CCWT Publications

Zhang, J., Chen, Z., Wu, Z., & Hora, M. (2020). An Introduction to Technical and Vocational Education in China: Implications for Comparative Research and Practice on Internships. Research Brief #12. Center for Research on College-Workforce Transitions. UW-Madison.

Abstract: Internship plays an important role in students’ career preparation and college-to-workforce transition. Although there are a large body of studies on college student internships, there were relatively fewer on that of technical and vocational education and training (TVET) students. Such a critical topic worth more attention and exploration. This report focuses on TVET system in China considering that China has the largest but under-developed TVET system in the world which prioritizes economic development and social mobility as its main missions. The aim of this report is to systematically introduce the TVET and its internship policies in China. The report presents the unique structure, the history, and development of China’s secondary and higher TVET. Notably, along with a downward trend of the secondary TVET since 2010, there had been an upward trend of the higher TVET since the late 1990s’ in contrast. Overall, issued policies largely influence the direction of Chinese TVET development, especially in regard to regulating internship activities in aspects of internship organization, management, assessment. Implications for research and policymaking for internships in China and the U.S. were discussed. This report provides insights to international scholars who are interested in conducting comparative studies on internship in TVET systems.

Hora, M.T., Wolfgram, M., Chen, Z., Zhang, J. & Fischer, J. (2020). A sociocultural analysis of internship supervision: Insights from a mixed-methods study at five postsecondary institutions. WCER Working Paper 2020-8. Wisconsin Center for Education Research. University of Wisconsin-Madison.

Abstract: Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use sociocultural learning theory to interpret data from surveys (n = 435) and focus groups (n = 52) with students at five postsecondary institutions. After stepwise linear regression analyses indicated that supervisor behaviors were significantly associated with intern satisfaction and career development, analyses of qualitative data revealed features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) aspects of supervision. These results highlight the value of legitimate peripheral participation in internships, and the need for colleges and employers to carefully design and monitor these pedagogic spaces.

Hora, M.T., Wolfgram, M., Brown, R., Colston, J., Zhang, J., Chen, Z., & Chen, Z. (2020). The Internship Scorecard: A new framework for evaluating college internships on the basis of purpose, quality and equitable access. Research Brief #11. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.

Executive Summary: While internships are widely praised and promoted as a “door opener” to opportunity, the impact of these work-based learning programs on students is complicated by the variability in how they are designed, implemented and experienced. Consequently, instead of assuming that participation unequivocally results in positive academic and labor market outcomes, the field needs conceptual tools to distinguish internship programs from one another and to evaluate their efficacy, quality and commitment to equity. In this report we first review various frameworks that distinguish different types of work-based learning and internship programs, and then describe a new framework for distinguishing internships on the basis of purpose, quality and equity – The Internship Scorecard.

This new framework is based on theory and evidence from cultural anthropology, the learning sciences and work-based learning, and is designed for higher education professionals, funders, policymakers and employers so that they can – with more nuance and precision than is currently available – make distinctions between program types and begin to “score” programs at the individual-level or in the aggregate for entire institutions. An example of how the Internship Scorecard can be used in practice is provided, along with next steps for the analysis and improvement of college internship programs.

Note: We are very interested to hear any feedback that you might have about The Internship Scorecard. We are especially interested in hearing your thoughts, critiques and suggestions for how the Scorecard can be used in practice to study and/or evaluate internships.

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Hora, M.T., Vivona, B.,Chen, Z., Zhang, J., Thompson, M., & Brown, R. (2020). What do we know about online internships? A review of the academic and practitioner literatures. Center for Research on College-Workforce Transitions Research Brief #10. University of Wisconsin-Madison.

Abstract: Internships are one of the most widely promoted co-curricular experiences for college students, and the COVID-19 pandemic and resulting shelter-in-place orders led to a substantial growth in the availability and popularity of online internships. However, little is known about the impacts of online internships on student outcomes. In this literature review we present key trends and findings from the academic and practitioner literatures on online internships. Relatively little empirical research exists on online internships, but researchers have found that pre-internship orientations, self-regulated learning, sufficient technology, and effective supervision are important for successful experiences. Our review also highlights that considerable variation exists among online internships, especially with respect to the host organization (i.e., employers or third-party vendors), compliance with standards for legitimate and high-quality internships, and duration. Ultimately, we conclude that standards articulated for “legitimate internships” by the National Association of Colleges and Employers (NACE) and for rigorous experiential learning programs by CCWT should also be applied to online and/or remote internship programs. We conclude our review with recommendations for students, postsecondary professionals, employers and higher education researchers.