878 research outputs found

    Introducing eInternships

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    Internships continue to be an important part of the journey into employment. They are “temporary (non-permanent) work placements that reflect a period of transition from higher education to the world of work” (Bayerlein & Jeske, 2018a, pg. 29). This entry introduces computer-mediated internships: eInternships (also known as virtual internships). These internships emerged about ten years ago (see van Dorp, 2008). This development was fostered by the emergence of new software and virtual collaboration tools. As in the case of traditional internships, eInternships serve to provide a learning experience to the eIntern, often as a means to qualify the person for new roles, a new career and employment. However, some characteristics set eInternships apart from traditional internships. First, eInternships are not necessarily location bound nor are they by default a transition from education into employment (they may also represent a transitional period between different careers). Second, eInterns may be trained entirely online by a supervisor or peers. Third, almost all work is completed using online platform, shared software and tools. And fourth, many eInterns are not enrolled in educational institutions (although the majority of eInterns are students). eInternship formats are therefore particularly suitable to roles and tasks that are heavily computer-mediated in real life as well. To date, there is no evidence that suggests eInternships are any less effective than traditional internships in teaching new cognitive and technical skills, although affective learning outcomes may be harder to obtain (Bayerlein & Jeske, 2018a). The current entry will briefly introduce the two forms of eInternships that exist, but will focus specifically on the second form (applied eInternships with employers). Following this introduction, the entry will outline the unique value proposition and challenges that arise for managers who wish to run the organisationally-applied eInternships

    Spectator 2012-05-16

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    Online Hospitality and Tourism Education - Issues and Challenges

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    The study attempts to understand students\u27 apprehensions, satisfaction, and experience concerning online hospitality and tourism education (HTE) during the COVID-19 pandemic. Focused group discussions were conducted to gather student experiences implementing ICT in hospitality and tourism education. The group discussions were recorded, transcribed, and analyzed in search of themes to identify and validate the constructs to develop the questionnaire for the study. The questionnaire was then presented before the subject experts to cross-check the validity of constructs. Importance-Performance Analysis (IPA) was used to determine students\u27 satisfaction by comparing students\u27 perceptions to students\u27 expectations. The study\u27s findings show the importance of practical classes and labs and on-site instructor comments on students\u27 overall satisfaction. Online teaching can complement traditional classroom teaching but cannot fully replace lab sessions with instructor feedback. Transitioning to an online platform requires effective tools and curriculum modifications to fill the gap in industry expectations regarding student employability. Online teaching has immense capability, but it cannot be generalized and requires subject-specific attention and feedback. Online education needs to keep evolving alongside contemporary classroom teaching to meet student expectations. Future research would concentrate on communication, interpersonal, and technology skills and their effect on the study\u27s results

    Mustang Daily, February 24, 1992

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    Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/5381/thumbnail.jp

    The Beacon, March 29, 2010

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    Vol. 22, Issue 75, 8 pageshttps://digitalcommons.fiu.edu/student_newspaper/1435/thumbnail.jp

    Spartan Daily, May 3, 2007

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    Volume 128, Issue 52https://scholarworks.sjsu.edu/spartandaily/10366/thumbnail.jp

    The Nature of Relationships in e-Internships: A Matter of the Psychological Contract, Communication and Relational Investment

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    Virtual internships (or e-internships) represent unique transitional and temporary learning experiences that have not been studied widely. Using 18 interviews conducted with interns and internship providers, the authors explored the extent to which psychological contracts appear to emerge and operate within this computer-mediated context. The results were d using thematic analysis. The findings indicate that while e-internships are temporary and hence transitional, they are not inevitably transactional. Relational and balanced contract characteristics are not necessarily uncommon in e-internships when these feature supervisory engagement and commitment to the e-internship as well as the customized use of technology to interact, monitor, and engage with interns

    The Cowl - v. 69 - n. 19 - Feb 24, 2005

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    The Cowl - student newspaper of Providence College. Volume 69 - Number 19 - February 24, 2005. 24 pages

    The Lumberjack, February 24, 2016

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    The student newspaper of Humboldt State Universityhttps://digitalcommons.humboldt.edu/studentnewspaper2016/1004/thumbnail.jp
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