CCWT Publications

Chen, Z., Wolfgram, M., Her, P., & Hora, M.T. (2019). Results from the College Internship Study at the University of Baltimore. Center for Research on College-Workforce Transitions, UW-Madison.

Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at the University of Baltimore.

The study includes an online survey of students in the second half of their academic programs (n=228), focus groups with students who have and who have not had an internship experience (n=24), interviews with career coaches and faculty (n=8), and interviews with an area employer involved in internship program administration (n=1). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.

This report concludes with recommendations for specific steps that students, faculty and staff at the University of Baltimore, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in Baltimore area in Maryland.

Benbow, R. J., & Lee, C. (2019). How faculty develop teaching-focused social capital: Personal networks and 21st century skills instruction. Center for Research on College-Workforce Transitions, UW-Madison.

Abstract: While research shows that relationships or social ties give K12 teachers access to valuable information, knowledge, and advice that improves professional practice and student learning —resources conceptualized as “social capital”—few studies investigate how faculty develop the kinds of ties that help them better teach important 21st century skills like communication, teamwork, problem solving, and self-directed learning. Focusing on college faculty in one U. S. city, this mixed-methods study explores the association between science, technology, and medical (STM) instructor characteristics and personal social networks centered on discussing how to teach important skills. Survey responses (n=244) indicate that teaching experience, institution type, and teaching preparation time are correlated with network patterns linked to improved professional practice, while interview data (n=22) supplement these findings with instructor descriptions of how and why they developed teaching-focused social ties in their professional lives.

Matthew Hora, Zi Chen, Emily Parrott, and Pa Her. Problematizing College Internships: Exploring Issues with Access, Program Design, and Developmental Outcomes in three U.S. Colleges WCER Working Paper No. 2019-1 

Abstract: Internships for college students are widely promoted as a “high-impact” practice, yet the academic literature is limited by terminological imprecision, lack of data on intern demographics, and insufficient attention to the impacts of program format on student academic and developmental outcomes. In this mixed-methods study we analyze survey (n=1,129) and focus group (n=57) data from students in three diverse U.S. colleges by using inductive thematic analysis, chi-square, and hierarchical linear modeling to document intern characteristics, access-related problems, program structure, and impacts on student outcomes. Results indicate that internship participation varied significantly by race, institution, enrollment status, and academic program, and that 64% of students who did not take an internship had desired to do so but could not due to scheduling conflicts with work, insufficient pay, and lack of placements in their disciplines. Students also reported high degrees of supervisor support, supervisor mentoring, and relationship between internships and academic programs—all program features that were significant predictors of students’ satisfaction with internships and perceived value for their career development. Based on these results, we propose a processual model for studying internships, and we discuss implications for career advisors, faculty, and postsecondary leaders. Specifically, we urge employers, colleges and universities to ensure equitable access to internships for all students, to screen employer hosts for mentoring quality and capacity, and to recognize internships can be simultaneously a positive transformative experience for students and a vehicle for reproducing inequality.

Matthew T. Hora, Emily Parrott, Zi Chen, Mindi N Thompson, Jessica G. Perez-Chavez, Anna K. Fetter, Matías Scaglione, Matthew Wolfgram and Arun Kolar (2018). Results from the College Internship Study at Claflin University.

Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Claflin University.

The study includes an online survey of students in the second half of their academic programs (n=207), focus groups with students who have and who have not had an internship experience (n=18), and one interview with an educator involved in internship program administration. The research questions guiding this study focus on how stakeholders conceptualize the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.

This report concludes with recommendations for specific steps that students, faculty and staff at Claflin University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in the Orangeburg area in South Carolina. Full report.

Matthew Wolfgram, Isabella Vang, and Chelsea Blackburn Cohen (2018). Documenting Higher Education for Refugees in Wisconsin.

Abstract: This report presents preliminary findings from a study documenting the obstacles and pathways to higher education for refugees in Wisconsin. The study is based on interviews and observations with refugee resettlement service providers and educators who support the college goals and attainment of refugees.

The findings indicate:

1. policy goals and constraints that complicate and obstruct efforts to support higher education for refugees, and
2. obstacles and networks that present barriers to refugees in accessing and succeeding in higher education.

We discuss how resettlement services providers access various social networks to support refugees in overcoming such obstacles. The report concludes with a discussion of practical implications and future research directions to support higher education for refugees.

Matthew T. Hora, Matias Scaglione, Emily Parrott, Zi Chen, Matthew Wolfgram and Arun Kolar (2018). Results from the College Internship Study at University of Wisconsin-Parkside.

Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at University of Wisconsin-Parkside.

The study includes an online survey of students with junior standing or above (n=525), focus groups with students who have and who have not had an internship experience (n=25), and interviews with career advisors and faculty (n=6), and with one area employer involved in internship program administration. The research questions guiding this study focus on how stakeholders conceptualize the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.

This report concludes with recommendations for specific steps that students, faculty and staff at UW-Parkside, and employers can take to increase participation rates, access, and program quality for internship programs in southeastern Wisconsin.

Matthew T. Hora, Matias Scaglione, Emily Parrott, Zi Chen, Matthew Wolfgram and Arun Kolar (2018). Results from the College Internship Study at Madison College.

Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Madison College.

The study includes an online survey of students in the second half of their academic programs (n=395), focus groups with students who have and who have not had an internship experience (n=14), and interviews with career advisors and faculty (n=12), and area employers (n=18) involved in internship program administration. The research questions guiding this study focus on how stakeholders conceptualize the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.

This report concludes with recommendations for specific steps that students, faculty and staff at Madison College, employers and policymakers can take to increase participation rates, access, and program quality for internship programs in the Madison area.

Bailey B. Smolarek, Matthew Wolfgram, Micayla Darrow, Cassandra Duernberger, Cassidy Hartzog, Kathryn Hendrickson Gagen, Ryan Mulrooney, David Singer, and Isabella Vang (2018). Documenting the Aims of Higher Education in Wisconsin.

Summary: This report presents a community-based participatory action research project conducted by a group of University of Wisconsin–Madison undergraduate students to document how Wisconsin residents view the aims of higher education in the state. While questions regarding the purposes of higher education have long been debated, recent reforms in Wisconsin regarding higher education funding, governance, and objectives have brought new attention to these issues. Namely, there is an increased emphasis among Wisconsin’s elected officials to restructure the state’s public higher education system to be more tightly aligned with business interests. These reforms have garnered considerable outcry from those who oppose them, which has contributed to the state’s deep political polarization. In the midst of this context, our research team developed a qualitative research study to better understand how Wisconsin residents currently view the aims of higher education, which we conceptualized as any schooling past high school. Our research team is unique in that the people arguably most affected by higher education policy—students—are the researchers. We contend that this model offers promising avenues for higher education policy research because of its capacity to include perspectives that are often excluded. After conducting in-depth interviews with a diverse sample of Wisconsin residents (N=40), our research team found that participants discussed an eclectic variety of aims rather than only one aim for higher education. The aims most commonly discussed included economic development and employment, civic and community engagement, social mobility, personal growth and enrichment, and critical thinking and interpersonal skills. Additionally, participants discussed concerns regarding obstacles that impede access to and achievement in higher education, such as affordability and institutional supports. Our study indicates that Wisconsin residents do not want higher education to be focused on a single aim. Rather, it demonstrates the need to value the multiple aims higher education serves and support higher education students.