An experiment in blended career development: the University of Derby’s social media internship programme

It is possible to describe the capability of an individual to use the online environment to pursue their career as their digital career literacy. It is comprised of a range of different skills including the ability to: search; evaluate resources; communicate; network with other people; develop your reputation; and utilise an ever growing range of tools and environments as part of your career building. In another article in this edition of the NICEC journal Hooley (2012) has defined digital career literacy as encompassing changing, collecting, critiquing, connecting, communicating, creating and curating. This requires both the translation of offline skills and the development of new online ones. This article sets out the experience of running the social media internship programme (SMIP), an intervention to develop students’ digital career literacy at the University of Derby.University of Derby Teaching Informed by Research programm

Building online employability: a guide for academic departments

This guide will help academic departments to support students to think about their careers and to use the online environment wisely. Used badly the array of social media and online technologies can seriously disadvantage a students’ career development, but if used well they can support students to find out about and transition into their future career.This work was funded by the University of Derby’s Research for Teaching and Learning programme

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp

Using blogs to support information, knowledge sharing, and provide emotional support during internship

This study sought to understand the use of web logs to facilitate information sharing, knowledge sharing, and emotional support for internship students. Fifty-three (53) students from the BScIM Programme (Bachelor of Science in Information Management) evaluated the use of blogs during their internship. The results reveal that students generally have positive perceptions on blogging as a tool to facilitate information management and social support. The blogs are also perceived to be useful in terms of self-reflection, communication, and learning problem-solving skills. On the other hand, this study shows that the supervisor-students communication via blog comments needs to be improved. Finally, the blogging platform does not seem to have an impact on the students’ perceptions of the usefulness and effectiveness of blogs.postprintThe 6th International Conference on Knowledge Management (ICKM 2009), Hong Kong, 3-4 December 2009. In Proceedings of the ICKM, 2009, p. 1-1

Using blogs to support internship for information management and nursing students

postprintThe 6th International Conference on Knowledge Management (ICKM 2009), Hong Kong, 3-4 December 2009. In Proceedings of the ICKM, 2009, p. 1-1

An organization overview of pedagogical practice in work-integrated education

Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report

Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O’Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions’ future enrollments may be predicated upon quality online courses

Engaging Opportunities: Connecting young people with contemporary research and researchers

This is the final report for ‘Engaging Opportunities’, an RCUK-funded School-University Partnership between the Open University and the Denbigh Teaching School Alliance. Informed by action research, this four-year project was designed to create structured, strategic, sustainable and equitable mechanisms for effective school-university engagement with research. The report describes an evidence-based strategy designed to embed school-university engagement with research within the University’s strategic planning for research and the operational practices of researchers. Through the early stages of our partnership we noted a lack of suitable planning tools that work for researchers, teachers and students. We therefore introduced a flexible and adaptable framework of four types of activity—open lectures, open dialogues, open inquiry and open creativity—combined with an upstream approach to planning based on a set of six principles. A sub-set of these activities were evaluated through a combination of surveys, interviews and interventions. In conclusion, we argue that institutional and professional cultures can be resistant to the prospect of fully embedding school-university engagement with research in a structured, strategic and sustainable manner, and offer suggestions for how this context could and should be changed

Blog Analysis: An Exploration of French Students’ Perceptions Towards Foreign Cultures During Their Overseas Internships

  Increasingly, tourism and hospitality university programs in France include internships which add a vocational dimension to the academic aspects of the course. These internships a) provide exposure to real world professional situations, b) add market value to the student experience, and c) offer a foothold for employment. The field of blog research is increasing in an effort to understand the social and economic context and impact of blogs: however, most existing studies only provide insight into English-language content. This paper explores French tourism and hospitality undergraduate student blogs—completed during their 4-6 month internships outside of France—as a manifestation of their knowledge. Qualitative analyses by means of text mining of the students’ posts, was used to assess their experiences and perceptions. Utilizing content analysis, 28 blogs were examined with the aim of understanding blogs and blogging under the theoretical framework of cultural perceptions. Results demonstrated that these internship blogs provide rich and authentic feedback; the blogs facilitate student monitoring while allowing for a wide cross-section of readers to assess different destination-based student internship experiences. The results showed that the “image” students projected of their destinations were chiefly positive, yet tended to conform to their preconceived ideas of these places. This study underscores the importance of empathy and appreciation when working in foreign contexts, because even though student internships were located all over the world, a tendency to believe in stereotypes of peoples and places remained. The findings a) shed light into the process of perception transformation during overseas work placements, and b) have practical and methodological implications for researchers and educators who are see academic blogging as a teaching and learning tool.De plus en plus, les programmes universitaires de tourisme et d’accueil en France comprennent des stages qui ajoutent une dimension vocationnelle aux aspects académiques du cours. Ces stages fournissent une exposition à des situations réelles du monde professionnel, constituent une valeur ajoutée à l’expérience d’apprentissage et offrent une possibilité de s’implanter dans le marché du travail. La recherche portant sur les blogues est un domaine en expansion qui cherche à comprendre le contexte et l’impact des blogues sur les plans sociaux et économiques. Toutefois, la plupart des études à date ne portent que sur le contenu de langue anglaise. Cet article se penche sur les blogues d’étudiants français au premier cycle dans un programme de tourisme et d’accueil, complétés alors qu’ils faisaient des stages de 4 à 6 mois à l’étranger. Ces blogues sont interprétés comme étant une manifestation des connaissances des étudiants. Des analyses qualitatives effectuées par la fouille de textes publiés par les étudiants sur leurs blogues ont servi dans l’évaluation de leurs expériences et leurs perceptions. Une analyse du contenu de 28 blogues a été effectuée pour comprendre les blogues et le blogging selon le cadre théorique des perceptions culturelles. Les résultats indiquent que les blogues animés pendant les stages offrent une rétroaction riche et authentique. Les blogues facilitent le suivi des étudiants tout en permettant à un large éventail de lecteurs l’accès à diverses expériences vécues par les étudiants pendant leurs stages. Les résultats ont révélé que l’image qu’ont projetée les étudiants de leurs destinations était surtout positive mais qu’elle tendait à correspondre aux idées préconçues qu’ils se faisaient de ces endroits. Cette étude souligne l’importance de l’empathie et de la reconnaissance dans les milieux de travail étrangers car, malgré le fait que les stages se sont déroulés partout au monde, la tendance de croire aux stéréotypes liés aux gens et aux pays demeuraient. Les résultats mettent en lumière le processus de la transformation des perceptions lors de stages de travail à l’étranger. Ils ont des incidences pratiques et méthodologiques pour les chercheurs et les enseignants qui voient en les blogues des outils d’enseignement et d’apprentissage