Breaking Curriculum Barriers: Linking Global Internships to

Academic Coursework

CIEE Conference 2014

Baltimore, Maryland

Today’s Agenda

• General concepts and context related to global internships

• Frameworks to develop or describe program models that link global internships with academic coursework

• Case studies to demonstrate program models

Shared Assumptions

• Student mobility is increasing

– Particularly to/from countries of the Asia-Pacific

– Expanded emphasis on employability as outcome of higher education

• Demand for internships on the rise

– International as well as local

– Lack of clear, consistent definition

Defining a Global Internship

Professional

Practical

Place-driven

Extension of academic study

Link to career

Supervised

Assessed

Defining a Global Internship

It is co-op, placement, apprenticeship, stage

It is not job shadowing, work-travel, service learning

Defining a Global Internship

• German student matriculated at university in Michigan, interning in Singapore at South American company with Japanese supervisor

• Student from China studying in L.A., interning in New York City with a European company working on international marketing strategies

• Student from India studying in Australia, interning in Toronto with NGO working with local East African community

• Student from Texas enrolled at university in home state, interning in San Francisco at a research institute focused on foreign policy

About the AIC

The Academic Internship Council (AIC) is a non-profit organization that draws upon more than three decades of

experience with place-based experiential education programs that connect academic curriculum with industry

and community. AIC partners with universities andinstitutions from across the globe to develop and deliver

internship programs in Boston, New York City, San Francisco, Toronto, Singapore, Mumbai, and Hong Kong.

Students and companies represent a wide variety of backgrounds and industry areas. As of October 2014, AIC

is part of the CIEE Family and look forward to offering more opportunities to more students in more places!

www.academicinternshipcouncil.org

About the GIC

The Global Internship Conference seeks to bring together all those parties involved in

the growing field of academic work placement and experiential education.

The 2015 Global Internship Conference will be held June 9 – 12 in Dublin.

www.globalinternshipconference.org

About the AIC

Developing optimal internship programsBased on experience with our own programs as well as research and best practices

shared by our colleagues in the field at the Global Internship Conference, AIC aims to incorporate key principles into customized program development:

• Comprehensive programs including cohort-based components for professional development and cultural exploration

• Personalized placement process that is student-centric, matching intern to opportunity based on individual academic background and professional goals

• Project-driven internships that incorporate exposure to the field as well as the employer and include regular assessment by both student and supervisor

• Ongoing contextualization and coaching to help students navigate the workplace and reach personal and professional goals while examining cultural aspects of country, city, industry, and employer

• Whenever possible, theme-based programs or placements to provide a line of inquiry and focus of evaluation for individual and cohort

Breaking Barriers: Factors Influencing Frameworks

Global Internships Linked to Academic

Coursework

Cost (Length of Program, Access to Financial Aid,

Available Funding, Additional Cost)

Curriculum (Academic Credit, Timing, Impact on

Degree Completion) Country

(Regulations, Culture,

Language, Local Context)

Framework One: “AIC AIC”Academic Internship Continuum

Co-CurricularAccess to

online resources

Independent study with faculty on campus

On campus workshop or course pre and post

Online course during

internship

Local tutor meet

individually during

internship

Assimilate into existing local class

Local class with cohort developed specifically for program

Framework Two: “AIC AIM”Academic Internship Matrix

Expanded Internship,

Compressed Coursework

Expanded Internship, Expanded

Coursework

Compressed Internship,

Compressed Coursework

Compressed Internship, Expanded

Coursework

Examples of Program Models within Academic Internship Matrix

University of Hong Kong in USA,

Michigan State University Global

UC Berkeley Global Internships, Boston University Summer

Study Internship Program

Showa Boston International

Career Development

Program

University of Toronto Engineers without Borders

Program

Linking Global Internships to Academic Coursework for

First Year Students

Academic Internship

• Complete 150+ contact hours

• Establish 3-4 learning objectives with employer to focus internship in academic context

• Maintain daily activity log

• Compose final paper which highlights completed projects and other accomplishments

Practical Benefits of Academic Internships Abroad

• Experience host country outside of classroom, not just as observer but as a participant.

• Creates comparison of work abroad and work in the US. • Broadens view of work and creates more flexible students.• Increase Global Competence/Intercultural Intelligence

“I think the internship is an important part of the whole experience. It allows freshman to experience a workplace environment in the field of their choice. As a result, many

students form opinions of the industry they want to work in from their placement.” GCP alum

Benefits for First Year Students

Internships early in the college career allow students to develop skills that they will need for future internships and jobs

Internships increase confidence and competence by making work a learning experience.

“I learned a lot about the company and generally

about working in the corporate environment.

I made observations that could be applied to

my life when I try to move up the corporate

ladder, or manage work and family, or have a

difficult person to work with. This prepared me

and I feel like I can handle these situations

now”GCP Alum

Benefits for First Year Students

‘Unsuccessful’ internships may lead to a change in major/career

“(T)he most important thing for me is that I learned

what I DO and also what I DO NOT want to work on

in the future! I actually began in one department, and I hated it. So I moved

to a different division that I loved. I think it's

excellent to be able to try as many things as

possible to have different experiences.”

GCP Alum

Benefits for First Year StudentsStarts resume building which makes students more competitive for future internships and employment

“A real, international internship at the age of 18 is really unheard of. It was one of the greatest opportunities I've had and I am really glad I took it -not only does it look impressive to future employers, it prepared me for future career endeavors. I think the notion of academic study followed by internship provides a well-rounded ‘education’ and a fuller understanding of the country being studied in.” GCP Alum

Benefits for First Year StudentsPrograms gets them thinking internationally early

Preparation for future international endeavors.

Greater sense of maturity and education, in relation to peers who stayed on campus

“I felt like I was much more accomplished and mature than

they are after our first year. I felt like I moved forward, did soooo much more than them and was exposed to a whole

different culture.”

Challenges for First Year Students

• Some students are leaving the country for first time.

• For many, it is the first real work experience.

• General college adjustment issues and maturity.

• Semester students are worried about having friends when they return back to campus.

Global Citizens was my first time out of the United States. This was a huge leap for me, but I can't say how much this changed my life. I caught a travel bug after I realized a little bit of the world out there beyond our borders and I haven't looked back!

Although I was only a freshman and I did not have much of a business background, I am a hard worker who usually adapts well to most situations, so I felt confident that I would learn how to accomplish the tasks required of me at my workplace.

• Began in 2004 in London with 5 business students

• Expanded to Asia in 2013 - 243 alumni as of 2014

• Developed as a recruitment tool for early admission students

• Program delivery and on-site support in collaboration with Education Abroad /Villanova School of Business

– Program Director in each location: London - EUSA ; Asia – AIC

– Orientation, housing, 24/7 emergency support, internship placement,

cultural excursions, professional development, mentoring

• 16 week GCP program combines coursework and a practical internship in London or Hong Kong

Global Citizen Program

• Villanova syllabi taught by local faculty (January-March)

– The Augustine and Culture Seminar (humanities core)

– Social Science Course (specific to location)

– Corporate Responsibility and Regulation (business core)

– Macroeconomics or Global Political Economy (business core)

– Internship (free elective)

• Center for Global Leadership Faculty Advisory

– Assists in faculty selection, syllabi review and course delivery

– Conducts annual site visits for quality control and academic advising

purposes

– Serves as an academic liaison between home and abroad

Coursework

Learning Communities Abroad• Summer program May-July

• Began in 2010 in London and Madrid with 14 students. (Madrid cancelled in 2012 due to low enrollments.)

• All majors invited to participate

• Offered to students in freshman learning communities

• Program coursework begins in March and continues on site with the teaching.

• Coursework offered through the College of Liberal Arts & Sciences– The Making of Britain - Humanities elective

– Internship - Humanities credit.

Future Plans

With over 300 alumni of both programs:

Conduct longitudinal assessment with Career Center.

Develop an alumni database.

Build a social media presence fornetworking purposes.

CASE STUDY:CIEE SEVILLE

STUDY ABROAD

January 16, 2015

Jaime Ramirez, CIEE Study Center Director, Seville - Spain

Case Study: CIEE

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Case Study: CIEE

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Case Study: CIEE

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Case Study: CIEE

Locations:

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Fall + Spring (24)

Alicante Haifa Prague

Amman Legon Rabat

Barcelona London Santo Domingo

Brussels Madrid Seville

Budapest Moscow Shanghai

Dakar Monteverde Taipei

Dublin Palma de Mallorca Toulouse

Gaborone Perth Wollongong

Summer (6)

Barcelona

Brussesls

Palma de Mallorca

Santiago, DR

Seville

Shanghai

Case Study: CIEE

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6%

Case Study: CIEE

6%

CIEE SEVILLE

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CIEE Seville: Linking Global Internships to Academic Coursework

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InternshipSeminars

IndependentInternships

For-credit

Internships

53 students in 2012-201343 students in 2013-2014

Case Study: CIEE

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Seminar(25 hours)

Individual Meetings(12 hours)

On-the-Job Performance

(100 hours)

On-the-Job Performance

(120 hours)

SEMINAR INDEPENDENT

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

Case Study: CIEE

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Workshop

Interviews

WorkshopExperience

Seminar

ReentryTraining

David Kolb

CIEE Seville: Linking Global Internships to Academic Coursework

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CIEE Seville: Linking Global Internships to Academic Coursework

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Student will agree to complete no less than 135, and no morethan 160 hours to be eligible for 3 academic credits

Working hours

Meetings with the Mentor

Meetings with CourseInstructor

Class time

Academic assignments

CIEE Seville: Linking Global Internships to Academic Coursework

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Supervisors

Students

Professor

Learninggoals

InternshipCoordinator

CIEE Seville: Linking Global Internships to Academic Coursework

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Supervisors

Students

Professor

Learninggoals

InternshipCoordinator

CIEE Seville: Linking Global Internships to Academic Coursework

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CIEE Seville: Linking Global Internships to Academic Coursework

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Active ParticipationMeetings

WeeklyJournal

Reflection

Final Paper

Oral presentations

CIEE Seville: Linking Global Internships to Academic Coursework

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Working hours

Meetings with the Mentor

Meetings with Course Instructor

Class time

Academic assignments

15%

15%

70%

On-the-Job Performance

---

---

Class participation

Academic assignments

CIEE Seville: Linking Global Internships to Academic Coursework

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CIEE Seville: Linking Global Internships to Academic Coursework

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BARRIERS

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CIEE Seville: Linking Global Internships to Academic Coursework

• Recruiting appropriate companies

• Identifying the right supervisor / mentor

• Hiring the right Course Instructor / Academic Advisor

• Establishing / Updating learning goals

• Assuring the perfect matches

• Managing Expectations

• Student satisfaction

• Cost & Fee

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CIEE Seville: Linking Global Internships to Academic Coursework

• Constant recruitment of companies

• Train Supervisors / Mentors

• Prepare students for the experiential experience

• Constant Follow up with students

• Constant Follow up with companies

• Help students to see the real value of internships

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THANK YOU!January 16, 2015 56

Q&A - Revisiting: Factors Influencing Frameworks

Global Internships Linked to Academic

Coursework

Cost (Length of Program, Access to Financial Aid,

Available Funding, Additional Cost)

Curriculum (Academic Credit, Timing, Impact on

Degree Completion) Country

(Regulations, Culture,

Language, Local Context)

Q&A - Revisiting Framework One: Academic Internship Continuum

Co-CurricularAccess to

online resources

Independent study with faculty on campus

On campus workshop or course pre and post

Online course during

internship

Local tutor meet

individually during

internship

Assimilate into existing local class

Local class with cohort developed specifically for program

Q&A – Revisiting Framework Two: Academic Internship Matrix

Expanded Internship,

Compressed Coursework

Expanded Internship, Expanded

Coursework

Compressed Internship,

Compressed Coursework

Compressed Internship, Expanded

Coursework