A Sociocultural Analysis of Internship Supervision: Insights from a Mixed-Methods Study of Interns at Five Postsecondary Institutions. WCER Working Paper No. 2020-8

Autor/inn/en	Hora, Matthew T.; Wolfgram, Matthew; Chen, Zi; Zhang, Jiahong; Fischer, Jacklyn John
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	A Sociocultural Analysis of Internship Supervision: Insights from a Mixed-Methods Study of Interns at Five Postsecondary Institutions. WCER Working Paper No. 2020-8
Quelle	(2020), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Internship Programs; Supervision; Higher Education; Supervisory Methods; College Students; Student Satisfaction; Career Development; Interpersonal Communication; Interpersonal Relationship; Feedback (Response); Personal Autonomy; Mentors; Student Experience; Student Characteristics; Correlation; Wisconsin; South Carolina; Maryland + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Berufsentwicklung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Studienerfahrung; Korrelation
Abstract	Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use sociocultural learning theory to interpret data from surveys (n = 435) and focus groups (n = 52) with students at five postsecondary institutions. After stepwise linear regression analyses indicated that supervisor behaviors were significantly associated with intern satisfaction and career development, analyses of qualitative data revealed features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) aspects of supervision. These results highlight the value of legitimate peripheral participation in internships, and the need for colleges and employers to carefully design and monitor these pedagogic spaces. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01