Communication faculty internships

The present study attempts to initiate and motivate interest in communication faculty internships. Based upon a participant-observer, experiential faculty internship at a major international public relations firm, this paper synthesizes direct experience with a review of the internship literature to advance specific conclusions about this activity. Public relations internships are advantageous for faculty with little or no professional experience, those in need of knowledge or technique updating, and for those who need to understand the student internship experience.Problems and disadvantages of faculty internships include difficulty in arrangements, and an insufficient number of sites. Faculty internships pose a major imposition to the internship host, and they may also involve faculty financial sacrifice. A series of ten experiential realizations accruing from the faculty internship are also presented. These included the pace of professional activity, the importance of good communication skills, and the significance of attitude.     

Measuring student outcomes: An assessment of service-learning in the public relations campaigns course

This study assesses the effectiveness of service-learning in the public relations capstone course by measuring perceived student learning outcomes. An assessment instrument is proposed and tested via a longitudinal survey of students (n = 210) enrolled in the public relations capstone course at a large southeastern university. Results support a general service-learning assessment instrument for public relations education that includes measures of practical skills, interpersonal skills, personal responsibility, and citizenship, as well as discipline-specific functional, creative, and research skills.     

实习生法律地位探究及其权益保护机制的构建

每年我国有大量的实习生参与各种工作,当然也会遇到各种纠纷。然而目前我国法律却从未明确规定过实习生的法律地位,在实习生与用人单位发生争议甚至工伤时,各地的纠纷解决和赔偿适用也各不相同。文章从实习关系与劳动关系的特征比较入手,分析了实习关系与劳动关系、劳务关系的异同,论证了实习关系应当是一种特殊的劳动关系,以及将实习关系列入特殊劳动关系立法的合理性,并提出了完善实习关系,减少争议的方法。     

Internships for Future Faculty: Meeting the Career Goals of the Next Generation of Educators in Marriage and Family Therapy

A key component of a doctoral education in marriage and family therapy (MFT) is the completion of an internship. Virtually all MFT doctoral internships are focused on advanced clinical practice and often are located in agencies unconnected with an academic setting. This article describes an MFT doctoral internship specifically designed to foster the skills needed as a faculty member. The primary purpose of this "future faculty" internship is to expose doctoral interns to faculty life, including participation in graduate teaching, clinical supervision, research, and faculty service—while still meeting typical clinical requirements. Results of semistructured qualitative interviews with five doctoral interns associated with the site are reported. Guidelines for the development of other doctoral internships designed for future MFT faculty members are discussed.     

A Broadened Horizon: The Value of International Social Work Internships

Globalization demands that social work educators initiate educational programs that promote understanding of global problems and country‐specific interventions to address transnational problems. Moreover, the global movement of peoples means that social workers must be increasingly adept at working with different cultural groups. This paper outlines an international social work internship jointly sponsored by San Diego State University and Thammasat University in Bangkok, Thailand. The internship program sought to expose students to social work and social welfare practices different than those in the United States and to the impact of problems such as AIDS and child abuse in a different culture. Moreover, the internship program focused on cultural learning and promoted the development of ethnorelativism, a perspective that incorporates another culture's world view. The paper outlines the creation of the internships, student activities and learning, and skills gained.     

A SURVEY OF TRAINING OPPORTUNITIES FOR PREDOCTORAL PSYCHOLOGY INTERNS IN MARRIAGE AND FAMILY THERAPY

The major clinical training experience for future psychologists is the one-year predoctoral internship. The purpose of this study was to determine the extent of marriage and family therapy training available to predoctoral psychology interns. All identifiable internship programs were surveyed to determine training opportunities for doctoral psychology students interested in marriage and family therapy training. A questionnaire was developed and mailed to all predoctoral internshipslisted in the 1983–84 Internship Programs in Professional Psychology (IPPP) and 18 additional sites known to offer marriage and family therapy training. Results indicate that relatively few psychology internships offer substantial training in marriage and family therapy. A listing of internships offering significant levels of training was developed.     

Value of engagement: Factors influencing how students perceive their community contribution to public relations internships

The purpose of this 3-year study is to assess how using what students (n = 203) learn in the classroom during internships influences their attitudes toward certain civic engagement issues. Results demonstrate that having more opportunities to use what they learn while on the job significantly predicts who the students believe benefit most (themselves, supervisor, the organization, the community, target public/s), how valued they believe their contributions are to their employers as well as to them personally, and career choices. Recommendations for public relations educators are suggested.     

Challenging the 3.0 GPA eligibility standard for public relations internships

Analysis of internship grades earned by 132 public relations and communication majors registered for internship credit at a major Northeastern university show that students with a 2.7 grade point average (GPA) predictably do as well as students with a GPA ranging from 3.0 to 3.3.Accordingly, it is recommended that the GPA cutoff point for internship eligibility at this school be lowered from the previous 3.0 standard to 2.7. This case study demonstrates the value of measuring actual performance against idealized standards.In addition to his interest in the internship curriculum, Temple University Associate Professor Michael L. Maynard’s areas of research include mass media analysis, the relationship between mass communication and culture as well as textual and semiotic analyses of Japanese television and print advertising.     

Social Work Internship in Public Housing: An Interdisciplinary Experience

A prior experience with a community organization fieldwork unit in public housing ensured the School of Social Work's participation in a federally sponsored demonstration project. A social work internship in public housing provided an opportunity for change in the nature of student tasks and the environment for field experience. Principles shaping the focus and content of the internship included: an interdisciplinary framework providing for faculty and student development from the Schools of Public Health, Engineering, Architecture, Business Administration, and Social Work; and total responsibility for task assignment, which afforded students an opportunity to organize and develop major programs.     

Anthony Giddens and public relations: A third way perspective

In the article, the main theories of Anthony Giddens (structuration and late modernity theory) are presented and applied upon public relations. A review shows that there have been few attempts to use these theories in public relations. The analysis states that using Giddens leads to a questioning of the dichotomy between instrumental agency-oriented theories that neglects power structures as well as critical theories that only views public relations as hidden strategic action used by elites to dominate the public sphere. The conclusion is that there are two major arguments for applying Giddens to public relations: (1) the theory of late modernity may enhance our understanding of public relations as an evolving practice in socio-historical and spatial terms; (2) the structuration theory enhances the holistic understanding of how public relations communication, interpreted as a process, may be used both as a reproductive and a transforming social instrument. Giddens theory may in other words be used as a “third way public relations theory”.     

Teaching public relations in the information age: A case study at an Egyptian university

This study identifies new pedagogical techniques used in teaching public relations. A case study method was carried out among three groups of the mass communication-graduating seniors at Ain Shams University School of Women. The research findings showed that students look for more practical course work rather than theoretical knowledge. Furthermore, it was found that the most suitable technique for teaching public relations is the use of workshops and internships programs at media corporations. Evidently, public relations education is much more affected with gaining computer skills and good command of the English language.     

WORKING TO LEARN: INTERNSHIPS FOR TODAY'S SOCIAL WORK STUDENTS

This study compares student learning in employment-based internships with learning in nonemployment-based internships. Data from foundation and advanced employment-based and nonemployment-based students (N=180) indicate statistically significant gains during the academic year. Pre- and post-evaluative data from field instructors (N=22) also reflect statistical significance. This counters concerns about the value of employment-based internships. There was a trend for employment-based foundation MSW students to perceive themselves initially as more knowledgeable than nonemployment-based students. By the end of the foundation year, this difference disappeared. Recommendations are made for employment-based field practica.     

基于PDCA的高职经管类专业顶岗实习质量保障体系研究

针对高职经管类专业顶岗实习存在的主要问题进行系统分析,重点从顶岗实习过程管理的角度,引入美国全面质量管理专家戴明博士提出的全面质量管理循环（PDCA闭环系统）这一先进理念,探讨如何构建顶岗实习的质量保障体系。     

Assessment of undergraduate and graduate programs

Data from an international survey of public relations educators and practitioners raises a number of concerns about how achievement is measured among public relations students. Fewer than one in four academic programs have actually assessed learning outcomes and used the results to enhance their students' educational experiences. Fewer than one in four practitioners have been involved in some way as assessors. The survey suggests that educators place too much stock in grades alone as an appropriate assessment tool.While both educators and practitioners value portfolio reviews as an assessment protocol, practitioners see much greater value in their involvement in this form of assessment than their faculty counterparts. These differences of opinion notwithstanding, current practice and the opinions of educators and practitioners coalesce around the value of capstone experiences such as internships, simulation or case study analysis and surveys of alumni satisfaction as a core around which assessment plans can be built.The Assessment Task Team at the 1998 NCA Summer Conference developed a multidimensional model of assessment that reflects three principles of good practice. First, assessment plans which measure knowledge, behavior and affect at various points in students' academic careers rather than only at the end of a degree program are able to demonstrate change and the value added by the program of study. Second, specific outcomes may be measured by repeated applications of the same assessment protocol or by the use of different protocols over time. Third, appropriate use of a single assessment protocol to measure multiple outcomes, especially when those outcomes are drawn from two or more of the broad categories of knowledge, behavior and affect results in maximizing the information gained while minimizing the resources devoted to assessment.     

A FAMILY THERAPY INTERNSHIP IN A MULTIDISCIPLINARY HEALTHCARE SETTING: TRAINEES' AND SUPERVISOR'S REFLECTIONS

Family therapy doctoral students from American Association for Marriage and Family Therapy-accredited programs are required to complete a full-time clinical internship. The literature provides little information about these internship experiences. Two doctoral-level marriage and family therapists summarize their professional and personal experiences in their internships located within a multidisciplinary healthcare setting. In addition, their supervisor reports on her experiences working with marriage and family therapy doctoral interns. We hope that this case report will stimulate all interns and their supervisors to provide feedback to their internship sites and graduate programs about their clinical training and the extent to which the programs prepared them for their marriage and family therapy careers in the larger health and mental health community.     

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACT

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.     

高职院校学生顶岗实习之浅见

高职院校学生顶岗实习是一项新的教学环节,也是培养面向第一线需要的,实践能力强,具有良好职业道德的高技能、高素质人才的实践性教学环节。通过实践,取得了一些经验,为高职院校学生顶岗实习打下了基础。     

Public Relations as a Maturing Discipline: An Update on Research Networks

Pasadeos, Renfro and Hanily (1999) investigated the public relations literature's most-cited works in the 1990s and identified research networks. In the present study we expand that work by examining public relations scholarship ten years later. We identify current authors and their publication outlets, taxonomize most-cited works, and draw a co-citation network. Further, we compare current findings with those of ten years earlier and speculate on the state of public relations as a scholarly discipline.