Study of Interns' Perception of and Satisfaction with Experiential Learning

The purpose of this study is to explore and analyze the factors that influence interns' perceptions of and satisfaction with experiential learning during the internship process. Internship programs have existed for over 100 years and are used extensively in higher education, particularly in bus...

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Bibliographic Details
Main Author Moran, Timothy J
Format Dissertation
LanguageEnglish
Published ProQuest LLC 2013
ProQuest Dissertations & Theses
Subjects
Career Development
Cognitive Development
College Students
Course Descriptions
Educational leadership
Educational Theories
Experiential Learning
Goal Orientation
Higher education
Instructional Effectiveness
Internship Programs
Learning Processes
Learning Theories
Longitudinal Studies
Multiple Regression Analysis
Outcomes of Education
Satisfaction
Statistical Analysis
Student Attitudes
Student Placement
Student Surveys
Thinking Skills
Undergraduate Students
United States (Midwest)
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Summary:The purpose of this study is to explore and analyze the factors that influence interns' perceptions of and satisfaction with experiential learning during the internship process. Internship programs have existed for over 100 years and are used extensively in higher education, particularly in business schools; there is very little evidence to support the effectiveness of the experiential learning (integral to the internship process) or even interns' perceptions of learning during the internship experience. There appears to be a disconnect between the use of internships and the educational theories upon which the usage of internship are predicated. This research study was designed as a quantitative (nonexperimental) study to determine student perceptions about experiential learning internships at a large Midwestern Public University. 116 Students who had participated in an internship were surveyed about their internship. Using multiple regressions, ANOVA, and independent t-Tests, the study generated greatly needed empirical evidence about interns' perceptions of learning during the internship process. Such evidence suggests that both Kolb's (1984) experiential learning cycle and the Vygotsky (1978) zone of proximal development function during the internship experience as theorists have speculated. Perhaps the most important finding was support for a more complex view of interns perceptions; where interns can simultaneously view the internship as important to their career goals and at the same time appreciate the value of the experiential learning an internship provides. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:9781303720543
130372054X