Students Assessment of a Semidirected Internship Program

Jackson, Richard H.; Jackson, Mark W.

doi:10.1080/00221340902963753

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…The outputs were also represented by four variables: income representing the revenue obtained from services the park provided (Ayodele, 2002;Meduna et al, 2005;Lindsey et al, 2007;Adejumo et al, 2014), the number of visitors represent the attractiveness of the park to the public (Bhandari, 1999;Balmford et al, 2009), internship represent the number of interns who successfully completed their internship and had hand-on experience in the park (Jackson and Wirt, 1996;Sovilla, 1998;Jackson, 2009;Renz, 2015) and the amount of research represents the conducive nature of the park for research to carry out their field work.…”

Section: Variablesmentioning

confidence: 99%

Evaluation of Old Oyo National Park efficiency using DEA Approach

Jacob

Onadeko

Nelson

et al. 2018

EES

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Abstract:Measuring the efficiency of a national park is difficult due to, among other factors, the heterogeneity of resources supplied (e.g., budget, staffs) and outcomes expected (e.g., income, visitors' flow). While this is an issue in protected area management, it has been approached successfully in other fields by using data envelopment analysis (DEA). DEA has a number of advantages over other techniques as it simultaneously uses multiple heterogeneous inputs and outputs to determine which projects are performing most efficiently, referred to as being at the efficiency frontier, when compared to others in the data set. This study therefore uses DEA for the evaluation of management efficiency in Old Oyo National Park for the period of 2001-2015. The results showed that the park was efficient for 11 and 13 years, respectively, in terms of its overall technical and pure technical efficiency with a mean scale efficiency of 97%. Also, the park operated at 80% of its productive scale size. These results, and the use of DEA, highlight both the success of using this technique in helping determine protected area efficiency and those factors to consider while allocating resources for new projects at the park.

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Section: Variablesmentioning

confidence: 99%

Evaluation of Old Oyo National Park efficiency using DEA Approach

Jacob

Onadeko

Nelson

et al. 2018

EES

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“…Increasingly, universities are moving from a primarily lecture-based and campus-delivered curriculum to a more varied delivery that allows students to engage with, and be challenged by, real-world issues and experiences. One of the most common methods of bringing real-world learning into the classroom is through internships (Jackson and Jackson, 2009). When linked to formal educational programmes, internships are usually unpaid but often provide the student academic credit towards their award (Narayanan et al, 2010).…”

Section: The Importance Of Student Resiliencementioning

confidence: 99%

A higher degree of resilience: Using psychometric testing to reveal the benefits of university internship placements

Goodenough

Roberts

Biggs

et al. 2017

Active Learning in Higher Education

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Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual’s capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students’ resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student – at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students’ resilience.

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“…For internships that carry academic credit, a faculty member serves as the instructor of record and is responsible for monitoring the student's progress and assigning a final grade. As noted by Jackson and Jackson (), internships can be directed or semi‐directed. Directed internships involve a pre‐established relationship between an academic department and an employer.…”

Section: Internships Experiential Learning and Gismentioning

confidence: 99%

“…However, the nature of GIS work is rarely structured in such a way; many projects are developed over years within a team environment that involves specialization of tasks. Jackson and Jackson () note from their survey of former GIS interns, the top two recommendations to improve internships are better mentoring and more meaningful internship work. With this in mind, internship experiences involving a single, mentored project instead of many disjointed tasks offer a chance for interns to feel a sense of ownership and accomplishment.…”

Section: Best Practicesmentioning

confidence: 99%

Perceptions and Practices: Employers, Educators, and Students on GIS Internships

Craig

Wikle

2016

Transactions in GIS

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Within an increasingly competitive job market, academic internships have become an important source of work experience for students with career interests involving geographic information systems (GIS) and related geospatial technologies. However, while GIS internships offer benefits to employers and students, their structure and objectives may be viewed differently across stakeholder groups such as private industry, government, and academia. In this article we evaluate how GIS internships are valued and perceived by employers, educators, and the interns themselves using quantitative and qualitative measures collected though web‐based surveys and semi‐structured telephone interviews. Data analysis helped us determine the relative importance of technical and non‐technical skills needed by students in preparation for GIS internships. Our findings reveal relatively few differences in scores assigned to technical and non‐technical skills when comparing employer and educator ratings. Educator ratings were higher for nearly all technical and non‐technical skills. In comparison, employers placed greater emphasis on technical skills involving data entry/manipulation and non‐technical skills such as flexibility/adaptability. The survey also revealed differences in employer and educator perceptions of internship goals and administration. Telephone surveys with former interns supplemented information from employer and educator surveys in developing “best practices” that may be useful in the design and administration of GIS internships.

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Students Assessment of a Semidirected Internship Program

Cited by 13 publications

References 11 publications

Evaluation of Old Oyo National Park efficiency using DEA Approach

Evaluation of Old Oyo National Park efficiency using DEA Approach

A higher degree of resilience: Using psychometric testing to reveal the benefits of university internship placements

Perceptions and Practices: Employers, Educators, and Students on GIS Internships

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