Nassm 2001
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Nassm 2001

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  • 70% fell between 6 and 12 credits 25% of schools required 400 hours to be completed for the internship

Nassm 2001 Nassm 2001 Presentation Transcript

  • INTERNSHIP PROGRAMS: Evaluation, Supervision & Institutional Support Jo Williams Nichols College
  • ROLE OF INTERNSHIPS
    • Wide recognition of value of internships (Cuneen & Sidwell, 1994; NASPE-NASSM, 2000; Scott, 1992; Tooley, 1997; Verner, 1993)
      • Application of knowledge learned in the classroom
      • Professional growth
      • Networking
      • Build resume/recruitment
    • Included in NASPE/NASSM program standards.
  • MANAGEMENT OF INTERNSHIP PROGRAMS
    • Challenge for administrators
      • Competition for quality experiences
      • Requirements of multiple internships
      • Department standards & expectations
      • Appropriate supervision by faculty and on-site personnel (Tooley, 1997)
      • Evaluation methods
  • MANAGEMENT OF INTERNSHIP PROGRAMS (Cont’d)
    • Institutional endorsement and support (Chouinard, 1993)
      • Financial - budget
      • Technology and equipment
      • Human resources
      • Recognition of time demands for coordinators
  • PURPOSE
    • Hired to develop new sport management program
    • Researched other programs through personal contacts
    • Raised many questions
    • Key area - Institutional support
  • METHODOLOGY
    • 22 item questionnaire developed
      • Demographics
      • General program characteristics
      • Evaluation of internships
      • Supervision of internships
    • Mailed to Sport Management Program Directors at all colleges and universities listed on NASSM’s Website & SBJ (134).
  • DEMOGRAPHIC INFORMATION
    • Public Institutions - 65% Private Institutions - 33%
    • Program size ranged from 10 - 450 students Mean - 102 students
    • Number of years program offered ranged 1.5 - 34 years
    • Number of full-time faculty teaching within the sport management department ranged from 1 - 12 faculty
  • GENERAL PROGRAM CHARACTERISTICS
    • 76% of programs required an internship
    • Variety factors required prior to securing internships
      • More than 80% required :
        • Specific GPA (2.0 - 3.0)
        • Percentage of coursework to be completed (25% - 100%)
    • Credits received for internship (3 - 16)
    • 16 - 900 hours required for completion
  • CRITERIA REQUIRED PRIOR TO INTERNSHIP
  • INTERNSHIP EVALUATION & GRADING
    • Final grade based on academic and practical components
    • Variety of policies reported
      • 29% - Awarded 50% of grade to academic component & 50% to practical component.
      • 6% - Entire grade based on job performance
    • Grade awarded to academic component ranged from 0-80%
  • EVALUATION OF INTERNSHIPS
  • RESPONSIBILITY FOR AWARDING GRADE
  • INTERNSHIP COORDINATION
    • 87% of respondents reported having a faculty member designated as the Internship Coordinator
    • Release time provided to 70%
      • Variety of scenarios
  • SUPERVISION ISSUES
    • 2/3 of programs do not conduct on-site visits for all interns
    • Variety of criteria used to determine if visit will occur
      • Distance from campus - 64%
        • Range 50-500miles
      • Cost/budget - 44%
      • Relationship building with agency - 37%
      • Other criteria - 17%
  • SUPERVISOR COMPENSATION (SUMMER)
    • 58% of institutions offered compensation for supervising interns during the summer
    • Compensation policies include;
      • Per student fee - 17%
        • $75 - $475
      • Flat fee - 24%
        • $1700 - $3000
      • Percentage of tuition - 17%
        • 33% - 75%
  • KEY FACTORS OF A QUALITY INTERNSHIP PROGRAM
    • Ranking of factors
      • Student preparation
      • Strong relationship with sites
      • Faculty expertise
      • Institutional reputation
      • Institutional support
      • Alumni leaders in the field/Alumni network
  • STRENGTHS & WEAKNESSES
    • Strengths
      • # of opportunities/contacts/relationships
      • Student quality/enthusiasm/preparation
      • Faculty expertise & commitment
      • Alumni network
    • Weaknesses
      • Lack of institutional support/funds/release time
  • Overall Program Status
    • No “one size fits all” approach to a quality program
    • Individual institutions very different
    • Many quality programs exist
    • Can learn from each other - “Best practices” - modified