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Internships are widely promoted high-impact practices that can have positive impacts on students' academic and post-graduate success, yet how specific features facilitate these outcomes is understudied. Instead, internships are often studied in terms of mere participation, without recognizing that these experiences are complex pedagogic spaces shaped by professional cultures and decisions about instructional design. In this sequential mixed-methods study we use sociocultural learning theory to interpret data from online surveys (n = 435) and focus groups (n = 52) with students at five institutions. Stepwise linear regression analyses of demographic and programmatic variables associated with intern satisfaction, developmental value, and career adaptability indicated that first-generation status, sex, race and income level, and supervisor behaviors were significantly associated with satisfaction and development. Analyses of qualitative data revealed that features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) supervision impacted student experiences. These findings reveal that internships should be designed with careful attention to task scaffolding, student autonomy and supervisor assistance, depending on the professional context and situation. These results highlight the need for colleges and employers to design internships as mentored and culturally shaped learning spaces, provide supervisor training, and consider the cultural backgrounds of students when matching them to internships. [ABSTRACT FROM AUTHOR]

Background: For dental graduates, internships are a vital transitional phase that gives them the invaluable opportunity to close the gap between their academic studies and the reality of professional dentistry. Research on dental internships remains limited and most of the existing studies focus on the clinical aspects of dental internships with little attention given to dental interns' experiences overall. This study aims to bridge this gap in the literature by gaining an in-depth understanding of Saudi dental graduates' range of experiences as dental interns. Methods: To achieve the research objective, this study adopted a qualitative approach. Using purposive and snowball sampling, the study recruited 23 dental interns from Riyadh Province, Saudi Arabia, who had completed at least nine months of their internship. Data was gathered across three months via diaries and virtual semi-structured interviews based on participants' preferences. The data was then analysed thematically using an inductive analytical strategy. Results: The data analysis revealed three major themes and four sub-themes regarding the experiences of dental interns. The core three themes were "activities", "autonomy" and "transitioning to a balanced life" whereby interns have the time and freedom to explore their interests, rekindle their social lives and focus on self-care, resulting in a better work-life balance. Conclusion: This study suggests that dental interns will benefit from the retention and strengthening of key internship activities such as research, community work and clinical rotations. Additionally, the experiences of dental interns can be improved by encouraging interns to progress in their clinical training with a high level of autonomy. Also, due to the limited research in this area, further studies are required to improve our understanding of the lived experiences of dental interns and dental internships in general. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships. Design/methodology/approach: Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R. Findings: The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern's professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication. Research limitations/implications: The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings. Practical implications: The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern's professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies. Originality/value: This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships. [ABSTRACT FROM AUTHOR]

Supervision is recognized as a critical component of preservice training in health service psychology (HSP), particularly during the internship experience. However, little is known empirically about what constitutes effective internship supervision for school psychologists. For this constructivist grounded theory study, we interviewed 16 highly accomplished internship supervisors regarding their approaches to supervision. Data from supervisors' former interns and colleagues were also analyzed. Findings indicated that supervisors' personal and professional selves are central to how they implement supervision within a broader developmental and ecological context. Fundamental aspects of supervision emerged as bidirectional, including establishing and maintaining a strong working alliance, planning the internship experience, and processes of learning for both interns and supervisors. The grounded theory is discussed with reference to the HSP supervision literature, and specific implications are drawn for the practice of and further research on supervision in school psychology. Impact Statement This study presents a theory of effective school psychology supervision based on interviews with winners of the NASP Model School Psychology Intern Supervisor recognition. Given the lack of available research specific to supervision in school psychology and the fact that the majority of school psychology intern supervisors receive no formal training, this work has considerable potential to enhance the practices of school psychology supervisors, and as a result the training experiences and ultimate competence of school psychology interns. [ABSTRACT FROM AUTHOR]

Indonesia's digital economy is expanding at a breakneck pace, highlighting the urgent need for digital competencies that align with industry demands. Addressing this critical issue, the Ministry of Education, Culture, Research, and Technology of Indonesia has initiated the Merdeka Belajar Kampus Merdeka (MBKM) program, one of the programs, emphasizing practical internships to enhance undergraduates' digital skills. This research aims to examine the effectiveness of the MBKM initiative in narrowing the disparity between graduates' digital competencies and the evolving needs of various industries, shedding light on the program's role in fostering digital readiness among undergraduatesThis research scrutinizes the impact of the MBKM initiative on bridging the gap between graduates' digital competencies and the expectations of diverse industries. It specifically assesses the efficacy of the program in cultivating essential digital skills through IT-related tasks in various sectors. Employing a Likert-scale questionnaire rooted in the DigComp 2.0 framework, the research surveyed host companies across Jakarta, evaluating the digital proficiency of MBKM interns and their readiness for employment. Analysed through the Smart PLS, the research employed PLS-SEM to unravel the influence of digital competencies on employability. Findings indicate that one digital competence, Digital Content Creation, is significantly associated with employability prospects. Conversely, Information and Data Literacy, Communication and Collaboration, Safety, and Problem Solving did not exhibit a substantial direct effect on employability. This research underlines the critical nature of enhancing specific competencies within the MBKM framework to better prepare Indonesia's workforce for the demands of a digital future. The insights gleaned offer strategic implications for refining educational programs and underscore the importance of continual alignment with industry needs, thereby strengthening the nation's digital talent pool. [ABSTRACT FROM AUTHOR]

Since 2004, interns in general practice have been distributed among universities following the internship competition based on their wishes, the ranking in the competition, and the number of available positions at each university. The significant reallocation of intern posts which took place between 2004 and 2007 is used as a natural experiment to assess the effect of distribution of interns on geographical distribution of settlement. We estimate that an increase of one percentage point in the proportion of interns placed at a university is associated, on average, with an increase of 0.4 percentage points in the proportion of general practitioners in private practice resulting from these cohorts having settled in the university zone twelve years later. The study shows that place of birth is also a significant decisive factor in relation to place of settle‑ ment. Recruiting medicine students in “medical deserts” could therefore be a tool for regulating place of settlement. [ABSTRACT FROM AUTHOR]

Copyright of Tourism Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzes the perceptions of professional ethics expressed by Belgian – both Francophone and Flemish – journalism students after their first internships. 13 focus groups including 59 students from 7 universities were organized. These young journalists detailed how ethics play a central role in the development of their professional identity, during their first professional experience. Results show that both Flemish and French-speaking journalists share a relative homogenous vision of journalistic ethics. Eventually, this article offers the foundations for further research dedicated to the professional identity of young professional Belgian journalists, beyond any stereotypes or allegedly linguistic characteristics. [ABSTRACT FROM AUTHOR]

Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods : Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to translate the Awareness of Rights Scale into Chinese and test its psychometric properties among nursing students in clinical practice. Methods: The original English scale was translated, synthesized, and back-translated according to the Brislin translation model: the translated scale was cross-culturally adapted through expert correspondence and pretesting to form the Chinese version of the scale; a convenience sampling method was used to survey 486 nursing interns in Liaoning, Guangdong, and Anhui regions to assess the reliability and validity of the scale. Results: The Chinese version of the scale consists of 14 items in three dimensions. The Cronbach's alpha value of the scale was 0.916 and the range of Cronbach's alpha coefficients of subscale was 0.768 to 0.894. The discounted half reliability was 0.867 and the retest reliability was 0.901. The scale content validity index (S-CVI) was 0.963. A total of three common factors were extracted for the exploratory factor analysis. The confirmatory factor analysis indices fit well (χ2/df = 1.092, RMSEA = 0.014, CFI = 0.998, IFI = 0.998. TLI = 0.997), and the model fit was good. Conclusion: The Chinese version of the scale has good reliability and validity in the nursing intern population and can be used to assess nursing interns' awareness of their rights in clinical practice in mainland China. [ABSTRACT FROM AUTHOR]

Background: Dental internships are a vital way for recent graduates of undergraduate dentistry courses to bridge the gap between study and clinical practice. Interns' perceptions of dental internships have been explored in certain studies but the reality of the dental internship and dental interns' practical performance has not been examined. Therefore, this study aims to explore the reality of the dental internship as a transitional stage after completion of an undergraduate course in dentistry. Methods: This qualitative research recruited 23 dental interns from Saudi Arabia's Riyadh Province. To explore the reality of dental internships, the research relied on a performative knowledge approach to examine interns' practices and performance. Diaries and semi-structured interviews conducted virtually were used to gather data across three months. The data was then subject to thematic analysis that applied an inductive strategy. The data analysis's credibility and trustworthiness were verified using triangulation techniques, an audit trail and member-checking. Results: Five key themes concerning dental interns' practices were identified in this research: exploration, addressing knowledge gaps, responsibilities, decision-making and social connections. The most significant findings reveal that dental internships go beyond clinical work to include certain personal and social aspects that dental interns undertake during their internships. Conclusion: The findings of this research indicate that more real-world, practical knowledge should be integrated into the curricula of undergraduate dentistry programmes. In sum, this work highlights the need for holistic dental education that encompasses not only the clinical development of interns and students but also other elements such as their personal and social growth. Moreover, this research reveals that a performative knowledge approach can help researchers to identify significant findings regarding the practical experiences of dental interns. This study has implications for dentistry and any other medical speciality education programme that involves an internship. [ABSTRACT FROM AUTHOR]

Background: Healthcare providers faced the challenge of managing coronavirus disease 2019 (COVID-19)-infected patients. At the onset of the spread of the coronavirus infection across the globe, awareness of the treatment modalities was poor. Interns were relatively new to treating patients as they had just started their clinical postings in February or March 2020. Working in the COVID‑19 wards with the sudden influx of a large number of patients, treating them with ever-changing guidelines did cause increased physical and mental stress. Thus, to understand the impact of coronavirus infection on interns this study was conducted. Materials and Methods: An online survey was conducted among interns of various medical colleges of Nagpur, Mumbai, Pune, and Miraj using Google Forms. Participation was anonymous and voluntary. Responses were accepted for 1 week from March 27, 2020, till April 3, 2020. Patient Health Questionnaire (PHQ-9) and Generalised Anxiety Disorder 7 Scale (GAD-7) (9) were used to assess anxiety and depression. Result: Our study showed that 36.3% of the interns who were posted for COVID-19 duty had depression, whereas 34% had anxiety symptoms. Anxiety and depression were comparable in interns posted for COVID-19 duty and those posted in other clinical departments. Young age, female gender, and perceived risk of contracting COVID-19 were the predictors for anxiety and depression. Conclusion: There was a high level of anxiety and depression among interns working in hospitals during the COVID-19 pandemic irrespective of whether they were posted for COVID-19 duty or not. Reporting such information is important to plan further management of mental health needs. [ABSTRACT FROM AUTHOR]

Objective: To report self‐perceived readiness for work as a junior doctor in a national cohort of rural clinical school students. Design: Cross‐sectional study using a self‐report questionnaire. Independent variables included 14 individual readiness items related to clinical and professional tasks, sociodemographic data and reported experience of rural clinical school (RCS) training. Participants were 668 medical students (55.3% females) completing a full academic year in rural Australia. Multivariable analysis explored factors associated with overall readiness for work as a junior doctor. Findings: 86% agreed that RCS experience prepared them to undertake the roles and responsibilities of a junior doctor. Self‐ratings for specific clinical and professional tasks varied from a mean score of 5.9–8.0 out of 10, and 13 of the 14 items were associated with the outcome (p‐value <0.001, except for performing spirometry). Lowest readiness scores were seen for some aspects including raising concerns about a colleague (mean score 6.1) or responding to workplace bullying (mean score 6.0). Aspects of the RCS experience that were strongly associated with overall readiness included: feeling a valued team‐member (OR 9.28, 95%CI 2.43–35.39), feeling well‐supported academically (OR 6.64, 95%CI 3.39–13.00), having opportunity for unsupervised but supported clinical practice (OR 4.67, 95%CI 1.45–15.00), having a rural mentor (OR 3.38, 95%CI 1.89–6.06) and having a previous health professional qualification (OR 2.7, 95%CI 1.32–5.54). Discussion: Most RCS students felt ready for work as a junior doctor. Important aspects of RCS experience are likely to include students feeling integrated within the clinical team and having opportunities for authentic clinical roles. There remains a significant challenge for medical school curricula to address professional areas where graduates felt less prepared. [ABSTRACT FROM AUTHOR]

We examined whether an accounting internship influences CPA exam performance. Using 2005-2013 candidate data, we found that an internship is significantly related to CPA exam performance in the Auditing (AUD) section. We speculate that the internship's observed positive effect for the AUD section and the lack of effect for the other three sections is because the audit section more closely reflects knowledge/skills acquired by interns than the other three exam sections. These results have implications for academics and candidates seeking to improve CPA exam performance. Our study also provides information for those considering incorporating an accounting internship into the curriculum. [ABSTRACT FROM AUTHOR]

This paper intends to explore the challenges encountered by journalism undergraduates while undergoing their internship after the Covid-19 pandemic. The Covid-19 pandemic has interrupted students' learning; thus, causing concern about their performance when undergoing industrial training. Poor performance by students during industrial training can create a negative perception among industry players toward a university. The study aimed to achieve in-depth interview sessions with a small group of final-year journalism program students at a public university in Malaysia who underwent a 14-week internship at various Malaysian companies after a series of nationwide lockdowns spanning almost 2 years. The findings of this research hopefully will provide rich insights into internship experiences, especially regarding the challenges faced by the students, which in turn will benefit the stakeholders, including the students, employers and educational institutions. [ABSTRACT FROM AUTHOR]

This paper is about the collaboration between the Centurion University of Technology and Management (CUTM), Odisha (India), and the Norwegian University of Science and Technology (NTNU), Trondheim (Norway), initiated in 2017. The main objective of the collaboration was to facilitate students through educators to bridge the gap between higher education and the practical skills needed for assessing and advancing sustainable development in local communities. This paper presents the contribution of nine women interns within the framework of partnership among the universities, government, and social enterprises in Odisha and Andhra Pradesh. It analyses the role of women interns in activities and experiences in Farmer Producer Organisations (FPOs), in motivating women farmers to join FPOs to benefit in terms of increasing productivity, value addition for better products, and improving market opportunities. The concluding observations section provides three sets of learnings each for the role of women interns and implications for higher education. [ABSTRACT FROM AUTHOR]

This paper combines the use of gift theory and the metatheory of the Morphogenetic Approach as a framework for the proposal that the relationship between unpaid interns and 'employers' may be conceptualized as a form of transactional, but asymmetrical, gift-exchange. The article begins by applying insights from gift theory to the findings of a range of studies into unpaid internships. It is argued that, while interns are the initial gift-givers in delivering unpaid labour, 'employers' often demonstrate weak reciprocation in terms of offering paid work. Following that, the article combines gift analysis with the Morphogenetic Approach. This framework offers ontological depth to the substantive propositions of gift theory, and provides conceptual tools to study the interplay between structure/culture and agency that form the intern-'employer' relationship. The contribution of this article lies in the combined use of two key theoretical perspectives to a problematic not previously examined through such concepts. [ABSTRACT FROM AUTHOR]

We describe the demand for interns in the U.S. using ads from an internship-specific website. We find that internships are more likely to be paid when more closely associated with a specific occupation, when the local labor market has lower unemployment, and when the local and federal minimum wage are the same. A résumé audit study with about 11,000 applications reveals that employers are more likely to respond positively when internship applicants have previous internship experience. Particularly for unpaid internships, employers are also less likely to respond to applicants with black-sounding names and when the applicant is more distant from the firm. [ABSTRACT FROM AUTHOR]

Purpose: The aim is to provide insights on the inclusion of sustainability training during internship and the engagement of interns in the sustainability practices of the hotel. The paper investigates how aspects of knowledge and participation in sustainable practices can bring about a positive change in the industry's future and also aid in the creation of smart green leaders. Design/methodology/approach: The paper utilizes qualitative research methodology and draws on in-depth interviews with students and learning and development managers using multiple sources of evidence to derive a holistic picture. Findings: The paper aims to highlight the importance of incorporating sustainability training as an indispensable part of hotel internships. It also reveals the positive impact and long-term behavioural changes of students along with presenting strategies to create student stewards for sustainability. Research limitations/implications: The limitations of the study arise from its small sample size, which nonetheless generated some rich insights. Originality/value: There has been much research in the area of hospitality internships, however, it has not been considered from the perspective of sustainability development or green internships. In this sense, the paper is novel as it challenges the traditional expectations of hospitality internships. [ABSTRACT FROM AUTHOR]

Many Malaysian employers feel that university curricula inadequately prepare graduates for the realities of the job market. The present study attempts to rank skills acquisition among interns at a Malaysian public university and identify the gaps through skills gap and radar analyses. Respondents comprised students from an Arts and Social Sciences faculty in a Malaysian public university who had undergone internship as well as the employers who conducted trainings for them. Using a simple random sampling method, 164 students and 43 employers provided responses. The largest gap between employers' expectations and interns' performance is seen for 'values, attitudes and professionalism'. Employers tend to emphasise 'values, attitudes and professionalism' as an essential skill for employability. Positive qualities, such as having good work habits and attitudes, are valuable assets that need to be inculcated. Another skill that requires improvement is 'communication, leadership and team skills', as poor communication skills can become a serious obstacle for employability. This study provides insights from a dual perspective analysis through the identification of gaps between actual and expected intern performance. This information will be a valuable guideline in redesigning university modules to meet the demands of potential employers. [ABSTRACT FROM AUTHOR]

Graduate unemployment is one of the major socio-economic development problems in South Africa and many other developing countries. Previous research has described various factors causing graduate unemployment, one of which is a lack of relevant work experience. Internships are increasingly supported to address this problem. However, internships have been criticised for being exploitative, illegal, and unjust. This paper seeks to present a new perspective on internships. It seeks to examine the perspectives on the impact of stipend level on graduate intern work productivity. Thus, the objectives of this study are to: explore the impact of stipend level on the work productivity of graduate interns; explore the exploitative nature of internship as perceived by participants; and explore the concerns of graduate interns over compensation. This study is qualitative and exploratory in nature. Fifty semi-structured interviews were conducted with interns, mentors, and HR managers at eThekwini municipality, Durban, South Africa, to address these research objectives. Data from interviews was analysed through thematic analysis. The results indicate that there is a relationship between the level of stipend earned by interns and their work productivity. This study found that low pay is associated with low work productivity. Therefore, work compensation is the primary motivator of productivity, not only for full-time employees but also for graduate interns. [ABSTRACT FROM AUTHOR]

With the advent of democracy in 1994, the South African government introduced various initiatives as part of youth skills development intervention programmes, and one of such programmes is the internship programme, which is aimed at exposing graduates to workplace dynamics and getting young people to develop their practical skills to nature careers. This programme, however, has its own challenges, especially on the part of the students, who, after completion, appear to struggle finding sustainable employment, which, in turn, renders the programme questionable. The aim of this study is to analyse the skill relevance of the Department of Higher Education and Training (DHET) internship programme in preparing interns for permanent employment in the employment sector. This study was empirical and used qualitative methods to analyse the skills acquired by interns during the internship programme at DHET. The sample from which data was gleaned consisted of senior managers and interns placed in different units within the department. While the concept of an internship is admirable for exposing graduates to various employment sectors, the study discovered some flaws in its implementation. For example, it was established that the process of placing interns in the DHET was almost done haphazardly, with little consideration of the linkage between their educational background and the units where training occurs. Therefore, this defeats the general mission of the programme itself and is the cause of the diminished future employment prospects of the students. The study recommended, among other things, that DHET provide graduate interns with technical and strategic training opportunities tailored to their specific career needs in order to improve their employability prospects. Possible ways to overcome the internship-related problems identified in the study are outlined towards the end of this article. [ABSTRACT FROM AUTHOR]

The paper explores "life skills" acquired and enhanced during an internship in preparation for the work of the future, identifies challenges faced and gaps between academic preparation and internship requirements, and explores the impact of the COVID 19 pandemic on the internship experiences of Generation Z students. This qualitative study involves cohorts from 2016–2021, including 50 students before the pandemic, and 47 students during the pandemic, majoring in the field of Economy and Business. Data are gathered through 97 semi-structured interviews and written reports from the students. Interestingly, the findings showed that job placement is not the main reason why students pursue an internship; acquiring skills and experience was identified as the major motivating factor. "Communication" was the top enhanced skill from internships in both periods before and during the pandemic, while "relationship building" and "ethical issues" ranked as the second and third most important skills before the pandemic, to be replaced by "critical-thinking and problem-solving" and "analytical and technical" skills during the pandemic. Lack of accountability and COVID-19 stress were reported as the main challenges experienced during internships, while lacking hands-on experience and social skills were identified as gaps. The foremost pieces of advice for future interns revealed in this study are to get involved seriously and show respect and integrity. [ABSTRACT FROM AUTHOR]

Copyright of Legal Records / Pravni Zapisi is the property of Union University Law School, Belgrade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This aim of this study is to explore how kitchen interns report and reflect on workplace violence and harassment. Content analysis methods were applied, and 2,256 reports from 210 interns were analyzed based on four levels of reflection. This study indicates different types of kitchen violence and harassment, and their influences on students. Verbal violence and mismanagement were the most common incidents, and most students provide only lower-level reflections on violence/harassment incidents. Students with higher-level reflective skills were better able to adapt to and improve on the relevant event. Finally, this research offers suggestions to curriculum design for internship courses as well as internships planning in the hospitality industry. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the relationship between psychological contracts and subsequent internship outcomes, with a specific focus on employer obligations with regard to career development. The study also examines the potential moderating role of person–organization (P–O) fit. Design/methodology/approach: Online surveys were administered to 196 college students both prior to and upon completing their summer internships. Moderated mediation analyses were performed following Hayes (2018). Findings: The results show that employer fulfillment of career development is positively associated with organizational attractiveness, as mediated by intern skill acquisition. In addition, high levels of P-O fit ameliorated low developmental situations, with high P-O fit resulting in stronger attraction to the organization than low P-O fit. Practical implications: The study underlines the importance of career development and the associated attainment of instrumental resources in the psychological contract process between organizations and interns. For the former, the provision of career development may increase interns' attraction to the organization. For interns, such opportunities can enhance skill acquisition, with differential effects for those with high and low P-O fit. Originality/value: This study is the first to provide an empirical assessment of the instrumental outcomes of psychological contract fulfillment with regard to career development prior to formal organizational entry. It further sheds light on the interactive effect of skill acquisition and P-O fit in predicting individual perceptions of the organization. [ABSTRACT FROM AUTHOR]

The notion of compensation generates criticism, especially in the U.S. around unpaid internships in particular -- the country's principal form of work-integrated learning (WIL). The distinction between unpaid and paid internships remains understudied and therefore, serves as the primary motivator to compare students' perceptions of unpaid and paid WIL experiences, using a large U.S. data set. The purpose of this study is to compare interns' perceptions of unpaid and paid experiences to gain a better understanding of how these experiences frame interns' supervisory support interactions, perceptions of advancement opportunities, career confirmation, and conversion intentions. The study is U.S. centric, surveying students who had recently completed their internships. Results indicated that regardless of pay (i.e., paid vs. unpaid), interns had similar expectations regarding supervisory support, career confirmation, and conversion intentions. Hence, confirming that both unpaid and paid internships provide a strong platform for students to obtain the support they need to launch their future careers. [ABSTRACT FROM AUTHOR]

Competition in the world of work is getting tougher over time which triggers a sense of worry and lack of confidence to enter the world of work for young people who do not have work experience, particularly fresh graduates. It is theorized in this paper that, by participating in internship, students can increase their self-perceived employability, thereby reducing their career-entry worries. Specifically, the purpose of this study was to analyze the effect of internship quality on self-perceived employability through the mediation of reduced career-entry worries for final year students at Universitas Indonesia. This study administered online surveys (with 209 respondents) and in-depth interviews (with 3 source persons). The results show that internship quality has a positive influence on self-perceived employability and reduced career-entry worries. Further, self-perceived employability also positively affects reduced career-entry worries and reduced careerentry worries mediate the effect between internship quality and self -perceived employability. This study recommends that universities in Indonesia can implement a compulsory internship program for its students equally. [ABSTRACT FROM AUTHOR]

Since internships are recognized forms of workplace learning, this study investigated their impact on the knowledge, attitude, and practices of interns. A paired t-test quasi-experiment (pretest/post-test) was carried out on the sample of 137 interns in university libraries in Edo State, Nigeria using a questionnaire. The study found that the interns had improved their knowledge, attitudes, and practices postintervention. The statistically significant results imply that the internship was an effective intervention that improved the interns' knowledge, attitude, and practice. In conclusion, the study considered the implications of practicing librarians and Library and Information Science educators uniting to develop and implement structured interventions. It recommended replicating this intervention in other states to improve the knowledge, attitude, and practical skills of interns and ensure they are effective in the workplace. [ABSTRACT FROM AUTHOR]

Since the 1960s, career success has been extensively studied from different angles. This paper aims to identify the main topics of interest covered by the literature throughout time frames defined based on the number of article citations. A Scopus database search was performed in November 2021, gathering 926 articles on career success that were analyzed in VOSviewer. The results show that several concepts were constant over the years, such as mentoring, mobility, income, education, gender, and culture, while other topics of interest were introduced more recently (e.g., career satisfaction, change, personality, networking, the link between the private and professional life, the relationship between objective and subjective career success). An understanding of historical career success research topics contributes to the development of future human resources strategies and policies. [ABSTRACT FROM AUTHOR]

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletín Económico de ICE is the property of S.G.E.E.I.P.C., Secretaria de Estado de Comercio, Ministerio de Industria, Comercio y Turismo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While interns are invaluable additions to teams by achieving focused work when other team members may be distracted with other duties, effectively integrating an intern for a short duration, such as a 12-week summer internship, can be challenging. With internships also serving an educational mission, balancing project impact against the best educational outcomes for students can be difficult. I have had 13 different interns I have paid over the last ten years at Sandia National Laboratories with a 100% success record, with each generating at least one externally peer-reviewed publication. All have also created useful code-related artifacts usable by the team later. I have consistent feedback from students and their advisors that they return to school noticeably improved. This article covers many of the challenges and tested solutions that may work well for other teams. [ABSTRACT FROM AUTHOR]

Background: Use of simulation-based learning methodologies enhance performance in both simulated resuscitations and real-life clinical situations. Retention of skill is very important for the MBBS doctors who hardly get any exposure to such learning before entering post-graduate courses. The major cause of early neonatal death is neonatal asphyxia, which can be prevented by neonatal resuscitation. Effective resuscitation at birth can prevent neonatal deaths to a greater extent. Training in cardio-pulmonary resuscitation is critical in determining successful outcomes in perinatal asphyxia. Hence the present study was done to check the retention of knowledge after Neonatal Resuscitation Program (NRP ) training. Methods: A prospective interventional study was carried out among the MBBS interns who started their internship program from March 2020 - February 2021 in ACSR Government Medical College, Nellore. All the Interns were given training in NRP as a part of internship orientation programme during the first week of internship. Out of 150 interns, 143 participated in the study. The interns were oriented to the study and a pretest questionnaire was administered to them to assess their knowledge and skill regarding NRP which was followed by NRP training by the faculty of pediatrics and neonatology. The same questionnaire was administered immediately at the end of the training, 1 and 6 months post NRP training for assessing their knowledge and skill. Results: As compared to pre intervention score, the mean scores of the immediate post intervention score and at 1 month after intervention the mean score was increased with respect to knowledge and skills. After 6 months the mean scores pertaining to knowledge and skill decreased which were statistically significant. Conclusions: A significant decrease in the level of knowledge and skills regarding neonatal resuscitation was observed. Therefore, maintaining resuscitation skill requires continuous practice, supplemented by simulation training as needed. [ABSTRACT FROM AUTHOR]

Orientation: Internships are a practical way for students to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings. Research purpose: This study explored industrial and organisational psychology (IOP) interns' views of their professional purpose and their perceptions of the applied skills they developed as a result of the internship programme, including their confidence about setting up an independent practice. Motivation for the study: There is currently a dearth of South African research on IOP interns' views about the internship programme. Research approach/design and method: The study utilised a qualitative research approach. An open-ended question survey was conducted among 17 South Africa-based IOP interns. Thematic analysis was used to analyse the collected data. Main findings: Data analysis revealed the intrinsic motivational self-determination of the interns as an influencing force for their personal purpose and vision as practising industrial psychologists (IPs). Views about the skills developed were aligned with HPCSA minimum competency requirements as manifested within the digital-era work space. Interns felt more confident about practising within an organisational setting rather than a private practice. Practical/managerial implications: Understanding the psychological self-determination needs that motivate the IOP intern may help to improve coursework training and supervision support practices for the IOP intern. Contribution/value-add: The study extends the internship research literature and revealed the dire need for enhancing the confidence of the IOP intern about setting up and successfully managing an independent professional IP practice. [ABSTRACT FROM AUTHOR]

Orientation: When interns enter a new workplace, they are compelled to create and maintain a good impression through a range of image-enhancing behaviours. Impression management strategies can help interns to do this. Research purpose: This study aimed to understand the strategies used by industrial and organisational (I/O) psychology interns, their goals for using them and the targets of these strategies. Motivation for the study: Interns are generally new to the workplace and, as such, may not be aware of how to play the 'social game' to create positive impressions about themselves, be perceived in a positive light, gain projects to fulfil their internship requirements, and, where possible, gain full-time employment from the organisation. Research approach/design and method: A qualitative design was used. Data were collected from 14 I/O psychology interns in the form of diary entries and semi-structured interviews. Main findings: The thematic analysis revealed eight key impression management strategies, some existing and others novel: ingratiation, self-promotion, rendering favours, exemplification, professionalism, openness to learning, conformity and building strategic relationships. Practical/managerial implications: Industrial and organisational psychologists should develop workshops to assist interns in using impression management skills to create a positive internship experience and advance in their respective organisations. Contribution/value-add: The study adds theoretically (the study of impression management is relatively new in South Africa), practically (findings may help direct future I/O psychology interns to the correct strategies for creating a positive impression at work) and methodologically (diary studies are not common in qualitative organisational research). [ABSTRACT FROM AUTHOR]

The both glamourous and precarious figure of the intern has become iconic in popular culture over the past 15 years. However, little academic research has explored interns and internships. Even fewer studies have examined internships as a form of labor in journalism (rather than as a component of journalism education), and none is based primarily on the voices of journalism interns themselves. To help fill this gap, this study explores how aspiring news workers today experience and respond to internship labor. The findings show that journalism interns face long, unpredictable work hours, rely on family support and side jobs to "afford" internships and use private resources to support their news production during internships. Their experiences often include a lack of mentorship and training, regardless of whether the internship is pursued as part of a journalism curriculum or independently. It is argued that concepts by critical communication scholars such as hope labor and aspirational labor—rather than the community of practice approach often used in research on journalism education—capture the work experiences of journalism interns in this study. Finally, a modification of the recently developed space of journalistic work model is proposed to account for interns' growing importance to as well as precarious position in contemporary news production. [ABSTRACT FROM AUTHOR]

Internships have become both an important part of undergraduate education and a critical tool for management education and organizational recruitment. To better understand the drivers of interns' work outcomes, we hypothesize that supervisor humor plays a signaling role related to interns that sends implicit messages about organizational and supervisory relationships, and thereby, affects interns' attitudes and behaviors. Using a sample of 184 students enrolled in internship programs, through structural equation modeling, our study empirically examines the relationship between supervisor humor use and intern satisfaction, intention to stay, and negligent behavior at work. Our findings suggest that the use of positive humor is associated with a higher level of intern satisfaction, whereas the use of negative humor has the opposite effect. Intern satisfaction, moreover, is found to mediate the relationship between humor and interns' attitudes at work, suggesting that a supervisor's use of appropriate humor can, through satisfaction, reduce negligent behavior and improve willingness to accept permanent employment at the organization. Based on these findings, we discuss the importance of the dyadic intern-supervisor relationship as a key determinant of internship effectiveness. [ABSTRACT FROM AUTHOR]

The article offers information related to the International Economic Development Council (IEDC) as it is celebrating its 95th anniversary in 2021. Two organizations the American Economic Development Council and the Council for Urban Economic Development came together to form IEDC. The combined entities have meant stronger advocacy and access at the federal level, improved access to resources and information, and increased networks and alliances in the economic development field.

This research presents a discussion about the practical experience of the student in the middle of the internship and the knowledge that was added to his training. Problematizing whether the supervised internship experience provides conditions for the student to acquire new knowledge. With that, the general objective is to discuss the learning that the student can acquire from the practical experience in the supervised internship. The research has an exploratory and descriptive character with a case study, under a qualitative approach. The subjects of this research are 40 student-interns from the Executive Secretariat course at the Federal University of Pernambuco. Data collection was performed using an online questionnaire, which were analyzed using the content analysis method. As main results, it was found that the understanding that students have about the practice of supervised internship refers to the act of knowing how to do, putting theoretical knowledge into practice, seeing in empiricism the theory learned in the classroom, experiencing the scientific knowledge derived from scientific research or extension projects. It is concluded, then, that they acquired several experiential knowledge with the internship, providing the absorption of new ideas. The emphasis is on the acquisition of new knowledge through theoretical-practical experiences provided by the supervised internship. [ABSTRACT FROM AUTHOR]

Internships provide professional preparation for aspiring sport management professionals, because they allow for professional and personal growth, as well as for being exposed to a professional work environment. Unfortunately, part of the exposure to a professional work environment also means being subjected to its negative aspects, which include sexual harassment. The purpose of this study was to examine the sexual harassment experiences of female students in a sport management internship setting. Nearly 66% of the respondents had experienced some type of sexual harassment while completing an internship. Internship satisfaction was lower for those who had experienced sexual harassment, but experiencing sexual harassment had no impact on their intent to enter the sport management profession. Sport management educators, as well as internship supervisors, must work together to create a safe and professional environment for female students. [ABSTRACT FROM AUTHOR]

Current trends in the development of the nursing profession significantly increase the responsibilities of the nurse as part of the health care system. The functioning of the health system is largely related to the quality of training of nurses. The undergraduate internship gives the trainees - nurses the opportunity to enrich their professional knowledge, to work in a real work environment and to assess their level of preparation in terms of organizational, preventive, diagnostic, medical and other professional tasks. The purpose of this study is to make a comparative analysis for a five-year period - 2016 - 2021 of the opinion of future nurses about the organization and conduct of the undergraduate internship, as a final stage of their professional training. The opinion of the interns on the organization and conduct of the undergraduate internship, self-assessment of the level of their professional training, their communicative competence, as well as their proposals for reorganization of the units, in which the internship is conducted and its duration were studied. The results showed that the undergraduate internship is an important part of the training and helps them to develop as competent professionals. [ABSTRACT FROM AUTHOR]

The objective of this research was to compare the perceptions of the Supervising Teacher (PS) and his Trainee about the whole period of the Supervised Curricular Internship (ECS) in the school. The research used the qualitative method, through a case study, in the perspective of a descriptive analytical model. The participants were a Physical Education Supervisor Teacher from the basic education network and a Physical Education intern, duly enrolled in the ECS activity. The instruments used were Field Notes, Semi-structured Interviews and a Final Report Document of the intern, submitted to the Content Analysis technique. The results of this analysis revealed that the perception of both participants about the same internship period was quite different. This study considers it necessary that the participants in this important stage of initial formation work in partnership and are aware of the roles they play and their responsibilities. [ABSTRACT FROM AUTHOR]

This research introduces the relationship between the formative process in basic intervention skills training and the Personal Style of the Therapist (PST) in a group of 10 interns at the Centro de Atención Psicológica CAPS, La Serena. The interns are psychologists who graduated from the psychology career of the Universidad Santo Tomás in 2018, La Serena campus. This study has a pre-experimental and longitudinal design, with pre-test or post-test application. The Personal Style of the Therapist Questionnaire or PST-Q (Fernández Álvarez, Garcia, LoBianco and Corbella, 2003) was used as a self-administered instrument with 36 responses on a Likert-type scale from 1 to 7 according to the level of agreement, which allows multidimensional analysis of the functions of the PST construct: instructional, attentional, expressive, operational and involvement. The result describes the pre and post-training PST-Q application with no significant changes in the sample. [ABSTRACT FROM AUTHOR]

In this article, I explore the relationship between the internship programme and the prospects for youth graduate employability as perceived by interns, mentors and HR managers. Unemployment, particularly youth graduate unemployment, is a major development problem. It is worrying that unemployment continues to grow despite major interventions. Among other interventions to overcome youth graduate unemployment was an internship programme established to provide graduates with work experience meant to improve their employability. However, it remains controversial whether graduate internship increases employability prospects of the youth. In this article, I seek to solve this puzzle. A total of 50 semi-structured interviews were conducted with graduate interns and staff members of the eThekwini Municipality in South Africa to elicit data. The results indicate that internship is not always the key to employability and youth graduates often require more than just internship experience to secure employment. In this article, I therefore recommend better internship planning and development. This could improve the role of the internship in graduates' transition to employment. [ABSTRACT FROM AUTHOR]

Purpose: Internships are utilized globally to recruit graduate employees. However, there is a limited understanding of the process by which interns convert into regular employees, particularly in non-Western research contexts. Integrating attraction–selection–attrition (ASA) theory and proactive career behaviors, this study identifies the mechanisms influencing interns' intentions to convert into regular employment in host organizations in Vietnam. Design/methodology/approach: Time lagged, questionnaire data were collected from 669 final-year undergraduate business and economics students who participated in internship programs in a large metropolitan city in Vietnam. Findings: The results indicate that the interns who exhibit proactive career behaviors are more likely to foster high-quality reciprocal relationships with their supervisors and work colleagues during internships. These positive relations magnify interns' intentions to become regular employees via their perceived person–organization fit. Practical implications: This study has implications for higher education institutions and host organizations when designing internship programs to maximize employment outcomes via conversion of interns into regular employees. Originality/value: Previous studies have not tested the critical aspect of ASA theory regarding the personalities of the interns when building work-related relationships that result in the person–organization fit before accepting job offers from host organizations. [ABSTRACT FROM AUTHOR]

Purpose: This study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career. Design/methodology/approach: A two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees. Findings: The results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period. Originality/value: By considering graduates' career-entry worries – the perceived uncertainty about finding an "appropriate" career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability. [ABSTRACT FROM AUTHOR]