research and testing companies. It emphasizes the importance of lifelong learning and the development of technical, statistical, and computational competencies, as well as understanding social and cultural contexts in educational measurement. The authors suggest strengthening partnerships between graduate training programs and research/testing organizations and highlight the significance of intellectual humility, interdisciplinary knowledge, and ethics in the field. The article also emphasizes the need for employers to create conditions that foster the development of critical thinking, creativity, and flexibility, and stresses the importance of modeling, mentorship, advocacy, and a sense of belonging in the field. Overall, the article calls for continued collaboration and support for early-career professionals in educational measurement. [Extracted from the article]

Why you should read this article: • To learn how clinical research projects can lead to improved patient outcomes and enhanced staff morale • To understand the importance of engaging clinical managers in research projects • To find out how clinical managers can contribute to the development of a research culture. There is growing evidence that clinical research activity is linked to better patient outcomes and that staff involvement in research is linked to enhanced morale and retention. Clinical managers have a pivotal role in supporting staff to engage with research, but they are not always given the means to do so and are not always aware of the benefits. In 2021 a research internship scheme was set up as a collaboration between two London NHS trusts and a university, enabling nurses and midwives to undergo training and undertake a range of research activities. Some participants experienced challenges in fitting internship activities around clinical duties despite the fact that the scheme was planned to give them protected time. This article describes the scheme, reports the findings of its evaluation at one of the two trusts, and discusses its implications for clinical managers in terms of how they can be supported to contribute to the development of a research culture. [ABSTRACT FROM AUTHOR]

Purpose: Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how different types of P-E fit (job, organisation and vocation) and internship quality jointly shape the newly acquired professional competences of interns. Design/methodology/approach: This study utilised the COMET methodology to conduct a large-scale assessment of professional competence amongst 961 graduates from vocational colleges who had successfully completed internships. Participants actively engaged in the data collection process by responding to questionnaires that sought contextual information concurrently. Findings: The majority of students have attained fundamental functional competencies, indicating their fulfillment of basic requirements. However, there is a tendency to overlook the cultivation of shaping competence. Three types of P-E fit and task characteristics are positively correlated with professional competence. The indirect relationship between P-E fit and professional competence mediated by task characteristics was verified through P-V fit and P-J fit except for P-O fit. Overall, the model explains 39.2% of the variance in professional competence. Originality/value: "How to promote professional competence" has been highlighted as an important topic in vocational education. This paper contributes to identify the characteristics of a quality internship program for vocational colleges and firms. These insights are important in considering a student-centred approach, design internships programmes that better fit their own abilities, needs and vocations, avoiding a one-size-fits-all approach to implement internships and thus, enhance students' professional development. [ABSTRACT FROM AUTHOR]

Introduction: Dental students have a clear concept of professionalism and the importance of role models. Our aim was to determine how dental students experience their first oral and maxillofacial surgery internship in terms of their concept of professionalism and their perception of role models. Methods: From June to August 2020, semi‐structured telephone interviews were conducted with 22 dental students in their eighth and ninth semesters at the Medical Faculty of the University of Ulm. The interviews were transcribed and evaluated by qualitative content analysis according to Mayring. Results: The students' concept of dental professionalism was shaped by the elements of a good approach to patients, professional competence, and manual skills. This perception was not changed by the internship. Having a role model was seen as an important learning strategy, and role models were perceived in both positive and negative ways. Role models were perceived as positive if they corresponded to the student's concept of professionalism and as negative if they did not correspond to this concept, especially with regard to social interaction or the approach to patients. Students' reactions to discrepancies between their own moral values and the role models' behaviour were characterised by passivity and withdrawal. With regard to potential future careers, positive internship experiences supported student goals, whereas negative experiences raised doubts about them. Conclusion: Supervising dentists may still underestimate the considerable impact of internships, and their awareness of this impact needs to be increased. Students' reactions to conflicts between reality and their own values do not appear to be constructive. One approach to solving this problem may be to include discussions of professional development in curricula. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the emergence of the human resource (HR) analyst role. The job posts on LinkedIn display the industry demand and skills required by the organizations. This study identifies the different knowledge, skills and abilities (KSA) required for an HR analyst role in different stages of professional growth (i.e. entry-level, middle-senior level and top-level) across different industries/sectors as applicable to the crisis. Design/methodology/approach: A total of 80 job posts were extracted from LinkedIn. Details such as industry, job levels, qualifications, job experience, job functions, job descriptions (JDs) and job skills (JS) were collected. Further, 30 videos were extracted from YouTube and converted into text. Text analysis was conducted using NVivo software to analyze JDs, JS and job functions. Using NVivo, word frequency, word cloud, word tree and treemap were created to visualize the data. Finally, ten in-depth interviews were conducted with senior HRA managers based in India to understand the essential competencies required for the HR analyst role and the strategies to develop them. Findings: The findings indicate that not only technical skills are needed, but business and communication skills are particularly important for all job levels during a crisis. The JD word cloud showed words, such as data, business, support and management, and the word tree depicted HR data and change agents as important words with many related sentences as branches. General JS included analytical, communication, problem-solving and management. Technical JS were the most widely used and included structure query language, system applications & products in data processing, human capital management, TABLEAU, management information system and PYTHON. Strategies to develop these competencies included case studies, live projects, internships on HR analytics (HRAs) assignments and mentoring by senior HRA professionals. Research limitations/implications: The sample used was small, as the study included 80 job posts available on LinkedIn restricted to India. The study was restricted to qualitative approach and text analytics was used. Survey methods and a quantitative approach can be used to collect data from HR recruiters, job holders and senior leaders to understand the role of HRAs in the job market and then these variables can be tested empirically. Originality/value: Based on the McCartney et al.'s (2020) competency model for the HR Analyst role, this study has explored the KSA framework using data visualization techniques and used text analytics to analyze LinkedIn job posts for different levels, videos from YouTube and in-depth interviews. It also mapped the KSA for the HR analyst role to the various stages of crisis system management given by Mitroff (2005). The use of social media analytics, such as analyzing LinkedIn data and YouTube videos, are highlighted. [ABSTRACT FROM AUTHOR]

Objective: Many health sciences librarians enter the profession without specific health sciences training. Some LIS programs have health sciences courses or tracks, but health sciences training within an LIS program is only one path to entering health sciences librarianship. To develop a map of pathways into health sciences librarianship, an immersion session at the Medical Library Association conference in 2022 asked health sciences librarians to share how they entered the profession. Methods: The immersion session was structured in three parts: facilitator introductions, small group discussions, and a whole group summary discussion. Guided by questions from the facilitators, small groups discussed what pathways currently exist, how to promote existing pathways, what new pathways should be created, and how to develop and promote pathways that make the profession more equitable, diverse, and inclusive. Results: Through in-the-moment thematic analysis of the small group discussions, the following emerged as key pathways: library school education; internships and practica; the Library and Information Science (LIS) pipeline; on-thejob training; mentoring; self-teaching/hands-on learning; and continuing education. Themes of equity, diversity, and inclusion arose throughout the session, especially in the concluding whole group discussion. Conclusion: Small group discussions in a conference immersion session showed the value of community building in a profession that has multiple pathways for entrance, highlighting the importance of unearthing hidden knowledge about avenues for exploring and enhancing career pathways. The article seeks to address barriers to entry into the profession and adds to the literature on strengthening the field of health sciences librarianship. [ABSTRACT FROM AUTHOR]

Purpose: To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students. Design/methodology/approach: The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data. Findings: This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication. Practical implications: As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication. Originality/value: This case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students' development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting. [ABSTRACT FROM AUTHOR]

• Using an experimental approach, this study explored if video-based coaching improves preservice teachers' interactional skills and how the prior level of preservice teachers' beliefs about children, effective teaching knowledge, ability of identifying effective teaching behavior, and interactional practices predict the change in interactional skills. • Fifty-six preservice teachers from a Chinese university participated in this study during their internship. • After one semester of coaching, preservice teachers improved in the Emotional Support domain of teacher-child interactions. • Preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers' mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers' interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum. [ABSTRACT FROM AUTHOR]

The curriculum-designed internship in hospitality management education has diverse impacts. Adopting the Career Construction Theory, this research explores how internships affect students' career choices before, during, and after their hotel internships. The methodology of this research consists of semi-structured interviews, focus group discussions, and documentary investigations on international students' internship diaries. Results show that the curriculum design is critical to the success of an internship. The empirical findings indicate that internship preparation, cultural adaptation during the internship, and reflexivity after the internship are important elements in an effective internship. Research findings reveal the current status of international student internship programs in the Chinese context and provide implications for internship curriculum development in hospitality management and international students' career development. The present article recommends that it is crucial to manage students' career construction route through a proper arrangement of an effective internship program. Theoretical and practical implications are further discussed. Plain Language Summary: How do Hospitality Internships Shape Students' Career Choices? Hospitality management curriculum-designed internships have numerous implications. This Career Construction Theory research investigates students' job choices before, during, and after hotel internships. Semi-structured interviews, focus groups, and documentary research on international students' internship diaries comprised this study. We found that a good program design affects internship success. Successful internships need planning, cultural flexibility, and reflexivity. An good internship schedule is recommended for managing students' careers. [ABSTRACT FROM AUTHOR]

This article is an interview with Gordon Bietz, the former president of Southern Adventist University (SAU), discussing his 19-year tenure and various aspects of his presidency. Bietz highlights the university's enrollment growth, facility expansion, and the addition of new academic programs. He emphasizes creating a welcoming environment, maintaining a conservative reputation, and increasing enrollment through collaboration with the marketing department. Bietz also prioritizes spiritual life on campus, leverages technology, and works closely with the board of trustees and plant services department. Financial challenges are addressed through enrollment growth and collaboration with the CFO. Bietz also discusses his handling of a sexual harassment accusation, litigation cases, a dormitory fire, and his relations with government officials. He shares his views on the role of Adventist universities, challenges facing Adventist higher education, and the importance of diversity and open discussion. Bietz provides advice for new university presidents and reflects on his achievements and regrets during his presidency. [Extracted from the article]

The COVID-19 pandemic has created a crisis in students' career development. Online learning activities could not have been optimal during the pandemic due to the poor quality of the internet network. Meanwhile, more than 1.2 million individuals had their employment terminated, resulting in their job loss. The pandemic contributes to students' career anxiety and mismatches in determining future careers. Our study explored the dynamics of student career anxiety that emerged during the COVID-19 pandemic through a phenomenological approach. Data was collected using semistructured interviews by teleconference Zoom meeting. The interviews focused on 1) how the participants experience career anxiety and 2) how it affects their career planning. Fifteen students participated through purposive sampling with criteria: 19-25 years old and undergraduate students. Interpretative Phenomenological Analysis (IPA) is applied as an analysis framework. We synthesized phenomenological themes identified as students' career anxiety: doubts about career plans, limited job opportunities due to the pandemic, and social comparison. The analysis also found that engaging in career-relevant communities was relevant to career readiness and deepening knowledge of career paths. This study encourages improving student skills by adjusting educational materials, training, or internships relevant to the student's potential and career needs during this critical time. [ABSTRACT FROM AUTHOR]

This study examines the impact of internships and the influence of construction site manager (CSM) as a role model on students' educational and career paths, employing Kolb's experiential learning theory as a theoretical framework. To address the research objectives, a questionnaire was conducted on 93 architecture students, focusing on four key research questions: (1) Does the internship experience affect students' perception of CSMs? (2) Does it influence their career goals related to CSM positions? (3) Does the internship experience alter the career aspirations of intern students regarding the career as a construction site manager? and (4) Do students perceive CSMs as role models after completing their internships? The findings show how internships significantly affect students, improving their comprehension of the CSM role, influencing their aspirations for their careers, and offering life-changing experiences. It is anticipated that these findings will significantly advance the field of architecture education and have applications in curriculum development, internship program design and execution, and career counseling services, especially in underdeveloped or developing countries. [ABSTRACT FROM AUTHOR]

The article offers information on the complexity of teacher professional development (PD) and its role in instructional transformation. It emphasizes the need for a framework that aligns PD with goals of enhancing teacher knowledge and skills and improving student learning outcomes. The article explores different lenses to analyze PD, including attributes of effective PD, different models of PD, and teacher satisfaction.

The article focuses on the central role that research administrators play in enhancing diversity, equity, and inclusion (DEI) within higher education and research institutions. It highlights the importance of DEI in academia, national policies supporting diversity, and strategies for research administrators to contribute to systemic organizational transformation for greater inclusivity.

Background: The school of nursing at the University of Wollongong developed an innovative approach entitled the 'Students as Researchers Internship' to provide an opportunity for students who identify as Aboriginal or Torres Strait Islanders to experience research as co-researchers. This programme was developed in response to a need to increase the number of Aboriginal and Torres Strait Islander persons who complete research degrees and progress to academic careers in nursing. The initial programme included two students who identified as Aboriginal women in their final year as bachelor of nursing students, with both employed as research assistants. Aim: This article aims to share the students' perspective of their learnings from participating in the Students as Researchers Internship programme through a critical reflection using the Mezirow model of reflection. Conclusion: The opportunity to be a research assistant and co-researcher during the final year of the bachelor of nursing degree offered the students a platform to gain skills, and an understanding of the research process and the application of research in practice. It also provided the experience of being supported in their academic studies. Implications for practice: * Mezirow's model of reflection provides an effective framework for students to unearth their assumptions and learnings from experience * Developing skills and experience in research can transform undergraduate students' understanding of the application of research in their practice * Participation in writing ethics applications and research publications offers students insight into the skills of referencing, academic writing and critical thinking * The experience as co-researchers enabled students who identify as Aboriginal or Torres Strait Islanders to consider future career opportunities in research [ABSTRACT FROM AUTHOR]

Objective: Given the decreased clinical training opportunities during the COVID-19 pandemic, this study aimed to provide insights into how training directors and supervising neuropsychologists from internships offering neuropsychology training adjusted expectations of competitive applicants. Method: Respondents (n = 50) from internships offering at least an "exposure" in neuropsychology completed questions about how training expectations of competitive applicants have changed because of the COVID-19 pandemic. Results: Most respondents reported decreased expectations for clinical hours and research productivity and increased expectations for telehealth experience and involvement in working with culturally diverse populations. Additionally, more than half of respondents from programs at university-affiliated and Veteran Affairs medical centers indicated reduced expectations for average number of integrated reports. Furthermore, compared to respondents at Veteran Affairs medical centers, respondents at university-affiliated medical centers stated decreased expectations for average number of paper presentations. Conclusions: The COVID-19 pandemic has motivated subtle changes in expectations of competitive neuropsychology-oriented internship applicants, specific to clinical experience, research productivity, and prioritization of certain application materials. Qualitative responses suggest that many respondents endeavored to improve applicant screening rather than lower expectations for applicants. As a result, consistent with previous recommendations, the importance of fit between trainee and training program should continue to be emphasized by prospective applicants. These findings have important implications for trainees for the next several years, as graduate students at all stages of training ultimately progress to the internship application stage. [ABSTRACT FROM AUTHOR]

The article discusses about the importance of internship in higher education for both undergraduate and graduate students to gain a particular set of skills and experiences. It also pays attention to the findings of the National Survey on College Internships related to the role of internship to prepare individuals for a world of work.

Internships are essential for student trajectories of Vocational-Technical Education (VTE), as they allow the reinforcement of learning achieved in the classroom and provide knowledge and vocational maturity that can only be completed in the labor context. This article shows the difficulties that female students face in male-dominated Vocational-Technical Education (VTE) programs during their experiences of internship in the workplace. To do this, based on 29 interviews of female graduates from these programs, we analyze the process of doing and undoing gender, and how women negotiate their gender when facing discrimination in the companies that host them as practitioners. The findings reveal women's adjustment strategies that combine resistance and acceptance in a context where companies do not adjust their dynamics and practices to integrate them. Instead, women adapt their behaviors to the cultural norms of implicit and explicit sexism in the learning workplaces. Thus, the arrival of all female students to the companies is an opening act, which requires them to conquer their own space configured from exceptionality. This situation reduces the potential of apprenticeships to drive successful transitions to the labor market. [ABSTRACT FROM AUTHOR]

This experiential report presents reflections on the activities carried out during the Teaching Internship of the Master's program in Science Education and Mathematics Education at the State University of Western Paraná (Unioeste), Cascavel campus. During the internship, Mathematical Modeling tasks were developed with third-year students in the Mathematics Education degree program at Unioeste. In this work, we discuss the actions taken during the teaching internship, the reaction of undergraduate students when engaging in Mathematical Modeling tasks, as well as the contributions of the Teaching Internship to the instructor. Based on the experience, we highlight that future teachers encountered a sense of unfamiliarity with the open structure of Mathematical Modeling tasks; however, they expressed interest in the topics and deemed them relevant. In none of the Modeling activities did the students seek to establish mathematical models or utilize Mathematics taught in higher education, which suggest that this Mathematics is perceived as disconnected from reality, that is, without its applications. The experiences gained through the internship provided the instructor with increased confidence and knowledge regarding the implementation of Modeling in the classroom. It was possible to select a task relevant to the students, plan all stages of development, receive guidance from the supervising professor, put into practice what had been planned, and finally, evaluate and reflect on the practice. Reflection was of utmost importance for the author's professional development, as it enabled self-evaluation, contemplation of achievements and errors, evaluation of Mathematical Modeling as a methodology, and reflection on the reaction of future teachers when engaging in Modeling activities. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Postgraduate residencies and fellowships have become a growing foundational element in the early career path for new nurse practitioners (NPs) and for NPs changing areas of specialization. The proposed programmatic taxonomy provides a straightforward method to recognize and classify NP postgraduate training programs with differing missions, structures, and outcome objectives. Models of postgraduate training for NPs are identified, defined, and differentiated. Each model can serve as an essential and specific purpose for the sponsoring organization. The programmatic models for NP postgraduate training programs are residency, fellowship, and "additional programs." Differences between residency and fellowship are described. The taxonomy then compares and contrasts the three models on five overarching programmatic characteristics, namely, mission, goals, environment, evaluation, and duration. The potential impact of adopting the NP postgraduate training taxonomy on the NP profession, the public, funding, accreditation, and the early career development of NPs is explored. Recommendations for next steps are suggested. [ABSTRACT FROM AUTHOR]

Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs. [ABSTRACT FROM AUTHOR]

Adolescence is a pivotal time for career development, and internship programs are one tool that counselors recommend to clients and students to enhance their career self-efficacy. Despite the supposed value in internships, however, little research has examined the impact such programs have on adolescent interns' career self-efficacy. Research is further scarce on the effect of paid internship programs on adolescents. To fill this gap, we used a retrospective survey research approach to examine a large-scale, paid summer internship program and its impact on adolescents' (N = 95) Career Self-Efficacy (CSE) and Career Decision Self-Efficacy (CDSE). Participants completed internships in diverse employment fields in which they showed interest. Results showed statistically significant increases in participant CSE and CDSE after their internship experiences, suggesting internships may be a viable method for supporting adolescent career development. Results also indicated that participants' CSE and CDSE did not continue to increase statistically significantly six months after the internships ceased, suggesting that additional programming may be needed to continually enhance adolescent career development. Given the study findings, counselors may benefit from recommending paid summer internships to adolescent clients and students or advocating that such programs be created in their communities. [ABSTRACT FROM AUTHOR]

The article highlights a report from a group of occupational safety students are provided to give a glimpse at one applicant pool and illustrate how demographic information can be utilized by the Occupational Safety and Health (OSH) manager to optimize the staffing process. It discusses that the OSH manager should serve as a member of an interview panel when interviews are conducted which allows for the division of interview questions by the "asker's talent and experience."

Background: Despite the growth of mentorship opportunities for women in surgery, women remain largely underrepresented in the surgical field. Mentorship is an effective strategy to increase female entry and retention within surgical careers. There is limited literature evaluating mentorship for women in surgery across different career levels and racial backgrounds.Study Design: In-depth interviews were conducted with female fourth-year medical students applying for a surgical residency, female surgical residents, and female surgical faculty from a single academic institution.Results: A total of 35 women in surgery, including 14 faculty, 11 residents, and 10 fourth-year medical students were interviewed. Twenty (57%) self-identified as White, 7 (20%) as Asian, 6 (17.1%) as Black, and 2 (5.7%) as Other. Key themes included: (1) access to mentorship, (2) characteristics valued in a mentor, (3) role of gender identity when choosing a mentor, (4) role of racial identity when choosing a mentor, and (5) importance of early mentorship for women and underrepresented minorities in medicine (URiM). Mentorship was important for early career development. Mentors who were approachable, invested in their mentees, and were available and honest were most valued. Shared gender and racial identity were appreciated most by younger and URiM mentees, respectively. Respondents from each career level acknowledged the importance of early mentorship for women and URiM in surgery to facilitate increased diversity in the surgical field.Conclusion: Mentorship plays a pivotal role in early career development for women in the surgical field. Access to mentors with shared gender and racial compositions can provide a unique level of support for female and URiM mentees. Expanded and earlier mentorship access for women and minority students can increase diversity in the surgical field. [ABSTRACT FROM AUTHOR]

The unexpected switch to online teaching and learning caught school stakeholders (teachers, teacher educators, administrators, teacher candidates, PK-12 students, families) off guard. PDS partnerships were uniquely situated to navigate the challenges of 2020 given their shared goals of supporting PK-12 learning, teacher preparation, and professional development. This work highlights how three schools, representative of each Mason Elementary PDS partnership pathway, navigated the pandemic and subsequent transition to online learning. Key benefits to the pathway model provided schools with clarity in their roles which resulted in (1) focused support on teacher candidates in either field work or internship, (2) consistent modes and timing of communication, and (3) clear expectations for mentorship. It was the strong cadre of mentors, program graduates and faculty in place across schools which allowed for a continued presence of university-based teacher educators in schools even in remote capacities. Implications for practice and PDS research are discussed. [ABSTRACT FROM AUTHOR]

Objective: To assess a multiple-tier intervention to increase vaginal hysterectomy rates.Methods: We performed a cohort study assessing hysterectomy performance before and after implementation of a multiple-tier intervention to increase vaginal hysterectomy rates at a single tertiary care medical center. This intervention involved resident and attending education and simulation, professional development, design of a clinical pathway to assist in hysterectomy decision making, and development of a surgical mentorship program.Results: Data from 698 hysterectomies (253 preintervention and 445 postintervention) were included. The preintervention time period extended from January 1, 2016, to December 31, 2017 (24 months), and the postintervention period from January 1, 2018, to February 28, 2020 (26 months). The intervention was implemented over the month of December 2017 but was not complete until January 1, 2018. The preintervention and postintervention cohorts were similar in most demographic and clinical aspects. Postintervention, the proportion of vaginal hysterectomies was higher (26.5% vs 5.5%, odds ratio 6.2, 95% CI 3.52-11.35), including in those performed for reasons other than prolapse (6.8% vs 0%, P<.001). Logistic regression revealed that prolapse, uterine weight less than 250 g, and surgery during the postintervention cohort were significantly associated with vaginal hysterectomy. Operative complications did not differ significantly by hysterectomy type.Conclusion: Implementation of a multiple-tier intervention was associated with an increase in vaginal hysterectomies. [ABSTRACT FROM AUTHOR]

Using a complete data sample of 579 graduating business seniors, this study successfully created separate items for measuring paid internships/cooperative education (co-ops) and unpaid internships/co-ops. Students reported lower frequencies for self-reported paid and especially unpaid internships/co-ops. Several correlates were found to be differentially related to these types of internships, including securing full-time employment by graduation being more positively related to having paid internships/co-ops, while being self-employed by graduation being more positively related to having unpaid internships/co-ops. Completing a professional development course earlier in one's college program was found to be positively related to both types of internships/co-ops. Study limitations and future research issues are discussed. [ABSTRACT FROM AUTHOR]

Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers' teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a focus on preservice teachers with an interest in science, technology, engineering and mathematics (STEM) teaching. The results indicate that most of the participants could learn and improve their teaching pedagogy through the peer observation professional development programme - particularly young teachers without significant work experience. More importantly, the research proved how a peer observation cycle programme may apply to different educational systems with similar structures internationally, particularly in former European colonised countries with similar backgrounds. [ABSTRACT FROM AUTHOR]

This article explores a significant yet curiously understudied form of transnational mobility as practiced by the highly qualified in Europe, namely the international internship. We argue that an international internship can be an ambivalent stage within youth transitions. While possibly providing a potential point of entry into a 'dream' career path, the economic and emotional costs of such undertakings also need to be accounted for, including an offsetting of professional stability and deferred rather than accelerated labour market entry. At the same time, international internships have the appearance of a response to a need for personal development and exploration. Taking on board these perspectives, we suggest that the international internship be considered a form of 'mobile moratorium', expanding on the possibilities associated with this conceptualisation. For young people in the European Union, this type of exchange also provides a means to engage in intra-European circulation while simultaneously pursuing personalized success. We investigate this proposition through analysis of data collected via an online survey, providing illustrations of what the international internship experience means for professional development and personal exploration. [ABSTRACT FROM AUTHOR]

Purpose: An internship is an essential part of vocational-oriented degree programs because it enhances the employability of graduates and prepares them for career development. Thus, it is important to understand how students view internships and whether they are satisfied with their internship experience. This paper explores the effects of organizational and individual factors on internship satisfaction. Design/methodology/approach: Based on a literature review on internship, we propose a theoretical model in which organizational factors, including supervisor support and task clarity, and individual factors, including interns' perceived functional value and perceived social value, can lead to internship satisfaction while task clarity, perceived functional value and perceived social value can affect interns' self-initiative behavior. The proposed model was tested using responses from 161 Chinese students in Macao SAR. Findings: The results of structural equation modeling indicated that supervisor support and perceived social value had direct and significant impacts on internship satisfaction while task clarity and perceived functional value had direct and significant impacts on interns' self-initiative behavior. Additionally, supervisor support significantly influenced task clarity, perceived functional value and perceived social value. Originality/value: The paper identifies that supervisor support has a strong and significant impact on internship satisfaction. Additionally, the current study indicates that organizations should pay great attention to appoint the right work supervisors who are able to assign appropriate tasks to interns, provide clear guidance and facilitate social interaction between interns and other people. [ABSTRACT FROM AUTHOR]

Background: Mentorship has been identified as an important element of educational and professional development for surgeons. An assessment that was conducted and reported through the American Association of Orthopaedic Surgeons (AAOS) in 2008 showed variability among U.S. residencies regarding the structure and requirements for mentorship during orthopaedic training; the assessment also demonstrated variability in residents' satisfaction with mentorship opportunities during their surgical training.Methods: An updated survey was developed and distributed via e-mail to residents attending the Resident Leadership Forum at the 2015 American Orthopaedic Association Annual Meeting to determine their views regarding the importance of mentorship, as well as their assessments of formal mentorship programs within their residencies. The updated data were compared with the prior survey results from 2008.Results: A total of 149 (87.6%) of 170 residents responded to the survey. Of these, 34.9% (51 of 146) reported the existence of a formal mentorship program within their residency, as compared with 26.0% of residencies as stated in the 2008 report. One hundred percent of residents indicated that having a mentor during orthopaedic residency was either critical (63.7%, 93 of 146) or advantageous (36.3%, 53 of 146) to professional development as a surgeon; 74.7% (109 of 146) of residents reported currently having mentors, which appears to represent an increase from the prior report (51%, 258 of 506). However, the percentage of residents who reported being "very" satisfied (17.9%, 25 of 140) or "somewhat" satisfied (43.6%, 61 of 140) with their mentorship opportunities was almost identical to the prior report (61.9% [86 of 139] versus 61.0%, respectively). Overall, residents from programs with formal mentorship programs in place reported significantly higher satisfaction with their mentoring program/environment compared with those from programs without formal mentorship programs in place (3.98 versus 3.54, p = 0.026).Conclusions: Orthopaedic residents continue to overwhelmingly indicate that mentorship is an important component of residency education: 34.9% of residencies have a formal mentorship program, compared with 26.0% in the prior survey. Additionally, 74.7% of current residents reported having a mentor compared with 51% of residents in the prior study. Despite this difference, a very similar percentage of residents indicated that they were either "very" or "somewhat" satisfied with their mentorship experience. Residents from programs with formal mentorship programs reported significantly higher satisfaction with their mentorship programs compared with those without formal programs. These results support continued efforts toward improving mentorship opportunities within U.S. orthopaedic residency programs. [ABSTRACT FROM AUTHOR]

Based on a self‐regulatory approach, we propose that students searching for an internship following a high‐quality process will show greater search success. In a sample of 191 Belgian final year students looking for an internship, the quality of students' search process was positively related to both self‐reported and objective search outcomes, beyond the mere intensity of their search. Specifically, reflection related positively to students' satisfaction and perceived fit with their internship, as well as to organizations' assessment of students' internship performance. Planning related positively to the speed of finding an internship. Furthermore, the four search process quality dimensions explained incremental variance in these outcomes beyond a unidimensional measure of metacognitive activities, supporting the added value of our multidimensional approach. [ABSTRACT FROM AUTHOR]

Preparing for a career in the food, agriculture and manufacturing industries involves a combination of academic and practical training, industry partnerships, and professional development opportunities. Building strategic collaborations with industry partners is critical to this equation, as experiential learning programs offer several benefits to both the students and the organizations. Programs such as internships, onsite industry-based research and career development opportunities are valuable to providing practical hands-on experience through observing the application of the theory learned in the classroom to the real world. Students obtain insights through real-world projects, create meaningful relationships in their field of interest and develop skills that are highly valued by potential employers. At Simmons Foods, our journey of building a culture of learning and development has become the cornerstone of our first corporate value of Put People First. Based on the approach called "Do Real Work," the internship program at Simmons is built to not only work on current problems to be solved, but also provide the opportunity for students to focus on their professional development and learn skills that allow them to grow their confidence and sense of accomplishment. Further, as we seek to develop leaders in our manufacturing facilities, Simmons' Career Leadership Program is a strategic six-month training course investing in the growth and development of future leaders, rotating them through all areas across the business units and manufacturing plants. Both of these programs are equally valuable to the company, as the students often provide a curious and fresh perspective through brainstorming and problem-solving sessions. They are the source of practical training for supervisory employees and they leave with an edge-up on future recruitment opportunities. All in the spirit of developing the next generation of skilled experts and effective leaders!. [ABSTRACT FROM AUTHOR]

An internship program has been established between Bethune-Cookman University, a primarily undergraduate HBCU, and the U.S. Fish and Wildlife Service to enhance HBCU student success through four support areas: (1) application of Kolb's Model of Experiential learning. (2) development of transferable competencies and skills, (3) professional development, and (4) modifying internship experiences based on student constraints. The program was designed to enhance research collaborations between B-CU and USFWS to analyze at-risk species data, provide guidance and information, and contribute to the development of tools that inform decision-making for regional and national conservation priorities. This project will be an important opportunity for student engagement and a recruitment tool to attract and retain underrepresented students into USFWS-related careers. The internship framework, logistics and materials constructed between the two organizations, and data on student success will be presented. [ABSTRACT FROM AUTHOR]

Each year over the last decade, there were on average 400 humanitarian disasters or emergencies, killing more than 100,000 people and affecting a further 200 million. Such humanitarian events require immediate responses as well as effective longer-term activities to aid communities recover. The global response is now valued over US$27 billion annually. More than half a million people are estimated to work in this sector, the majority being locally engaged staff. The international community provides significant resources to assist local communities impacted by these humanitarian emergencies. This aid flows through multiple channels, including national and regional governments, international non-governmental organisations and local community based organisations. Increasing the skills and knowledge of leaders and managers of these responses is a critical need to ensure the most effective recovery in communities as well as use of resources. Understanding the professional journey in the humanitarian sector is vital, but currently limited. As the humanitarian sector continues to expand, greater focus on the skill-set needed by humanitarian workers responding to these events is needed. However, tensions exist between the primacy given to the experiences and soft-skills of humanitarian workers over the value of academic qualifications. This paper provides some suggestions how this tension within the humanitarian sector may be addressed and reconciled. This paper presents new data based on interviews with 20 humanitarian professionals from a range of humanitarian aid agencies and considers their experiences and reflections on building a career within the humanitarian sector. [ABSTRACT FROM AUTHOR]

Purpose: Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences. Design/methodology/approach: The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed. Findings: Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper. Originality/value: This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts. [ABSTRACT FROM AUTHOR]

The partnership model 'School Adoption' was developed in Norway as a part of teacher education and in the meantime, is being implemented in several European countries as an internship concept. The core element is the so-called 'adoption week', during which student teachers teach all the lessons at a school, while the teachers attend a professional development course. University teacher educators work intensively together with student teachers and teachers. The student teachers who participate in the School Adoption experience their future professional field under increasingly real conditions and also in its entire complexity. How the complex internship is processed cognitively by student teachers, has not yet been examined. This study at the German University of Flensburg, is designed to evaluate student teachers' concerns and stress experiences, and determine which factors are relevant for being able to deal with the high level of complexity. Content analyses show that student teachers' biggest concerns are classroom management and recognition as a teacher, as well as an increase in the workload. The findings also indicate that internship settings with a high level of complexity, can be perceived as a positive challenge in the context of sufficiently structured preparation and support. [ABSTRACT FROM AUTHOR]

Technological acceleration, increased global engagement, and national aspirations to restructure its economy and promote innovation have persuaded China to intensify an emphasis on skills acquisition through technical-vocational education and training (TVET). After a background of China's experience, this paper examines the case of Gansu, the poorest province, and how the German Two Track TVET model can help address six of Gansu key difficulties, including cooperation with enterprises, internships, graduate employment, teacher upgrading, quality standards, and poverty alleviation. Among the lessons for Gansu are incentives for enterprises, systematic selection and contract protection for internships, employment stability and professional development, examination boards and skill certification of graduates, and information systems with guidance for underserved groups. [ABSTRACT FROM AUTHOR]

The opportunity for continual learning and development is one of the reasons many of us are attracted to, and remain in, the medical writing profession. A culture of learning is critical to instill ongoing development in any profession. For medical writers, it helps to maintain a broad perspective and adapt to the change that is a part of our industry. In this article, we describe our experiences in hiring, training, and developing medical writers at all levels, from internships through to mid-level career and into management. [ABSTRACT FROM AUTHOR]

This article presents the themes addressed during the closing talk of an international study session on the work of trainee instructors in vocational higher education programs. The talk discussed professional development in internships, stances and actions in guiding and evaluating trainees, measures for working with and accommodating trainees with disabilities, and the issues and challenges involved in the work of trainee instructors. [ABSTRACT FROM AUTHOR]

In recent years teacher education has been modified in particular regarding heterogeneity and inclusion with the objective to reach more educational justice. Against this background the question arises how student teachers identify their knowledge about heterogeneity and inclusion as relevant. Based on interview data of the research project KoPiP which are analyzed with the Dokumentary Method the presented contribution shows the professional development from the practical semester to internship. As can be seen, divergent starting points can lead to similar ways to reject university norms about heterogeneity. [ABSTRACT FROM AUTHOR]

Background: Orthopaedic surgery has become increasingly specialized, and most trainees currently complete subspecialty fellowship training. The purposes of this investigation were to evaluate recent trends in U.S. orthopaedic fellowship matches and to provide relevant analyses for future orthopaedic fellowship applicants and fellowship program directors.Methods: This study analyzed data from orthopaedic fellowship match programs from 2010 to 2017. For each fellowship, the following variables were analyzed: numbers of positions offered, participating programs, applicant registrations, rank lists submitted by applicants (i.e., completed applications), applicants matched, and filled positions. Applicant-matching success rate and percentage of total fellowship positions filled for each subspecialty were calculated, and trends were evaluated for significance and difference between subspecialties utilizing ordinary least-square regressions, with p < 0.05 indicating significance.Results: From 2010 to 2017, the number of fellowship positions that were offered increased in all subspecialties (p < 0.05) except for spine (p = 0.44) and trauma (p = 0.92). Participating fellowship programs increased in all subspecialties (p < 0.05) except spine (p = 0.38) and sports medicine; the latter experienced the only significant decrease (p < 0.05). The largest significant increases (p < 0.05) in both applicant registrations (33.5%) and rank lists submitted by applicants (45.3%) were in adult reconstruction. The subspecialty with the highest applicant-matching success rate during the study period of 2010 to 2017 was sports (mean, 93.5%). Spine and trauma had the lowest applicant-matching success rates in 2016 to 2017. The percentage of positions filled across all subspecialties increased from 2011 to 2017 (p < 0.05); hand had the highest mean (96.6% filled), and adult reconstruction had the largest significant increase from 82.0% in 2010 to 95.5% in 2017 (p < 0.05).Conclusions: This investigation provides data with regard to current trends in the orthopaedic fellowship match. Specifically, adult reconstruction fellowship training has recently gained popularity at a more rapid rate than the other subspecialty fellowship pathways, although hand surgery consistently maintains a very high rate of positions filled. Our results for orthopaedic subspecialty fellowship match trends may assist fellowship directors with program planning and career advising and may also assist current residents with fellowship application expectations and career planning. [ABSTRACT FROM AUTHOR]

The book was, obviously, published before the COVID-19 pandemic, but the insights the authors present regarding the effectiveness of employability programs are even more relevant in the expected economic downturn and rise in unemployment levels following the UK lockdown. Across Europe, and especially in the UK, the challenge for young people entering the labor market is not I always i (although sometimes) about getting a job, but the challenge is getting a good job that allows them to progress. [Extracted from the article]

The article discusses several steps in an integrated strategy to career and life fulfillment and planning for pharmacists and clinicians. Topics include the American Society of Health-System Pharmacists Research and Education Foundation's series of annual Pharmacy Forecast reports, consideration of desired qualities of a pharmacy work environment, and a brief autobiography that celebrates a successful career at the time of retirement.