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This paper seeks to articulate roles for librarian supervisors of non‐LIS undergraduate internships in academic libraries by drawing on ideas from Alderman and Milne's “facilitated mentoring” model. Further, it aims to draw attention to this specific type of internship, which is relatively uncommon, even though it could potentially be implemented in any academic institution that offers internships through its academic departments.

The ideas outlined here are based on both the themes and ideas identified in the professional literature and experiences of supervising undergraduate internships offered in partnership with an academic department at a large university library. Elements of the facilitated mentoring model are outlined and then applied to internships at the Murray Library at the University of Saskatchewan.

Very little of the literature has been devoted to exploring the details of a supervisor's role in library‐based internships, especially those for non‐LIS undergraduates. Elements of models from other types of library internships generally apply, but this topic is worthy of more attention because elevating supervisors to roles of mentors requires thought and guidance, and certain adaptations are useful when working with non‐LIS interns specifically.

This work is unique in that it focuses specifically on the supervisory role of librarians who host interns, and because it outlines this role particularly in relation to undergraduates in non‐LIS programs. It builds on a model articulated in the literature and applies it to related internship experiences in order to provide insight and guidance for others contemplating assuming this type of role.

The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students.

Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study.

As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums.

The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.

Notwithstanding the emergence of hospitality education around the world, the hospitality industry itself has struggled to establish a talent pipeline of young ambitious managers. Typically, only 30% of hospitality students are predicted to develop their careers within the hospitality industry, while the remainder will relocate to other industries such as retail, banking and consulting. Although this manifestation has been globally documented, most studies have simply adopted a quantitative approach in defining this phenomenon; hence, despite its scale being appreciated, less attention has been paid to defining the underlying causes which drive this concern. This study contributes to this issue by interviewing 18 students at three key stages of their practical placements, namely, pre-, during and post their placement, drawing on the ‘Principles of a Sustainable HRM ROC framework’. This chapter concludes with significant findings from which some recommendations have been formulated.

This paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.

This paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.

The study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.

To minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.

Through on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.

It is hoped that the analysis can serve as reference for internship courses planning in the future.

The perspectives of industry instructors from a case enterprise were adopted to analyze various contexts of internship implementation and to examine feasible strategies for incorporating internships in the human resource development process.

A Taiwanese enterprise stationed in China was selected for case study. This study focused on the 2019 summer internship program. Interviews were conducted with 23 industry instructors.

(1) Units should effectively employ interns by guiding them to learn by doing tasks. (2) Provide training and assign personal industry instructors to guide interns in learning by doing, thereby establishing workplace relationships in advance. (3) High-level leaders and senior managers must pay close attention to internship results and inspire industry instructors and interns to perform internship tasks. (4) Managers of internship units must participate in interviews to select potential employees that satisfy unit requirements. (5) Opportunities for university teachers to interact with enterprises and recommend interested students who learn knowledge, skills, abilities and other characteristics (KSAOs) that fulfill enterprise requirements should be increased.

Enterprises must systematically plan internship tasks, recruitment and selection, as well as practices and reports if they wish to employ interns as potential human resource.

This study used the practical perspectives of industry instructors to establish the contexts and strategies of intern training for human resource development. The results of this study are expected to provide a reference for enterprises in planning internship workplaces and increase their willingness to employ interns.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

This paper explores student and graduate internships. The roles and motivation of the intern and the academic, employer and professional associations that sponsor internships are considered. An examination of the “Career Starts” Program created by the Public Service Commission of the Province of Nova Scotia, in Canada serves as a case study to consider the application of internships, practical issues and objectives associated with such a program, and the experience of individual interns. This case is interesting, as a “collective agreement” element currently limits intern access to full time employment within the government. The impact of this limitation is contrasted with conventional programs established as a “recruitment pool”. Internships are seen as a critical component of individual development and for succession planning for professional and management staff, as well as development of specialized skills. Internships are seen as providing a bridge between academic preparation, and full participation in work or a professional association that provides benefits to the intern, the academic institutions and employers or professional bodies.

Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met.

Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience.

Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework.

Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.

One of the challenges of HRD is to identify promising students of management, and provide them with the kinds of apprenticeships which provide a test of whether the student is ready and able to link his classroom learnings with real performance challenges. Also the organization needs the opportunity to make a crucial contribution to the student's professional development, and to present a self development challenge beyond anything the classroom can provide. The training models presented here are general models applicable to undergraduate and graduate eduction, and adaptable to on‐the‐job professional development programs.

Faculty internships in business organizations are becoming a popular means to satisfy the criticism that too many business professors lack recent, relevant experience. Offers encouragement to, and reasons for, marketing educators and business people to consider seriously faculty internships as a means to bridge the gulf between marketing education and business practice. Discusses how faculty internships should be structured and implemented and the advantages, as well as problems, of internships for academic institutions, firms, professors and students. Uses the author′s recent experience as a faculty intern in a well‐known package goods company as an example and discusses lessons learned from the experience. Provides observations on differences between the college world and the corporate world.