Internship alternatives: Solutions for the COVID-19 pandemic and beyond

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-09-17 DOI:10.1177/01447394211042855

D. Wheeler, Brandon C Waite

引用次数: 6

Abstract

Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the “real world.” But what are students, departments, and employers to do when circumstances—including major disruptions like the COVID-19 pandemic as well as situations unique to specific students—complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.

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实习替代方案：新冠肺炎大流行及其后的解决方案

实习是大多数本科和研究生公共管理课程的组成部分。这些学习机会使学生能够在毕业前在工作场所获得实践经验，并为他们提供将课堂上获得的知识应用于“现实世界”的机会，当情况——包括新冠肺炎大流行等重大干扰，以及特定学生特有的情况——使现场实习体验变得复杂甚至无法进行时，雇主该怎么办？本文概述了找到解决此问题的各种方法，并权衡了每种方法的优缺点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.