高等教育商业实习中的非正式学习--一项日记研究的发现

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Alexander Brodsky, Andreas Rausch, Jürgen Seifried
{"title":"高等教育商业实习中的非正式学习--一项日记研究的发现","authors":"Alexander Brodsky, Andreas Rausch, Jürgen Seifried","doi":"10.1007/s12186-024-09349-y","DOIUrl":null,"url":null,"abstract":"<p>Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"25 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Informal Learning in Business Internships in Higher Education – Findings from a Diary Study\",\"authors\":\"Alexander Brodsky, Andreas Rausch, Jürgen Seifried\",\"doi\":\"10.1007/s12186-024-09349-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.</p>\",\"PeriodicalId\":46260,\"journal\":{\"name\":\"Vocations and Learning\",\"volume\":\"25 1\",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-07-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Vocations and Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s12186-024-09349-y\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vocations and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12186-024-09349-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

实习提供了通过在组织中工作获得经验和技能或建立专业网络的机会,而且有实证证据表明实践经验在高等教育中的积极影响。然而,关于促进实习期间学习的工作场所任务特点的研究却寥寥无几。本文针对这一研究空白,开展了一项日记研究,考察学生在为期八周的商业实习期开始和结束时的工作任务、他们对任务的看法以及任务特征对自我感觉学习的影响。对 51 名学生记录的约 2,000 项工作任务进行的分析表明,在商业实习的第一周和最后一周,不同工作任务的频率并无实质性差异。在两次数据收集期间,许多学生都参与了组织例行工作和行政工作,尤其是那些以特定领域为重点的工作。然而,对任务特征(如挑战性/难度)的评估值在实习开始时要高于实习结束时。因果分析表明,新颖性或反馈(来自同事或主管)等任务特征在这两周内对自我感觉的学习效果都有积极的预测作用,而其他任务特征的预测作用则发生了变化。例如,(来自同事或主管的)帮助在实习的第一周是一个重要的预测因素,但在最后一周则不是;自主性的情况则恰恰相反。从这些结果中,我们得出了对未来研究和高等教育实习积极设计的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Informal Learning in Business Internships in Higher Education – Findings from a Diary Study

Informal Learning in Business Internships in Higher Education – Findings from a Diary Study

Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Vocations and Learning
Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍: Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信