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A 2012 international survey by McKinsey & Co. reported a schism among higher education providers, employers and youth in regard to their perception about graduates’ adequate preparation for employment. They suggested greater engagement among stakeholders as a way to bridge this gap. The purpose of this paper is to suggest that academic credit-based internship programs can aid in the engagement process through better utilization of employer evaluations of interns.

Supervisors (n=389) rated their business interns on 12 competencies and responded to three open-ended questions about their strengths, weaknesses and recommendations for professional improvement. Rating scale data were averaged by item and a content analysis methodology was used to analyze the questionnaire responses.

The average score for each of the 12 rated items was fairly high and reflected competencies associated with the school to work transition, communication skills, decision making and work ethic. Responses to the open-ended questions yielded eight themes that were noted as strengths for some interns but weaknesses for others. About 30 percent of supervisors made recommendations for professional improvement of the intern.

There is a dearth of studies reporting results of actual employer evaluations of interns. Not only does this study address this gap through data collection from 389 supervisors across a variety of business functions, but also clarifies these ratings for individual career development through identifying interns’ strengths, weaknesses and advice for professional improvement. By collecting outcome assessments on interns from supervisors, higher education providers can not only identify the strengths and weaknesses of their curricula, but also their soon-to-be graduates; and provide support and resources for performance improvement. Interns too become aware of competencies identified for successful labor market integration.

Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).

This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.

WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.

Practitioner use of applying problem-solving models for work-integrated curriculum planning.

We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.

The purpose of this paper is to examine individuals' levels of work ethic amongst current and recent university attendees across three countries. This article presents the results of a survey of 537 respondents from the United States of America, Korea and China, thus extending the previous research into work ethic, often conducted from a Western perspective. The comparative study aims to enhance the understanding of cross-cultural and gender differences and similarities whilst probing for the levels of work ethic amongst the respondents.

A comparative research method was adopted because the authors' aim was to probe similarities and differences across three societies. Multiple analysis of variance (ANOVA) and t-tests were utilised to explore gender and country-related differences. Cluster analysis was applied to probe for segments highly similar to each other in the levels of work ethic of the respondents.

The results confirm the hypothesised differences between countries as well as across gender groups, with American females having the highest levels of work ethic, closely followed by Chinese males and females. Three distinct segments – low, medium and high levels of work ethic – were found in all three countries, indicating that there are individuals in each of the societies who could benefit from strategies for increasing the individuals' levels of work ethic.

Novel gender comparisons of the three country groups revealed American females as having the highest levels of work ethic and Korean females the lowest, whilst the identification of clusters of low, medium and high levels of work ethic provides evidence of the need to increase levels of work ethic to enhance productivity, regardless of the country of origin.

This paper aims to form an empirical study, stemming from a Middle-Eastern context, on eliminating gender discrimination and achieving women’s empowerment. It aims to develop a conceptual model on the principal social and cultural factors inducing the success of Emirati women in attaining senior leadership roles and shaping their leadership style to be transformational. Moreover, it examines the comparability and divergence of the accumulated data on the empowerment of Emirati women in an international context from existing international literature.

The design of the study was based on data gathered from face-to-face, semi-structured interviews with four Emirati women occupying the highest leadership positions in various fields, followed by thematic analysis.

Data analysis confirmed the significant influence of the study’s key factors, namely, the role of the national government, Islamic work ethic and family, on the subjects’ empowerment and their adherence to transformational leadership style. However, two new k ey factors impacting empowerment emerged, namely, the influence of rulers’ leadership and the efforts in balancing work/life commitments. The findings led to the development of a study model on Emirati women empowerment and leadership style, reflecting the appropriateness of international literature on the Emirati context. Particularly, it is the social and economic circumstances of the nation supported by policies form the major source of empowerment, in addition to the important role that family capital and business ethics play. Remarkably, the challenges facing Emirati working women ought to be different than the rest of the Middle East.

A dearth of literature pertaining to women’s leadership exists; however, they were mostly carried out within Western contexts that may not be applicable to Arab societies because of cultural and religious differences. The study strives to portray an unambiguous picture to the significant impact of the parenting role and Islam work ethics in relating positively to their daughters and prompt them to develop crucial societal and professional skills, in a country as UAE where expatriates and Westerns dominate the population body. In addition, it shapes the UAE national government as a unique example and role model, to local governments in other Arab states, to learn from regarding supporting women, helping them to achieve excellence. Aiming for feminizing leadership, the Emirati women leadership styles are explored in an attempt to demonstrate the capacities and potentials of Emirati and Arab women in positions of power and influence. It is assumed that this study will help in bringing confidence in Emirati women capabilities, inducing a change in attitudes towards Arab women managers and encouraging employment in non-traditional feminine based jobs.

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns’ leadership, critical thinking and communication competencies using the University of Florida – Engagement, Cognitive Maturity, and Innovativeness (UF-EMI) and Leadership Skills Inventory (LSI) assessments. For the UF-EMI, the total mean score of the pre-critical thinking disposition of all interns was 104.73; post-critical thinking disposition was 114.46, an increase of 9.73. Results of the LSI indicate just 70% accept who they are and don’t see themselves as good listeners.

This chapter documents the steps taken in one teacher preparation program to foster culturally sustaining practices (Paris, 2012) in pre-service Alaska Native teachers, as well as in their non-Native peers. For pre-service teachers to develop the skills, understanding, and dispositions necessary to respectfully gather, honor, and use local knowledge in their future classrooms they must first recognize the value and significance of locally relevant curriculum; second, understand how to respectfully gather and document current “living” local knowledge; and third, become empowered with the skills and knowledge to purposefully integrate local knowledge into the curriculum. This chapter uses one semester-long assignment, and data gathered from work samples from that assignment, as the foundation of an exploration into how these three steps can be enacted in the teacher preparation process. The accompanying data show that living Indigenous knowledge exists in abundance in young Alaska Native pre-service teachers, and when appropriately supported, pre-service teachers can develop powerful curriculum that is rooted in local knowledge and also aligned with the academic goals of the curriculum.

The aim is to provide insights on the inclusion of sustainability training during internship and the engagement of interns in the sustainability practices of the hotel. The paper investigates how aspects of knowledge and participation in sustainable practices can bring about a positive change in the industry's future and also aid in the creation of smart green leaders.

The paper utilizes qualitative research methodology and draws on in-depth interviews with students and learning and development managers using multiple sources of evidence to derive a holistic picture.

The paper aims to highlight the importance of incorporating sustainability training as an indispensable part of hotel internships. It also reveals the positive impact and long-term behavioural changes of students along with presenting strategies to create student stewards for sustainability.

The limitations of the study arise from its small sample size, which nonetheless generated some rich insights.

There has been much research in the area of hospitality internships, however, it has not been considered from the perspective of sustainability development or green internships. In this sense, the paper is novel as it challenges the traditional expectations of hospitality internships.

The purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.

With 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.

The results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.

To the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.

Functionality of generating human capital of educated workers and citizens is core to higher education. This chapter explores the long-term relationship for the academy to support the needs for advanced degree and certificate programs, executive education, career preparation, and lifelong service opportunities focused on companies and their needs.