Journal of Research Initiatives

Volume 3 Issue 1 Article 13

11-22-2017

The Benefits of Constructing an Effective Internship Program

Danielle Harrison
Northcentral University

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Recommended Citation
Harrison, Danielle (2017) "The Benefits of Constructing an Effective Internship Program," Journal of
Research Initiatives: Vol. 3 : Iss. 1 , Article 13.
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The Benefits of Constructing an Effective Internship Program

About the Author(s)

Dr. Danielle A. Harrison recently completed her Educational Doctoral Program at Northcentral University
and received her Master of Science Degree from North Carolina Agricultural & Technical State University.
She has coordinated, managed, and developed internship programs, for collegiate learners for both
scholastic and governmental agencies. Higher education, more specifically learner achievement is a
major focus for Dr. Harrison’s work.

This best practice is available in Journal of Research Initiatives: https://digitalcommons.uncfsu.edu/jri/vol3/iss1/13

Journal of Research Initiatives Vol. 3 No. 1 November 2017

THE BENEFITS OF CONSTRUCTING AN EFFECTIVE INTERNSHIP PROGRAM

Danielle Harrison, Northcentral University

Abstract
The internship program offers opportunities for learners to fulfill their
scholastic, professional, and personal interests through a contractual
agreement. The various stakeholders within the internship experience are vital
and should be aware of the internship program structure. The goal is to prepare
the intern for life outside of the collegiate experience and to transition from
novice to expert. To ensure best practices while creating, implementing, and
maintaining experiential learning programs, the need for an effective program
structure is addressed in this paper.
Introduction
Within higher education, experiential learning, learning based from life experiences, is a
practice that many schools, colleges and departments use to ensure their learners have what it
takes to enter the world after college and can perform at the same levels as those who are in the
workforce (Gailbraith, 2004). Experiential learning is a hands-on approach to learning and
allows the learner to gain real-life experience in the learning process. Gailbraith (2004),
discussed the various philosophies of andragogical practices, and internships was a component
addressed within the various educational philosophical approaches. Due to globalization and the
continuous shifting of educational initiatives across the nation, it is best that a holistic approach
to learning that encompasses an increased focus on experiential learning rather than traditional
learning is emphasized to address these societal changes (Gailbraith, 2004).
Within the internship process, there are many stakeholders such as the learner, the school,
faculty, community partners, and field supervisors. Each role is critical and may vary from
institution to institution; however, each internship program has one main objective, to aid the
learner in his or her transition from out of the classroom into the real world (Rangan &
Natarajarathinam, 2014). To ensure that individuals are gaining well-rounded experiences, they
should be knowledgeable of diversity in their work or learning setting, aware of the organization
and its structure, and be eager to gain real-life experiences through networking.
Educating a Diverse Society
To ensure that learners are adequately prepared to enter the diverse workforce, it is
imperative that diversity is replicated into their internship experience to eradicate a prejudicial
outlook (Chinn & Gollnick, 2009). Today’s society is well-diverse in countless aspects such as:
race, gender, sexual orientation, and physical/psychological dimensions (Cunningham & Melton,
2012). Due to this, it is imperative that stakeholders within the learning experience and the
learners are sufficiently trained and educated to refrain from discriminatory practices
(Cunningham & Melton, 2012). Having a well diverse staff within any institution that promotes
experiential learning, permits the learners to receive instruction by professionals from many
backgrounds and not have to be subject to isolated learning experiences (Chinn & Gollnick,
2009).
The ethnic make-up of the United States is continuously shifting and becoming more
diverse (Chinn & Gollnick, 2009). The U.S. school system has consisted of mainly the
Caucasian ethnic group; however, minority ethnic group enrollment is increasing enormously

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Journal of Research Initiatives Vol. 3 No. 1 November 2017

(Chinn & Gollnick, 2009). Studies have shown that having personnel within the learning
experience that reflects the student population provides a well diverse internship experience
(Chinn & Gollnick, 2009). Therefore, participation in learning initiatives, such as interning,
allows the learner to experience interaction with individuals outside of the scope of their current
community and or institutional demographics.
Societal influences impacts the learning experiences of students (Lewis, 2012). This is
due to adolescents imitating what they observe in their communities and scholastic settings. Due
to this, it is understood that collegiate learners will have similar experiences as those witnessed
within their communities (Lewis, 2012). Learning experiences are perceived to be social settings
where learners can obtain knowledge, skills, and abilities from many stakeholders and via
observations. The internship experience, experiential learning, is an avenue that learners can gain
social skills in a diverse setting.
Due to the diverse global community, it is also essential that instructors, field supervisors
and other personnel understand the many obstacles that learners may experience, such as
language barriers (Chinn & Gollnick, 2009). Due to this, all stakeholders should be cognizant of
these differences and are culturally sensitive to the needs of the learner so that the learner can
have a well-rounded learning experience (Khatib & Hamidi, 2013). During the experiential
learning process, learners gain experience through intermingling with clients of the organizations
as well as witnessing and participating in trainings, workshops and other learning initiatives
offered by the agency hosting the internship experience (Rangan & Natarajarathinam, 2014).
This experience provides the student with an abundance of knowledge.
Experiential learning is also beneficial for learners who may not grasp the content well
within the classroom and may need a more hands-on approach (Gailbraith, 2004). Some learners
may belong to special populations, such as having a learning disability, and the internship
experiences aids with their actual learning process (Education, 2017). According to the
California Department of Education, some characteristics of persons belonging to special
populations are those that may have disabilities, single parents, and those who are limited
English language speakers (2017). Learners who are not self-confident and who may have
learning barriers can gain better practice and triumphs through hands-on techniques, in
comparison to other practices. Reading and writing are some mechanisms that professionals
utilize daily. Having the ability to read and write fluently, allows one to perform many tasks
scholastically and in the modern world (Baszile, & Brandon, 2009). If the internship incorporates
real-life, practical approaches to the experience of the learners, then reading, writing, and other
techniques that are utilized frequently in the workforce would benefit the learners’ likelihood of
future employment.
Understanding the Collegiate Internship Process
As Gailbraith (2004) emphasized Knowles principles of adult learning, it is imperative
that the educator, the agency to which the intern will conduct their internship, as well as the
intern have basic knowledge of the internship process. Knowles five principles of andragogical
practices: 1) what learners need to know, 2) recognizing the self-concept of the learner, 3)
identifying the experiences of the novice, 4) recognizing the learner’s orientation, and 5)
instilling motivation within the learner are all essential to having a successful internship
experience (Gailbraith, 2004).
Educators, field supervisors and any personnel that are supporting the mission of the
internship experience should be sure to incorporate various coaching and instruction

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Journal of Research Initiatives Vol. 3 No. 1 November 2017

methodologies. All stakeholders should also be experienced professionals that are fluent in
educator-centered approaches (appropriate, professional, and personal model teaching, and
novice centered tactics (coaching, lecturing, facilitating, blended, and collective trainings)
(Knowles, Holton, & Swanson, 2014). A student’s learning experience can affect the student’s
social mobility, which includes scholastic and professional experiences (Collins, Collins, & Butt,
2015).
To ensure that an intern is experienced and proficient in his or her field of study, many
institutions offer field hours, or shadowing experiences from the freshman year until the actual
internship process, which is typically during the senior year. These earlier learning experiences
of students, not only prepares the learner for the internship process, but it also prepares them for
real-life experiences through experiential practices of learning (Khatib & Hamidi, 2013). This
allows learners to gain responsibility for their learning as well as their professional and academic
growth.
For a student to receive satisfactory internship experiences, an educator must be able to
recognize a student’s learning style and areas for improvement, which will enhance the overall
learning experience. There are several approaches that one can employ in the learning
experience to captivate their learners (Galbraith, 2004). Some of these approaches are the use of
script, technology, hands-on events and group dialogue. These numerous approaches can also
include evaluation, language, and supplementary materials to provide the intern an informed
experience (Gailbraith, 2004). Educators may attend workshops and intermingle with field
supervisors to expand ideas to improve their supervising and mentoring methods. To have a
favorable and accomplished scholarship experience, the educationalist must warrant that the
learner receives satisfactory coaching as well as useful criticism (Galbraith, 2004).
Instruction should be void of biases, encompass various teaching methods, learning
styles, the diverse society and should reach as many learners as possible (Cunningham & Melton,
2012). Factoring these items can aid with making the internship experience enjoyable.
Although, all of the stakeholders involved have a responsibility, it is imperative that
transparency, collaboration and effective communication are in effect to ensure best practices.
Best Practices
To have a beneficial, yet well-rounded internship program, it is critical that all
stakeholders involved understand and aid with the creation and implementation of an internship
program structure. As school personnel and community organizations begin to collaborate
through recruitment, training, and processing learners, all stakeholders should be aware of the
internship program structures from both the institution of higher learning’s perspective as well as
the community partner’s perspective (Chinn & Gollnick, 2009). It is best that the institution of
higher learning informs the community partners of their academic programs as well as their
expectations for their learners. By doing so, this allows the community agencies to ensure the
learners are receiving an adequate learning experience, the agency is meeting institutional
deadlines, and that all parties are aware of the process. The work unit that is responsible for the
internship program, should have a structure that encompasses how to process requests, selection
of applicants, placements, tracking, and how the interns will be oriented (Rangan &
Natarajarathinam, 2014). An example of an internship program structure of a local government
organization in the Piedmont region of North Carolina has been utilized to illustrate how a
community organization mirrors the academic calendar of area institutions of higher learning to
structure its internship program. The intern program structure should be well in depth so that all

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Journal of Research Initiatives Vol. 3 No. 1 November 2017

stakeholders are on the same page, have record of set guidelines, and have a protocol in place
(see figure 1).

Figure 1: Internship Program Structure for a Community Agency

Request Selection Placement Tracking Orientation

The Office of Staff Each Division Placement Each division Interns will
Development takes reports how many confirmation will fill-in receive a new
the placement interns they are and declination their roster intern
request (phone/e- willing to accept by letters are sent for their orientation
mail) (Placement 10/30 for spring to the intern, area(s). Each through OSD
request deadlines: semester, 3/30 for institution division will prior to
spring semester summer semester, and/or the provide OSD beginning
10/15, summer 5/30 for fall community with a final their
semester 3/15, fall semester. organization roster by internship
semester 5/15). from OSD. 1/15 for
Applications are spring Each division
MOU's are reviewed and Deadlines for semester, will conduct
completed and filed interviews are distribution of 6/15 for their own
by OSD. scheduled by the letters will be summer divisional
OSD. Interview 12/15 for semester, and orientation
Applications and time slots will be spring 8/15 for fall for interns.
request forms are provided to each semester, 5/15 semester.
completed by division. for summer
prospective interns semester, and Each division
and returned to Final decisions are 7/15 for fall will report
OSD. reported to OSD by semester. any roster
11/30 for spring changes with
semester, 4/30 for OSD.
summer semester,
and 6/30 for the fall
semester.

No matter what the student’s program of study is, all stakeholders involved in their
learning experience should be encouraged to implement a motivational change into their lives
(Bradley & Renzulli, 2011). MacAllister (2014) indicated the need for the learner to feel
inspired and to believe that he or she had limitless potential in the realm of education. This
humanistic approach to learning was emphasized by theorists such as Maslow and Knowles who
enforced the ideal of continuous learning through shared experiences and self-directed learning
initiatives (Khatib & Hamidi, 2013).

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Journal of Research Initiatives Vol. 3 No. 1 November 2017

Benefits of Encouraging Internships

Khatib and Hamidi (2014) discussed what theorists Knowles and Maslow, believed
regarding experiential learning being a means of progressing individually, scholastically and
socially. The idea of entering adulthood and taking on those tasks such as gaining sound
employment are all a part of life’s experiences. Internships, practicums or experiences that
apprentices participate in to become professionals within the area of their skill set are beneficial
for many reasons (Rangan & Natarajarathinam, 2014). The institution of higher learning
reassures that learners have not only gained what was learned through context but also the
learners can apply those concepts into the field. Through collaboration with scholastic programs,
the community organizations, receive temporary workers (interns) who aid with fulfilling the
organization’s mission by meeting their customers’ needs. If the learners perform well, the
internship could lead to employment within the agency of their internship experience. The
employment of the learners would be helpful for the organization due to not having to recruit
new workers because selecting, recruiting, and training new workers can be costly for employers
(Rangan & Natarajarathinam, 2014). The organization could employ the already trained
learners, which could be less strenuous for the organization. The institution of higher learning
could benefit from the employment of students by increasing the colleges’ success rates through
the offering of real-world experiences through learning. The attainment of the trained workers by
the organization, the reputation of the institution of higher learning and experiences gained by
the student are all-significant concerning the internship process. Internship experiences can be a
gain for all of the stakeholders involved.
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teacher education in the U.S. Educational Foudnations, 23(1/2) 47-66.
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Chinn, P. C., & Gollnick, D. M. (2009). Multicultural Education in a Pluralistic Society. Upper
Saddle River: Pearson.
Collins, M., Collins, G., & Butt, G. (2015). Social mobility or social reproduction? A case study
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