These are the slides from the 1st Annual Symposium on College Internship Research held at the University of Wisconsin-Madison on Sept 28, 2018. The program featured an introduction by Center for College-Workforce Transitions Director Matthew Hora, followed by four sessions on new empirical research and a practitioner-oriented talk. More info is here: http://ccwt.wceruw.org/symposium.html
Why is the college discovery process so broken? Our solution (1st pitch)George K
Education is at the core of who we are. Our closest friends and our future career path by enlarge depend on where we go to college, right? If the stakes are so high why should the burden of search be on high school students? With so much white noise how can teenagers find out what school matches their potential? Today students are making arguably the most important decision in their life based on US New rankings and perceptions of friends and family, leading to stress for students today and wasted potential down the line.
There has to be a better way. We want to change the way high school students interact with universities by enabling colleges to reach out directly to students based on their achievements, interests, and preferences
www.reachey.com
The Candidate: Getting User Feedback on a New Platform for Civic EngagementErica Swallow
This report is a final project for the Harvard Business School course, Launching Technology Ventures (LTV), taught by Professor Jeffrey Bussgang. This project presented an opportunity for teammate Scott Jacobsen, a cross-registrant from the Harvard Kennedy School of Government, to collaborate with MIT Sloan School of Management cross-registrant Erica Swallow to research customer interest in his startup idea: A platform for political candidates to promote and raise funds for their campaigns while engaging voters with fresh and educational content about their campaign priorities and goals.
Scott’s background in politics -- as a campaign staffer for competitive U.S. Senate races and a veteran of a national advocacy group in Washington, D.C. -- set him up with a network and mindset to tackle the abyss of civic engagement, specifically at the Congressional level, which Americans seem to have particularly dismal opinions of: Congress currently stands at a 15% approval rating and the 2014 midterm election registered the lowest voter turnout in over 70 years.
With the lessons of LTV, Scott’s political savvy, and Erica’s experience in community management, startup marketing, and product design, the team set out on a mission to understand the platform’s potential user base and validate/invalidate current assumptions about that demographic’s top concerns and needs in regards to political engagement platforms.
The report details the team's analysis, process, and key findings.
Boosting student success: The role of data analyticsPeter Alston
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
Learn about an approach to understanding and designing future student experiences through external and internal research, service design, and organizational design.
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
A brief description of the admissions process overview through the lens of the changing "Admissions Funnel." This presentation would be most helpful for brand new admissions personnel or for others who want to know more about the craft of admissions but will not be directly involved in it - board members, for example.
Why is the college discovery process so broken? Our solution (1st pitch)George K
Education is at the core of who we are. Our closest friends and our future career path by enlarge depend on where we go to college, right? If the stakes are so high why should the burden of search be on high school students? With so much white noise how can teenagers find out what school matches their potential? Today students are making arguably the most important decision in their life based on US New rankings and perceptions of friends and family, leading to stress for students today and wasted potential down the line.
There has to be a better way. We want to change the way high school students interact with universities by enabling colleges to reach out directly to students based on their achievements, interests, and preferences
www.reachey.com
The Candidate: Getting User Feedback on a New Platform for Civic EngagementErica Swallow
This report is a final project for the Harvard Business School course, Launching Technology Ventures (LTV), taught by Professor Jeffrey Bussgang. This project presented an opportunity for teammate Scott Jacobsen, a cross-registrant from the Harvard Kennedy School of Government, to collaborate with MIT Sloan School of Management cross-registrant Erica Swallow to research customer interest in his startup idea: A platform for political candidates to promote and raise funds for their campaigns while engaging voters with fresh and educational content about their campaign priorities and goals.
Scott’s background in politics -- as a campaign staffer for competitive U.S. Senate races and a veteran of a national advocacy group in Washington, D.C. -- set him up with a network and mindset to tackle the abyss of civic engagement, specifically at the Congressional level, which Americans seem to have particularly dismal opinions of: Congress currently stands at a 15% approval rating and the 2014 midterm election registered the lowest voter turnout in over 70 years.
With the lessons of LTV, Scott’s political savvy, and Erica’s experience in community management, startup marketing, and product design, the team set out on a mission to understand the platform’s potential user base and validate/invalidate current assumptions about that demographic’s top concerns and needs in regards to political engagement platforms.
The report details the team's analysis, process, and key findings.
Boosting student success: The role of data analyticsPeter Alston
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
Learn about an approach to understanding and designing future student experiences through external and internal research, service design, and organizational design.
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
A brief description of the admissions process overview through the lens of the changing "Admissions Funnel." This presentation would be most helpful for brand new admissions personnel or for others who want to know more about the craft of admissions but will not be directly involved in it - board members, for example.
Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the first webinar presented by the New England Association of Graduate Admissions Professionals (NEGAP). Dr. Hill, an expert in student services, will discuss how admission strategy can be tailored to meet the needs of prospective students in the current economic environment.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
2012 Australian Higher Education Survey ResultsJohn Burgher
Extensive research is put into interviewing the Australian Higher Education Sector to ensure top quality conference agendas. The content strives to be a reflection of the most critical issues, challenges and opportunities that will impact the Higher Education Sector over the next 12 months.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
It seems that in just the last few years, the rapid explosion and proliferation of new computer and communications technologies have the potential to alter the learning and teaching experience forever.
We as educators are painfully aware of how “career” or “foundational” skills are essential in today’s ever changing global environment, and that knowledge of and experience in problem solving, critical thinking and information competencies can assure increased graduate success-- or, as one university put it, “keys to reaching your full potential”.
While most higher education institutions are today including career competencies in their FYE curriculum or core general curriculum, this webinar will discuss whether that is enough for today’s learning environment.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
What would be the advantage to faculty and administration if we did this?
What would be the advantage to students and graduates?
How would it look?
What are the challenges to this approach?
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the first webinar presented by the New England Association of Graduate Admissions Professionals (NEGAP). Dr. Hill, an expert in student services, will discuss how admission strategy can be tailored to meet the needs of prospective students in the current economic environment.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
2012 Australian Higher Education Survey ResultsJohn Burgher
Extensive research is put into interviewing the Australian Higher Education Sector to ensure top quality conference agendas. The content strives to be a reflection of the most critical issues, challenges and opportunities that will impact the Higher Education Sector over the next 12 months.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
It seems that in just the last few years, the rapid explosion and proliferation of new computer and communications technologies have the potential to alter the learning and teaching experience forever.
We as educators are painfully aware of how “career” or “foundational” skills are essential in today’s ever changing global environment, and that knowledge of and experience in problem solving, critical thinking and information competencies can assure increased graduate success-- or, as one university put it, “keys to reaching your full potential”.
While most higher education institutions are today including career competencies in their FYE curriculum or core general curriculum, this webinar will discuss whether that is enough for today’s learning environment.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
What would be the advantage to faculty and administration if we did this?
What would be the advantage to students and graduates?
How would it look?
What are the challenges to this approach?
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Keystone College Students’ Perceptions of Career Development and Use of Caree...Joseph Croft
This research pertains to the perceptions of career development of students at Keystone College, as well as their use of career services at the College. The study primarily looks at how much value students place in career development and what services they are using.
Job Shadowing: practical approaches to an effective career guidance interventionEduSkills OECD
To celebrate the first ever Global Careers Month we ran a webinar exploring the role of job shadowing in the career preparation of teenagers. Job shadowing is a form of career exploration that along with workplace visits has been identified in OECD analysis of multiple longitudinal datasets as an career guidance intervention that can commonly be linked to better employment outcomes in adulthood. Job shadowing allows students to investigate potential futures in work, connecting with people working in fields of interest. However, while it is not difficult to organise, job shadowing is rarely offered by schools.
During this webinar we introduced job shadowing as a career development approach and set out the evidence for why schools should consider offering it.
The presentation includes an introduction from Anthony Mann, Senior Policy Analyst (Career Readiness), OECD directorate for Education and Skills. This was followed by a presentation from Aaron Levine from Chicago Public Schools in the United States on how to organise job shadowing effectively. The final presentation was by Wenka Wentzel, from Kompetenzz, Germany on how job shadowing in annual Girls’ Days and Boys’ Days helps students explore careers where their gender is underrepresented.
Watch the webinar Job Shadowing: practical approaches to an effective career guidance intervention https://www.facebook.com/100064368054456/videos/1947727225397806
Get more information about Career Readiness at https://www.oecd.org/education/career-readiness/
Read our Policy Perspective about job shadowing at https://oe.cd/il/4LK
Serving All Students: A Survey of Learner Mindsets from Age 16 to 65+accenture
Accenture research has identified six learner segments. Explore the segments and how colleges and universities can better serve them. https://accntu.re/3C8fiJT
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
Road Map for Teaching Skills_Hora 2023_Penn St Greater AlleghenyMatthew Hora
This is a keynote lecture by UW-Madison's Dr. Matthew Hora titled, "Re-framing soft skills as disciplinary cultural scripts: A road map for how (and where) to teach students career related skills and knowledge."
Hora_Teaching Transferable Skills as Cultural Scripts_May 2023 CCWT WorkshopMatthew Hora
These slides are from Dr. Matthew Hora's May 11, 2023 workshop on how to teach transferable skills as cultural scripts as part of institutional efforts to enhance college students career readiness.
Matthew T. Hora's presentation at the 2023 AAC&U Meeting on General Education in New Orleans, LA on career readiness. The talk introduces the new Career Readiness across the Curriculum framework.
Challenge & Promise of HE Internships_Hora_062221Matthew Hora
This talk was prepared for the National Science Foundation to discuss research and practitioner insights on college internships. The slides feature data from the College Internship Study at UW-Madison, findings from the literature, and recommendations for how to design, evaluate and promote internships for students (especially graduate students) in the future.
These are slides from a brief overview of the Center for Research on College-Workforce Transitions (CCWT) at UW-Madison that the community college research community may engage in.
Hora Ed Partnerships NSFY Talk 2019 Madison WIMatthew Hora
These slides are from a 12/11/19 talk at the 2019 ACP/Pathways education-business partnerships conference on partnership work, strategies, and lessons learned from a study of the New Skills for Youth project in Wisconsin.
CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
Hora Chinese Internships CCWT Lecture Nov 2018Matthew Hora
Dr. Matthew Hora gave a lecture on November 5th at UW-Madison about a recent trip to China to study college internships. The cultural, economic, and political history of internships are discussed, and recent results from a mixed methods study.
Hora Beyond Skills Gap Book Talk AACU Jan 2018Matthew Hora
Talk by Dr. Matthew T. Hora at the 2018 meeting of the Association of American Colleges & Universities (AACU) on the book "Beyond the Skills Gap," which won the Frederic Ness award.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1st Annual Symposium College Internship Research UW-Madison
1. 1st Annual Symposium on
College Internship Research
September 28, 2018
University of Wisconsin-Madison
#InternSymposium18
http://ccwt.wceruw.org
2. Mission
To conduct and support translational research, critical policy
analysis, and public dialogue on student experiences with the
transition from college to the workforce to inform policies,
programs, and practices that promote academic and career
success for all learners.
Labor Market Research
Skilled Non-College Occupations
Participatory Action Research
Our Hmoob American College Paj Ntaub
Refugee Populations
Experiences w/ higher ed & workforce Study of “non-cognitive”
skills in STEM professions
3. A vision: To improve internship programs within all
colleges so that they can:
• Be meaningful experiential learning opportunities for all
students;
• Provide them w/opportunities to merge academic coursework
with hands-on practice;
• Cultivate new professional networks and social capital for them;
• Help to crystallize students’ career goals; and,
• Provide a recruiting pipeline for organizations and professions
seeking new talent.
4.
5. (1) Does participation in internships vary by students’ race, major,
socio-economic status?
(2) To what degree are characteristics of internship programs (e.g.,
adequate pay, high-quality mentoring, link to academic program)
associated with student satisfaction and vocational adaptability?
(3) Are institutional resources and procedures sufficient for
supporting high-quality internship programs?
Research Questions
9. Breaks Downstairs
Lunch in AT&T Lounge
Networking Hour in Lee Lounge
Please Hand in Evaluations
Save the Date! Sept 27th, 2019
10. Research Session #1
Colleges and Internships
Carrie Shandra, Stony Brook University
Elizabeth Zachry, MDRC
#InternSymposium18
http://ccwt.wceruw.org
11. The New Bottom Rung?
Internship Vacancies, Courses, and Implications
Carrie L. Shandra
Department of Sociology
State University of New York, Stony Brook
National Symposium on College Internship Research
September 28, 2018
12. Fig 1. Internship infrastructure as multilevel process
🎓🎓
supervisors
recruiters
executives
internship personnel
faculty
administrators/senior leadership
students
FairLaborStandardsAct
statelaborlaws
work organizations
colleges/universities
depart-
ments
depart-
ments
13. 1. What do work organizations want from interns?
• Data: 1.3 million online internship advertisements from
Burning Glass Technologies
• Universe: United States; 2007, 2010-2016
• Measures: experience, education, skills
14. 0
10
20
30
40
50
60
70
80
90
100
2007 2010 2011 2012 2013 2014 2015 2016
%
%
%
%
%
%
%
%
%
%
%
3+ years of experience
Bachelor’s degree
Any skill cluster
Fig 2. Characteristics of internship vacancies, by year
Source: Burning Glass Technologies
15. …internships offer experience, not training.
Employers expect interns to show up ready for work,
with specific software skills already in hand…
- Burning Glass Technologies
State of American Internships
16. 2. How are internship courses integrated into curricula?
• Data: historical course bulletins
• Universe: public/private non-profit colleges; 1960-2015
• Measures: year, number, and department of offering
17. 0
20
40
60
80
100
120
140
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015
Engineering
Political Science
General
Sociology
Psychology
History
English
Economics
Chemistry
Arts
Anthropology
Business
Computer Science
Communications
Biology
Fig 3. For-credit internship courses, by year and major
Source: Stony Brook University course bulletins
18. 3. What are the implications of offering course credit?
• Data: qualitative interviews
• Universe: 50 worksite recruiters in NYC metro; 20 internship
personnel at 2-year and 4-year public and private non-profit
colleges and universities in NY state
• Protocol: organizational processes and constraints;
challenges and successes of liaising across institutions
19. Internships as administrative priorities
• Internship personnel described internships and career center
programming as administrative priorities, with varying
resources devoted to meeting those priorities:
…it was an institution priority. We were tasked with moving the “placement
rate“ from 85 to 95%. So the resources got dumped into the career center
significantly, so we [increased our staff by over 200%].
And you have all the data that shows were able to touch almost 100% of the
student population by implementing into the curriculum without taking any of
your time. So now your students are more prepared for internships—all of your
students—not just the ones who took the time.
- Center Director, 4-year private
20. Internships as administrative priorities
• Internship personnel described internships and career center
programming as administrative priorities, with varying
resources devoted to meeting those priorities:
…the VP for Academic Affairs, he’s really pushing them and so is the VP for
Student Affairs…They want to see the program increase.
We don’t really have an employer relationship policy per se. We don’t have a
person that works on that. We just don’t have the staff to do it…the college
won’t let us.
- Career Advisor, 2-year public
21. Perspectives on course credit
• Internship personnel discussed how students’ decision to seek
internship course credit was often driven by employers:
…employers want them to have credit. It’s not even necessarily that [students]
need it for their degree or that it’s gonna transfer back to their school but the
employer wants it…
The main reason I think they want credit is because they know the student is
covered by liability insurance, number one….And they don’t have to pay them, if
they’re getting credit, according to New York State.
- Career Advisor, 2-year public
22. Perspectives on course credit
• Schools that did not offer academic credit—but wanted to
meet employer demand—offered co-curricular alternatives:
[School] was giving credit, fake credit. So, they would give you a letter that says,
"We're giving co-curricular credit", which is nothing. It doesn't exist…So these
kids would take a letter there and say, "Well, I'm getting co-curricular credit" so
that [company] will allow them to work, and that would get them off the hook
for having to pay the student.
As of January, the laws around internship in the state of New York have changed
to as long as you're okay, as a student, not being compensated, we're okay.
- Center Director, private 4-year
23. Perspectives on course credit
• Internship personnel described employer confusion over the
awarding of academic course credit:
Because one thing employers also don't get is it's like, "But I'm giving them
credit," and I'm like, "You actually can't give credit because you're not a
college…”
You get into those conversations with employers where they're really fighting
back, and they're talking about, "But they're getting credit, they're getting
credit." Then sometimes I say, "Are you paying for the credit?" They'll say, "No,
what do you mean?" I said, "Well, the course costs money, it's not like it's free".
- Center Director, private 4-year
24. Fig 1. Internship infrastructure as multilevel process
🎓🎓
supervisors
recruiters
executives
internship personnel
faculty
administrators/senior leadership
students
FairLaborStandardsAct
statelaborlaws
work organizations
colleges/universities
depart-
ments
depart-
ments
25. Recap and more questions
• Summary of results:
– Today’s internship employers ask for higher levels of
education and more skills than in the past
– Schools are offering more for-credit internship courses,
across academic departments, than in the past
– Career centers are often under-resourced and face
constraints to facilitating for-credit classes
• Remaining questions:
– From a multilevel perspective, best practices for whom?
– How to center student experiences in this infrastructure?
– How to build effective partnerships, given constraints?
27. 200 Vesey Street, New York, NY 10281
475 14th
Street, Oakland, CA 94516
www.mdrc.org
Career Readiness
Internships: Early Findings
Elizabeth Zachry Rutschow
Senior Research Associate
MDRC
29. For Students:
§ Teach skills not easily
taught in academia
§ Help students test out
and revise career
interests
§ Build workplace
experience
For Employers:
§ Build talent pipeline
§ Extra help
Why are college internships
important?
30. Rigorous research in high schools
have shown promise…
§ Urban Alliance High School Internship Program
• Increased young men’s college going rate by 23 percentage
points
• Raised likelihood of middle tier students (2.0 – 3.0 GPA)
enrolling in college by 17 percentage points
§ High School Career Academies
• Large, positive gains in students’ labor market outcomes
• Internship experiences likely driving effects
31. What are the challenges?
§ Lack of consistent standards
§ Tension between employer and student needs
§ Many are unpaid
§ Scaling and sustainability
32. Internship “gold standards”
(from high school experts)
§ For students, internships
should:
– Offer students’ real,
relevant work experiences
– Be tied to students’ career
interests
– Incorporate structured
time for reflection
– Provide wages
– Offer other supports
§ For employers, interns
should:
– Provide employers with
valuable work
– Help further the goals of
the organization
34. What is the Career Ready Internship
(CRI) program?
§ Started by Great Lakes Guaranty Corporation to
provide part-time, semester-long, paid internships to
low-income juniors and seniors.
§ Great Lakes provides criteria for participation, such as
describing…
1. How the college will develop new employer relationships
and new internships.
2. How the program staff would work other departments
across the college.
35. How does CRI try to deal with typical
internship challenges?
Challenges
1. Lack of consistent
standards
2. Unpaid
3. Challenging for low-
income students to
participate
4. Meaningful work for
students
5. Scaling and sustainability
GLs’ criteria for college participants:
1. Provide standards for CRI program
development
2. Provide wages for students
3. Target students with financial needs
4. Colleges describe how CRI will be
connected with students career
interests
5. Colleges provide 10% of wages in
2nd year; 20% in 3rd year
37. MDRC’s key research questions
1. Implementation and scale
How is the CRI program being implemented across the colleges?
2. College/Employer relationships
How were college and employer relationships built and maintained? What were
employers’ perspectives of the program?
3. Students’ experiences and persistence
What are students experiences in the program and how is the program affecting
their persistence?
4. Sustainability
How sustainable is the CRI program at the colleges beyond the grant? What
contributes to its sustainability?
38. Research data
§ CRI program characteristics
§ Colleges’ progress reports
– Document colleges’ experiences developing internship
programs and outreach to employers
§ Student and employer survey
– Experience in the program
40. CRI implementation
Most colleges:
§ Marketed CRI extensively
and made many new contacts
with employers
§ Worked with non-profits or
government agencies, not
private businesses
§ Mediated the student-
employer relationship
About 40% of colleges:
§ Provided other supports,
such as training in workplace
etiquette, editing of resumes,
etc.
Some challenges:
§ In matching students with
internships
– Developing positions students
wanted (e.g. STEM)
– Filling available positions
41. What was the scope and scale?
§ Many new internships created
– 88% of colleges had 20+ internships by spring 2018,
– Over 5,000 internships developed
§ Many traditionally underrepresented students
participated
– All targeted financially needy students; 60% Pell eligible
– 30% students of color
– 42% first generation college students
§ Challenges?
– Fewer than 20% of eligible population participated
42. Employers had positive experiences
with colleges
91
75
90
76
0
10
20
30
40
50
60
70
80
90
100
College
communicated
expectations to
us
College created
internships
well-suited to
students
College was
collaborative
and flexible
College was
responsive to
concerns and
questions
Percent
43. Employers had positive experiences
with interns
95
76
0
10
20
30
40
50
60
70
80
90
100
Host additional interns Hire former interns
Percent
Employers likely or very likely to:
44. Students gained valuable work
experience and skills
4.4
4.3
4.4
4.5
4.2
4.25
4.3
4.35
4.4
4.45
4.5
4.55
Know how to
follow work-
appropriate
conduct
Know how to
meet deadlines
Can problem
solve to meet
tasks
Can communicate
and work
effectively with
others
Change in professional skills since starting internship
( 5 = much more confident; 1 = much less confident)
45. And many persisted or graduated…
69
87
61
0
10
20
30
40
50
60
70
80
90
100
Spring 2016 Summer 2016 Fall 2016
Percent
Programs in which all students graduated or persisted
the following semester
46. But likely some challenges with
sustainability
91
6 3 0 0
84
10
3 3 0
58
12
18
6 6
No employer
funding
$1 - $100 $100 - $200 $200 - $500 $550 or more
Average internship employer funding per student
Spring 2016
Summer 2016
Fall 2016
47. How well did CRI address internship
challenges?
Strengths
§ Strides in equity
§ Interns and employers
had quality experiences
– Signal meaningful work for
both
§ Scaling successful during
the program
Challenges
§ Tapping all eligible
students
§ Bringing in businesses
– Matching interns &
employers
§ Scaling and sustainability
after grant ends
48. More to come…
§ Final report to be published in 2019
§ Examine colleges, students, and employers
experiences in-depth
§ Analyze persistence and graduation trends
through spring 2018
§ Consider strides CRI made in meeting
internship challenges
49. Dr. Elizabeth Zachry Rutschow
Senior Research Associate
MDRC
Elizabeth.zachry@mdrc.org
(2121) 340-8843
Link to MDRC’s CRI research:
https://www.mdrc.org/project/career-ready-
internships#overview
Thank you!
50. Research Session #2
Govt/Employers and Internships
John Nunley, UW- La Crosse
Patrick McHugh, George Washington University
#InternSymposium18
http://ccwt.wceruw.org
51. The Demand for Interns
David Jaeger
City University of New York—Graduate Center, NBER, and
IZA
John M. Nunley
University of Wisconsin—La Crosse
R. Alan Seals
Auburn University
52. Background
• Over 60% of graduating college seniors in U.S. worked as
interns at some point during college
• more than double rate of 25 years ago
• Causal evidence that internships improve employment
opportunities
• Nunley, Pugh, Romero, and Seals (2016)
• Jaeger, Nunley, and Seals (in progress)
• Benefits to Firms
• Recruiting tool, training, screening, improved retention, and public
relations
• Policy questions
• Are internships jobs, or are they educational experiences?
• Are there too many, too few, or the “right” number of internships?
53. Our Research
• Describe the demand side of the internship market
• Pull all ads from a popular internship website
• About 36,000 ads
• Text analysis and machine learning
• Focus on paid/unpaid distinction
• Link paid/unpaid status to the regular labor market
• Audit the internship market with about 11,000
résumés
• Effects of applicant characteristics
• Effects of internship characteristics
57. Mapping to Occupations
• Use a proprietary machine learning algorithm
(MLA) funded by the Department of Labor
• Ad titles and descriptions are used as inputs in the
MLA
• Classifies internships into detailed occupation categories
• Gives a “match score”, in which higher scores indicate a
closer match to a detailed occupation
58. Classification in Occupation
Categories
• About 90% of internships are classified into the following major occupation categories:
• Management (6%)
• Business and Financial Operations (22%)
• Computer and Mathematical (6%)
• Arts, Design, Entertainment, Sports, and Media (30%)
• Sales (15%)
• Office and Administration (10%)
• Sales
• Disproportionately paid
• Arts, design, entertainment, sports and media
• Disproportionately unpaid
• Other occupation categories
• Approximately evenly split between paid and unpaid.
67. Résumé Audit Study
• Fictitious résumés submitted to internship openings posted in Fall 2015
and Spring 2016 on a widely-used online internship/job search board.
• Limited to men
• 4 racially distinct names
• Two black and two white
• 6 major fields of study
• Biology, Economics, Business Administration, Marketing, Psychology, and
English
• 24 large, public universities that span the U.S.
• All with expected graduation date of 2017 (i.e. juniors)
• 576 different profiles in each semester
68. Employer Responses
• The overall callback rate is about 6%
• 8% for unpaid internships
• 4% for paid internships
• 5.5% for part-time internships
• 6.5% for full-time internships
69. Racial Discrimination
• Relative to whites, the callback rate for blacks is
about 30% lower.
• Discrimination is greater among applicants living far
away.
• Black applicants are more likely to receive location
inquiries.
• Academic ability (measured by GPA) mitigates
discrimination
70. Distance, Previous Internships, and
Other Credentials
• Employers prefer applicants living closer to the
internships.
• 45% lower callback rate for applicants living over 500
miles away
• Applicants who interned previously are about 15%
more likely to be called back.
• No (or weak) evidence that majors, GPA, volunteer
experience, or work experience affect callback
rates.
71. Effects of Internship
Characteristics
• Paid versus unpaid
• Callback rates are about 70% lower for paid internships
• Part time versus full time
• Callback rates are about 15% lower for part-time
internships
• Strong negative relationship between the
occupation-match score and callback rates
• Internships that are more like jobs are harder to get.
72. Policy Implications
• Internships facilitate matches between firms and
workers.
• Happens within and across firms
• It seems reasonable to promote internships
• What about unpaid versus paid internships?
• Subjecting to minimum wage law seems risky
• Would likely result in fewer internships
• Could harm students’ job prospects
• What about low income students?
• Subsidize paid internships through tax credits to firms
• Grants to students
74. Patrick McHugh
Perceived Internship Value:
A Comparison of France and the United States
Patrick McHugh (George Washington University)
&
Ravi Ramani (Purdue University, Northwest)
Work in Progress – Any thoughts and suggestions are most welcome!
75. Patrick McHugh
Presentation Agenda
§ Motivation for this Research Project
§ Drivers for Growth of Internships
§ Key Internship Characteristics
Ø Supervisor Behavior
Ø Work Design
§ Internship Characteristics and National Context (France and the
United States)
Ø Institutional Differences
Ø Cultural Differences
§ Does National Context Matter?
§ Data and Methods
§ Results
§ Moving Forward: Questions to Consider
79. Patrick McHugh
Motivation for the Research
§ Intern Focused
§ What factors contribute
to enhancing the
developmental value of
an internship?
80. Patrick McHugh
Motivation for the Research
§ Intern Focused
§ What factors explain the
intent to pursue
employment with the
intern-host?
81. Patrick McHugh
Motivation for the Research
§ Intern-Host Focused
§ What factors explain the
intent to pursue
employment with the
intern-host?
82. Patrick McHugh
Motivation for the Research
§ Intern-Host Focused
§ What factors explain the
intent to pursue
employment with the
intern-host?
§ “Ultimately, you want interns
to have such a great
experience that they leave
and tell friends and family
that your company is a great
place to work” – Coby Schneider,
Intel Campus Relations Manager
83. Patrick McHugh
Drivers for Growth of Internships
§ Intern-Hosts
Ø Normalization of non-standard and precarious work arrangements
Ø Internship as Assessment Center (recruiting and selection)
Ø Low cost source of fresh technological skills and ideas
Ø Work experience highly valued by employers (skills gap)
Ø “Institutional Soft Space” (Regulation? Collective bargaining?)
§ Student Demand
Ø A mechanism to signal potential employers
Ø A means to audition for employers
Ø Developmental opportunity
§ Higher Education Institutions
Ø Pressure to integrate work experience into curriculum (employability)
Ø Rise in pedagogies stressing work-integrated learning
Ø Marketing to potential students
Ø Financial incentive if credit given for work experience
84. Patrick McHugh
Internship Characteristics
§ Supervisor Support: the degree
to which a supervisor values
employee contributions and
cares about employee well-being
§ Intern satisfaction (D’Abate et
al., 2009; McHugh, 2017)
§ Intern organizational
commitment (Dixon et al., 2005)
§ Intern organizational attraction
(Zhao & Liden, 2011)
§ Intern job pursuit intentions
(Hurst et al., 2012; McHugh,
2017)
§ Perceptions of internship
developmental value (McHugh,
2017)
Supervisor Behavior
85. Patrick McHugh
Internship Characteristics
§ Supervisor Mentoring: the
degree to which a supervisor
provides direction and feedback
regarding career plans and
personal development
§ Intern organizational attraction
(Zhao & Liden, 2011)
§ Intern job pursuit intentions
(Hurst et al., 2012; McHugh,
2017)
§ Perceptions of the internship’s
developmental value (McHugh,
2017)
Supervisor Behavior
86. Patrick McHugh
Internship Characteristics
§ Task Goal Clarity: understanding
the work products that are
expected and the standards by
which those products will be
evaluated
§ Intern satisfaction (Feldman &
Weitz, 1990)
§ Intern job pursuit intentions
(Beenen & Rousseau, 2010)
Work Design
87. Patrick McHugh
Internship Characteristics
§ Autonomy: the discretion that
individuals have to complete their
assigned tasks
§ Intern satisfaction (Feldman &
Weitz, 1990)
§ Intern acceptance of job offers
(Feldman & Weitz, 1990)
§ Intern vocational self-concept
(Taylor, 1988)
Autonomy
88. Patrick McHugh
Based on Prior Research:
Internship Characteristics and Outcomes
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
90. Patrick McHugh
What Role Does National Context Play?
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National Context
91. Patrick McHugh
Institutional Differences Relevant to Internships
(Regulatory Context)
France
§ Highly regulated economy with
strong employment protections
§ Regulatory framework for
internships has grown over time
Ø Compensation required after
two months with a six month
time limit
Ø Record keeping requirements;
name, arrival date, and school
Ø Requires tripartite contract
between intern-host, intern, and
educational institution
Ø Open market internship
prohibited
United States
§ Liberal market economy with
passive employment protections
§ Regulatory framework has
weakened over time
Ø Paid intern considered an
“employee” under federal law
Ø Unpaid interns in public and
non-profit sector are permitted
Ø Unpaid internship is legal in the
private sector if the intern is the
primary beneficiary of the
internship
Ø Open market internship
permitted
92. Patrick McHugh
Institutional Differences Relevant to Internships
(Higher Education Context)
France
§ Aggressive integration of
internships into degree
programs
Ø Widespread growing mandatory
requirement
Ø Bologna Process/European
Union
§ Higher Ed. more centralized
and standardized
§ Tripartite contracts
§ Elite schools have major
influence on employment and
career opportunities
United States
§ Some movement to integrate
internships into degree programs
Ø Financial incentive to provide academic
credit to internship participants
Ø Subsidizing intern-hosts by providing
funding to students in unpaid internships
Ø Mandatory internships are less common
§ Higher Ed. decentralized & variable
§ Students can enter into internship with
intern-host, with educational institution
having little to no involvement
§ Elite schools have moderate influence
on career/employment opportunities
93. Patrick McHugh
Cultural Differences Relevant to Internships
(Using Hofstede Dimensions of Cultural Values)
France
§ High Power Distance: greater
acceptance that power is
distributed unequally within
organizations
Ø Intern hesitant to pose
questions, seek assistance and
feedback
Ø Supervisor less participative and
more autocratic
Ø Supervisor may view support
and mentoring outside of their
role
United States
§ Low Power Distance: preference that
power be distributed in a more
egalitarian fashion
Ø Intern likely to pose questions, seek
assistance and feedback
Ø Supervisor more participative and less
autocratic
Ø Supervisor may view support and
mentoring as consistent with their
supervisor role
94. Patrick McHugh
Cultural Differences Relevant to Internships
(Using Hofstede Dimensions of Cultural Values)
France
§ High Uncertainty Avoidance:
uncomfortable with uncertain and
ambiguous situations and
preference for formality to create
stability
Ø Less autonomy for interns
Ø Task goal clarity may be
more important for interns
United States
§ Low Uncertainty Avoidance: greater
toleration for uncertain and ambiguous
situations, comfortable with informality
Ø More autonomy for interns
Ø Task goal clarity may be less
important for interns
95. Patrick McHugh
What Role Does National Context Play?
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National Context
- Level of Regulation
- Intensity of Higher Ed.
Involvement
- Power Distance
- Uncertainty Avoidance
96. Patrick McHugh
Data and Methods (1)
§ Participants
Ø French and American students enrolled in a joint program were invited to
participate in an on-line survey and then encouraged to invite additional students
outside their home institution
Ø France: 106 students enrolled in 9 schools
Ø U.S. 124 students enrolled in 16 schools
Ø Twenty respondents indicated that they had never had an internship and were
excluded from the analysis
Ø Final sample included 210 respondents (France=97; U.S.=113)
§ Survey
Ø Survey translated from English to French using back translation procedure
Ø We conducted tests of measurement invariance and found that the variables do
not have different meanings across French and U.S. respondents
§ Paid and Unpaid Internship Experiences
Ø 116 / 210 respondents reported both a paid and unpaid internship experience.
Ø We randomly split the 116 responses between the paid and unpaid conditions to
maintain statistical power and minimize the effect of nesting
97. Patrick McHugh
Data and Methods (2)
§ Control Variables
Ø Intern Compensation (0=unpaid; 1=paid)
Ø Academic Status (1=first year; to 5=fifth year)
Ø Degree Program (0=other; 1=business-related)
98. Patrick McHugh
Data and Methods (2)
§ Predictor Variables
Ø Country (0=France; 1=U.S.)
Ø Autonomy (two-items)
v e.g., “In this internship, I had a lot of flexibility in how I completed my work”
Ø Task Goal Clarity (two-items)
v e.g., “I was given clear objectives about what I needed to accomplish”
Ø Supervisor Support (three-items)
v e.g., “My supervisor at this internship really cared about my well-being”
Ø Supervisor Mentoring (six-items)
v e.g., “To what extent did your supervisor suggest strategies for achieving career goals”
§ Dependent Variables
Ø Developmental Value (five-items)
v e.g., “I learned skills or knowledge important for my career development”
Ø Job Pursuit Intent (three-items)
v e.g., “I would make this organization one of my first choices as an employer”
99. Patrick McHugh
Internship Characteristics and Developmental
Value
Perceived Developmental Value
of the Internship
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
100. Patrick McHugh
Results: Internship Characteristics and
Developmental Value
Perceived Developmental Value
of the Internship
Autonomy (no)
Task Goal Clarity (no)
Supervisor Support (yes +)
Supervisor Mentoring (yes +)
Controlling for Intern Compensation, Degree Program and Academic Status
101. Patrick McHugh
Internship Characteristics and Intent to Pursue
Employment with Intern-Host
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
102. Patrick McHugh
Results: Internship Characteristics and Intent to
Pursue Employment with Intern-Host
Intent to Pursue Employment
with the Intern-Host
Autonomy (no)
Task Goal Clarity (no)
Supervisor Support (yes +)
Supervisor Mentoring (yes +)
Controlling for Intern Compensation, Degree Program and Academic Status
104. Patrick McHugh
Results: National Context and Developmental
Value
Perceived Developmental Value
of the InternshipNational Context (yes +)
U.S. respondents report higher developmental value
Controlling for Intern Compensation, Degree Program and Academic Status
105. Patrick McHugh
National Context and Intent to Pursue
Employment with Intern-Host
Intent to Pursue Employment
with the Intern-HostNational Context
106. Patrick McHugh
Results: National Context and Intent to Pursue
Employment with Intern-Host
Intent to Pursue Employment
with the Intern-HostNational Context (yes +)
U.S. respondents report higher job pursuit intention with the intern-host
Controlling for Intern Compensation, Degree Program and Academic Status
107. Patrick McHugh
National Context and Internship Characteristics
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National Context
108. Patrick McHugh
Results: National Context and Internship
Characteristics
Autonomy (yes +)
Task Goal Clarity (no)
Supervisor Support (yes +)
Supervisor Mentoring (yes +)
National Context
U.S. respondents report higher autonomy, greater supervisor support and mentoring
Controlling for Intern Compensation, Degree Program and Academic Status
109. Patrick McHugh
Does National Context have a Direct Effect on Developmental Value?
Perceived Developmental Value
of the Internship
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National
Context
Or is it really Internship Characteristics that Account for Country Effects?
110. Patrick McHugh
Does National Context have a Direct Effect on Intent to Pursue
Employment?
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National
Context
Or is it really Internship Characteristics that Account for Country Effects?
111. Patrick McHugh
Results
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National
Context
Controlling for Intern Compensation, Degree Program and Academic Status
112. Patrick McHugh
Results Point to Supervisor Support and Mentoring
Accounting for Country Differences
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Supervisor Support
Supervisor Mentoring
National
Context
113. Patrick McHugh
One Major Weakness: We Can’t (with our current data) Disentangle
the Impact of the Various Elements of “National Context”
Perceived Developmental Value
of the Internship
Intent to Pursue Employment
with the Intern-Host
Autonomy
Task Goal Clarity
Supervisor Support
Supervisor Mentoring
National Context
- Level of Regulation
- Intensity of Higher Ed.
Involvement
- Power Distance
- Uncertainty Avoidance
- Other
114. Patrick McHugh
Moving Forward: Questions to Consider
§ U.S. students perceive more developmental value in their internship
experience and a greater desire to pursue employment with intern-
hosts
Ø Do regulations and school requirements constrain French employers in
creating a meaningful internship experience?
Ø Do mandatory internships increase the likelihood for mismatch between
intern and intern-host?
Ø Do mandatory internships become viewed more as a degree requirement
rather than a developmental opportunity?
Ø Does school status limit the value that interns and intern-hosts place on
internship experiences?
Should educational institutions mandate internships?
What constraints should be placed on interns and intern-hosts?
115. Patrick McHugh
Moving Forward: Questions to Consider
§ What role does culture play in explaining variation in internship
characteristics and outcomes?
Ø U.S. respondents report higher autonomy, greater supervisor support and
mentoring
Ø This is consistent with cultural differences around dimensions such as
power distance and uncertainty avoidance
Future research needs to disentangle cultural and institutional factors that
may account for variation in internship characteristics and outcomes
116. Patrick McHugh
Moving Forward: Questions to Consider
§ The role of supervisors
Ø Differences in country are no longer statistically significant in the
presence of supervisor support and mentoring
Ø The supervisor plays a critical role – from the perspective of interns – in
terms of internship outcomes
Should students and higher educational institutions screen intern-hosts in
terms of the level of supervisory commitment to intern support and mentoring?
What kinds of training and resources can intern-hosts provide to supervisors in
order to enhance their ability to provide interns with sufficient support and
mentoring?
120. Patrick McHugh
Data Suggests These Relationships
Internship
Country
Supervisor Support
Supervisor Mentoring
Internship
Developmental Value
Internship Job Pursuit
Intent
Internship
Country
Supervisor Support
Supervisor Mentoring
Academic Status
Degree Program
Intern
Compensation
122. Lunch & Research Session #3
#InternSymposium18
http://ccwt.wceruw.org
ITP Sponsored Translational Research Session
Eric Grodsky, Tim Strait, Janice Kenyatta, Carrie Shandra, Matthew Hora