Search

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit.

The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university's General Education objectives. Designed around practical action research and collaborative peer consulting, the SoTL Fellows Program creates a multidisciplinary community of peers who meet approximately monthly (seminar schedule included). Subgroups within the seminar address sequenced questions about research processes and then collaboratively consult with one another as they apply the research processes to their specific projects. The Fellowship year culminates in a presentation of project findings to the University community. The Program is well supported by the Administration. Fellows receive up to $1500 for research and travel. Analysis of 3 cohorts of Fellows showed that 66% of the projects had clear results showing enhanced student learning. The surveyed Fellows affected over 4500 students in 100 courses. Most of the projects emphasized a new teaching approach, new curriculum materials, integrated applications, and active learning. Fifteen projects were presented at conferences and 7 were published in peer reviewed journals to date. Participation in the SoTL Fellows Program is viewed positively in promotion and tenure decisions, with Fellows reporting a variety of intrinsic rewards as well. (Contains 3 tables and 2 figures.)

Group projects have long been an important element of higher education classes. Class projects involve additional cooperation and coordination among students. Student perceptions are an important factor in evaluating the effectiveness of projects. This exploratory study used a 39-item questionnaire to examine undergraduate student perceptions of class projects in courses in recreation and sport management at the conclusion of the projects. Students were highly favorable of class projects as a learning experience and identified increased skill development in time management, planning, and organizing and working with others. Presence of a noncontributing group member had no affect on student perceptions of class project benefits (t (38) = 1.7, p = 0.09). These findings provide support for the use of class projects in recreation and sport management courses as a valuable teaching tool. Further research of student perceptions of class projects across multiple universities is needed.

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit. [ABSTRACT FROM AUTHOR]