Achieving Scale and Quality in School-to-Work Internships: Findings from Two Employer Surveys

Organizing and implementing the internship component of undergraduate programs in IS Security

“…Others, like Bailey et al (2000), suggest creation of meaningful hands-on exercises for students in courses like computer and network security, information assurance, network management, wireless networks and applications, computer forensics, and risk assessment. Even though these authors describe exclusively an online program, which by its nature entails additional challenges, it seems that such an approach generally promotes student motivation and professional growth.…”

“…To propose recommendations for organization of internship programs in information systems security based on the findings. Here, the authors are guided by the suggestion given by Bailey et al (2000) that, "In designing their recruitment and retention strategies, educators must have some idea about what types of firms and which types of motivations are associated with internships with higher educational value" (p. 42).…”

Developing the future workforce through apprenticeships : a case study of an industry-education partnership.

“…These factors are further influenced by the breadth and depth of their work based experiences (Onstenk & Blokhuis, 2007;Taylor & Watt-Malcolm, 2005) and the level of commitment and support of employers (Asher, 2005;Bailey, Hughes & Barr, 2000;Lerman, Eyster & Chambers, 2009). Lewis (2007) advocated community based and work based learning programs that provide enriching and creative practical experiences for youth while simultaneously providing incentives to attract more employer participation in order to create placement opportunities for training.…”

“…Bailey noted that when employers saw an investment in youth training as a means of securing well-trained and highly skilled workers for the future success of the firm, they were more inclined to participate in training. Bailey, Hughes and Barr (2000) also emphasized the centrality of organizations and contended that, while the simulation of the workplace and service learning offered positive learning experiences, simulation and service learning did not offer the comprehensive and broad skills that apprenticeships and other school-to-work programs offered. This difference was due to workplaces affording students the opportunity to learn other employability skills not readily learned at school, thus contributing to expansive learning opportunities, particularly for adolescent students, which, in turn, evoked broader appeal among stakeholders (Taylor & Watt-Malcolm, 2007).…”

“…Given the average years involved in a typical apprenticeship program, success requires time, effort and commitment on the part of organizations that train and sponsor the apprentices. Bailey, Hughes and Barr (2000) contended that the reasons for employers' participation in apprenticeship programs include a sense of responsibility to their communities, the idea that participation can lead to economic and political benefits, the use of students as a source of cheap labor and a means of gaining access to talented students in order to grow their firms' labor pools.…”