Developing and validating a scale for evaluating internship-related learning outcomes

Nghia, Tran Le Huu; Duyen, Nguyen Thi

doi:10.1007/s10734-018-0251-4

Cited by 41 publications

(43 citation statements)

References 24 publications

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“…Existing studies evaluating students' internship experience tend to focus on different aspects or dimensions of students' internship experience. Some focus on evaluating students' perceived learning outcomes from their WIL experience (Gilbert, Banks, Houser, Rhodes, & Lees, 2014; Nghia & Duyen, 2018; Parks, Onwuegbuzie, & Cash, 2001), while others focus on evaluating students' perception of the learning environment such as their perception of clear goals, feedback in the workplace, and support from the university (Courtney‐Pratt, Fitzgerald, Ford, Johnson, & Wills, 2014; Smith, 2012). Even among studies which evaluated students' perceived learning outcomes from internship, they tend to focus on different types of learning outcomes (Inceoglu, Selenko, McDowall, & Schlachter, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition to the evaluation instrument developed by Smith, more validated instruments evaluating students' WIL experience have emerged in recent years, with some designed for evaluating students' perception of the internship learning environment (Courtney‐Pratt et al, 2014) and others designed solely for evaluating students' perception of learning outcomes from their internship experience (Nghia & Duyen, 2018; Parks et al, 2001). However, given that these instruments were developed in different contexts, their relevance to the context of engineering internship experience is uncertain.…”

Section: Literature Reviewmentioning

confidence: 99%

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Adaptation and validation of the Work Experience Questionnaire for investigating engineering students' internship experience

Luk

Chan

2020

J of Engineering Edu

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Background: Given the well-documented benefits of internship experience to the training of future engineers in the literature, internship courses have become an integral part of the engineering curriculum in many universities around the world. Current evaluation of engineering internship courses in higher education relies mainly on surveys developed independently by the internship coordinator which are seldom validated. Purpose: The purpose of this study was to validate a newly adapted version of the Work Experience Questionnaire (WEQ), which can be used for evaluating engineering students' perception of their internship experience. Design/Method: The questionnaire was administered to 271 engineering students from one university in Hong Kong. To provide evidence on reliability and validity, exploratory and confirmatory factor analysis were performed to examine the psychometric properties of the instrument. Results: Exploratory factor analysis resulted in four factors: clear goals, workplace support, university support, and generic competencies. Confirmatory factor analyses demonstrated that the correlated four-factor model provided an acceptable fit with the data. Cronbach's alpha indicated that the four scales were reliable. The four-factors are also pragmatic in the engineering context. Conclusions: This study reviewed and provided reliability and validity evidence of key constructs in the WEQ in a single disciplinary (i.e., engineering) context and also in the Hong Kong context. Use of the questionnaire to evaluate engineering students' internship experience and to investigate the relationship between their perception of the learning environment and their learning outcomes can help to inform the design and implementation of engineering internship program for student learning and quality assurance.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Adaptation and validation of the Work Experience Questionnaire for investigating engineering students' internship experience

Luk

Chan

2020

J of Engineering Edu

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“…The subjectivity of WIL assessment is further complicated by the involvement of multiple stakeholders. For example, hospitality students who enrol in a WIL placement are normally evaluated by their employers at the end of their internship (Nghia and Duyen 2019). In many cases, these professional partners have limited training in providing constructive and formative feedback to assist student learning (Lasen et al 2018).…”

Section: Authentic Assessment and Wilmentioning

confidence: 99%

“…Industry professionals play a significant role in assisting student to bridge the gaps between theory and practice (Nghia and Duyen 2019). This interaction encourages contextualisation of learning and assists students to transform industry perspectives into intended EL outcomes through completing the assessments.…”

Section: Theme 3: Industry Involvementmentioning

confidence: 99%

Integrating authentic assessment tasks in work integrated learning hospitality internships

Nyanjom

Goh

Yang

2020

Journal of Vocational Education & Training

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Internship as part of work-integrated learning (WIL) is a critical curriculum component in higher education to better prepare for the future workforce. To assess WIL, educators typically select authentic assessments such as reflective journals and managerial reports to solve existing workplace problems. Despite the academic discourse supporting the use of internships, a paucity of studies has investigated the role of formal assessments embedded into internship subjects. In this paper, we evaluate the perceptions of hospitality and tourism undergraduates towards the effectiveness of assessments as part of their WIL internship programme. Focus group sessions were conducted with internship university students (n = 29) in Australia over a cross-sectional longitudinal period of 3 years. Our thematic analysis revealed three key themes: authenticity of assessment design, challenges with work-study-life balance, and the level of industry involvement in assessment. This study contributes to the body of knowledge in relation to how compulsory assessment tasks can be effectively integrated into WIL internships to positively influence the experiential learning outcomes of students.

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“…experience by helping students develop relevant professional skills and soft skills, connect with professionals, and acclimate to the world of work (Nghia & Duyen, 2019).…”

Section: Sense Of Belongings Student's Engagement and Experiencementioning

confidence: 99%

Responsible education: what engages international postgraduate students – evidence from UK

Igwe

Rahman

Ohalehi

et al. 2020

JGR

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Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

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Developing and validating a scale for evaluating internship-related learning outcomes

Cited by 41 publications

References 24 publications

Adaptation and validation of the Work Experience Questionnaire for investigating engineering students' internship experience

Adaptation and validation of the Work Experience Questionnaire for investigating engineering students' internship experience

Integrating authentic assessment tasks in work integrated learning hospitality internships

Responsible education: what engages international postgraduate students – evidence from UK

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