Creating Educational Industry Connections through Internship TU4D Guide for Best Practice TU4D Working Draft Policy Document 25/06/2015 Content Introduction Setting the Foundation P A CET Professional Practice Benefits Recommendations'
Professional Academic Connection Educational Training (PACET) A working subgroup was sent up in 2015 in response to the TU4D Design Team requirements. The task of the subgroup was to conduct a reviews of ITB, DIT AND ITT placement structures and develop a draft policy based on the combined internship polices. The subgroup was additionally informed by the HEA paper ‘Towards a Future Higher Education Landscape’ (February 2012), ‘Work Placement A Best Practice Guide for Employers’ (AHECS), DIT’s working group report (2012), the REAPS report ‘Work Placement in Third Level Education’ (2011). This draft policy includes the process and criteria from the three institutions and is based on the review of extensive research conducted in the field of Internship and Work Placement. The membership of the working group was drawn from across the three Institutions and met between February 2015 and June 2015. An open invitation policy was adopted and staff representation from all three institutions feed into the subgroup. Students feedback was extracted from the DIT working group report, REAPS report and Doctoral research conducted between 2007 and 2012 that engaged in research on current practice in Ireland and internationally and a significant data gathering exercise was conducted in all three institutions in order to inform this draft policy.
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Supervised practice placements form an integral component of TU4D. Placement provides students with the opportunity to link higher education learning with work based practice and facilitates the development of Professional Identity in Practice, Identity in Relationships and Identity in the Context of the TU4D Internship Structures’. The Placement affords the student the opportunity to “test out” their knowledge and skills, develop self concept and self identity within the safety of a well-structured and supervised work setting.The critical mechanism that to support students gain from the experience is the preparation and support provided. Subcommittee Frank Cullen (DIT) Rachel Freeman (ITB) Barry Feeney (ITB) Leslie Shoemaker (DIT) Marie Kielty (ITT) Maria Brown (ITB) Dave Kilmartin (DIT)
Setting the Foundation for Successful Internships and Work Placements This policy outlines a set of guidelines based the data provided from the three institutions. The focus of the policy provides best-practice in the development and operation of Structured Work Placements and Internships programmes in TU4D. Gaining an understanding of the issues related to national and international internships provided the necessary insight to develop a framework policy that enhances the TU4D internship programme delivery. The review of data collected indicates that there is:
The need for profiling of students and of the prospective host organisation so that the students are better matched with the type of internship the host can offer in terms of a learning experience. The students could research the potential host organisation using their website, and reviews to identify what the host organisation can offer in terms of expertise and work practices before setting up training agreements.
Students need to engage in reflection at the preparation stage of an internship and provide a profile of themselves, i.e. ‘selfprofiling and reflection of their strengths,’ that outline their skills, expectations and even aspirations for their future careers.
Students can benefit if they are involved with the negotiations when setting-up the internship with host organisations, this involvement would assist them to
better understand the type of internship on offer.
The analysis of data suggested that the profiling approach might help to manage expectations and clarify for all parties what they are getting out of the relationship and that this process might encourage future acceptance by employers of students for internship.
The student learning can be enhanced through their engagement in reflective practice before and during the internship.
This approach is not necessary for short periods of work placement.
Programme committees are best suited to make decisions as to the suitability of the work placements and support necessary to facilitate student learning.
The aim of the policy is to ensure the quality and parity of work placements across the institute. The purposes of these guidelines is to enhance student learning.
Principle definition between work placement and Internship Management Success Dulgarian (2008:281) defines internship as ‘work experience in an industrial, business, or government work situations that leverages class guidelines experienced through practical work experience.’ Ackerman Graham, Schmidt, Stern, and Miller (2009:27) suggest that internship is ‘an intense and formative period of practical work experience in the life of an individual,’ whereas Lauber Ruh, Theuriand, and Woodlock (2004:42) define internships as: an experience in actual work situations that allows students the opportunity to translate academic theories and principles into actions, to test out career interests and to develop skills and abilities.’ Cullen (2010) also claims that internship can benefit the student and industry organisations through the development of strong academic and industry links. Internship also provides the opportunity for students to mix with professionals and increase skills that are difficult to develop in a classroom laboratory environments. Cullen (2015) claims that short work placements of less that eight weeks provide vocational clarification. Whereas longer work placements provide internships that facilitate the development of ‘self identity and self concept.’
PACET
Education through Internship The Key Success Factor Professional Academic Connective Educational Training’ model (PACET)
PACET Model
Preparation Cv profiling, Career event day Setting realistic objectives, Host profiling, Cultural identity, Final preparation, Reflection
Training Development Self content, Self esteem Self evaluation, Task identity Connectivity
Localise Internship/ Engagement Officers with Central Reporting
The PACET model is linked to the required work process activity which can be constructed by programme committees to develop a broader understanding of the actual work context. The models focus is to assist students in their adjustment to changing working environments through participation in varied work practices and experiences. The key focus of this model is the development of the students’ ability to transfer skills and knowledge between a work placement/ internships and employments.
Academic Development Life skills learnt, Negotiation skills Coping strategies, Employability development, Adoptability enhanced Practical skills development
Connective Education reflection Living away from home, Professional practice, Change identity, Photo inventory Poster presentation
Professional Development
Moving forward through Professional Practice Anticipated Benefits for the Student PACET Increased support for student transition from third level educational to employment in their field of study;
The strategy promotes student engagement with the internship process and is based upon a wide range of active learning activities both formal (Reflection, profiling and report writing) and informal (work experience) which enhances opportunities for student learning, success and future employment achievement;
Opportunities for closer interaction with staff, peers and relevant external and internal
To facilitate the development of skills required for professional practice and the identification of additional learning needs.
Student-centred approach, promoting independent learning self- evaluation
Employment search;
Create an enhanced overall student internship experience
To provides students with an opportunity to consider their suitability for a career in social and community development work.
To clarify the student’s preferred area of practice.
To identify and explore issues relating to personal effectiveness and development
opportunities informed by their preparation and re-
The partnership approach between the industry fieldwork/ mentor/supervisor, the student and the School Lecturer/ Placement Officer is critical to the successful development of professional practice. TU4D acknowledges the goodwill of industry supervisors/mentors in supporting professional practice. The contribution industry makes to the development of students is valued by the academic community. In order for real partnerships to operate, it is critical that all parties are provided with opportunities to contribute their expertise at the formulation and implementation stage of policy development. This policy document therefore is presented as an ongoing work in progress. We are committed to engaging in a process of consultation with industry agencies, students and academics to evaluate professional practice and regularly review our policies and procedures.
Professional Development
Moving forward through Professional Practice Anticipated Benefits for TU4D and Industry PACET A well-structured framework for work placement/internship will assist students in developing professional identity of the skills, abilities and attributes that complements their field of study. The key objectives and benefits of the policy and model are:
Maintain and enhance overall student experiences
Contribute to enhancing the quality of educational, social and industry activities with TU4D
Enhances the TU4D learning environment, associated policies and infrastructures by better supporting the work placement and internship processes
Consolidate and build upon TU4D internal capacity for enhancing student engagement through profiling research and professional engagement and practice
Build TU4D’s reputation as a place to study and to recruit graduates
Promote student success and the achievement of learning outcomes and employment
Promote greater student retention
Enhance the development of the student graduate attributes needed for effective engagement in society and in the workplace.
Branding and Marketing at School and Institute level
Engagement is all about getting the best experience for our students and ensuring that all our engagements contribute towards brand development/profile and developing strong links with industry, professional and social organisations and other educational Institutions. A localised placement office/ officers – someone who is dedicated to the Schools based on student numbers reporting into a central office is necessary to ensure consistency of support across TU4D. These officers would specialise in either internship or industry engagement with supporting roles from the academic community.
Professional Development
Supporting Professional Practice This report makes a contribution to the body of knowledge relevant to TU4D work placement/ internships. The principle contribution made by the design subcommittee and research analysed is a deepening of knowledge and understanding of the key factors that impact on students during work placement and internship programmes. The group attempted to capture the complexities of work placements and internships on the various programmes by exploring the interactions necessary to enhance the School’s work placement and internship programmes along with the students’ experiential learning. Additionally this report attempts to demonstrate the central role of the work placement and internship plays in the enhancement of the students’ development. The findings provide a vantage point for TU4D to build upon its image and industry engagement. The report provides a contextualisation of the reviewed literature, and this contributes further to the corpus of knowledge acquired and captured in the report. The subcommittee identified from the discussions and data analysis how the internship experience impacted on the students’ identity and vocational self-concept. Based on this findings we recommend that:
Local School Career/Placement Offices be developed based on work placement/internship student numbers. See addendum document for guidelines.
A Central Careers/Placement office is developed to support/enhance local placement officers and academic staff engaged with work placement and internship programmes/modules.
A consistent support/funding structure be agreed and implemented
The costing module based on ECTS be implemented, see addendum document.
A placement agreement contract should be signed by all parties.
The PACET model be embedded across TU4D to support student preparation and enhance learning opportunities.
A communications system should be established between all parties and supported by suitable IT software and platforms
Programme committees are best place to determine the assessment requirements of the work based learning. However, it is strongly recommended that a ‘pass/fail’ approach is adopted to avoid grade inflation of final awards.
Student booklet/ handbook be developed for all work based learning
In the context of TU4D, the successful achievement of a framework for internship is dependent on collaboration between schools’ academic coordinators, administration offices, the Career/Placement Offices. The addendum outline the roles, as identified from extensive research, for the administration of the work placements (vocational clarification) and internships. Table 1 lists the duties involved in the running of internships within the TU4D PACET model. The model is based a localised approach with an overarching central control to ensure a consist approach to support students and academic staff. The Career/Placement Office should manage the Erasmus internship mobility budget. European funding provided for internship mobility is used for student grants to supplement their travel and living costs while abroad in the EU. Management funding is also provided for visits to students, contract translation (if needed) and other managerial expenses necessary at school level to run European (Erasmus Internship), funding for the support of national work placement, and national/international internships is supported from central funding.
