Student Misconceptions on College and Career: An Analysis of Student Reflection on Education, Internship and Job
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1 Student Misconceptions on College and Career: An Analysis of Student Reflection on Education, Internship and Job Gary A. Poe, Grambling State University, Grambling Louisiana, Erick Valentine, Grambling State University, Grambling Louisiana Abstract A study was done of 126 university students. Four questions were asked: 1. Do university students pursuing a college education as a means to further their career goals understand the opportunities in the job and internship market? 2. Do university students pursuing a college education as a means to further their career goals understand the role internships play in their educational process? 3. Do university students pursuing a college education as a means to further their career goals understand the role internships play in getting a job upon graduation from the university? Using student reflection papers as a data source and employing grounded theory, it was concluded that in general, students do not understand the opportunities in the job and internship market, the role internships play in their education process, the role internships play in getting a job upon graduation from the university Various reasons are found that explain this phenomenon and discussed. Prescriptions are provided Introduction College internships provide great opportunities for college students to enhance their educational experience, to gain the experience to land their first job and to assist them to find employment upon graduation. In general, students like internships because they earn money. But there are other benefits for them as well. After completing an internship students often achieve better grades. Not only do they gain real world experience to supplement the classroom experience they become more marketable as a result of the experience and the training 1
2 received during the internship period. In many cases the internship confirms their choice of major and career. The internship often expands their network and in many cases the internship upon graduation becomes their first job. Internships benefit not only the student but also benefit the university and the firms that hire students. For the university, internships enrich the educational experience and provide practical learning experiences for the students. Often when the student returns from an internship, they see the importance of school and are more engaged in the classroom environment. Often they will enrich classroom discussions with practical insights gained during their internships and help others make connections between the classroom and the workplace. A major goal of the firms that offer internships is to identify great new hires, immerse them in the culture of the organization. In essence, the internship becomes a 90 day job interview. This will reduce their risk of hiring a bad fit as well as obviate the need to fire the bad fit as at the end of the internship both have agreed to part ways. In fact, many companies hire almost exclusively from their internship pool (Cook, Parker and Pettijohn, 2004). Because of the importance of internships, many programs exist to connect students with internship opportunities. Unfortunately not every student is aware of internship process. Often students graduate never having an internship. The question asked is why do students fail to take part in the process? Literature Review 2
3 There is a symbiosis between the university, students and employers. Some of the benefits to the university are that the university makes and maintain relationships with employers which have the potential to develop into other types of partnerships. The university also benefits from the maturation of the students who participate in the internship function, thereby making the classroom experience more robust and enhancing classroom discussion. More companies recruiting for interns and new hires from a university may influence an individual s choice of school or major. Universities can also receive tuition dollars if course credit is offered for the internship experience (Rothman 2007). Employers benefit from an internship engagement by potentially reducing their recruitment costs. Many companies dedicate a significant portion of their resources to develop and manage internship opportunities. Companies also use the internship program to recruit potential new hires and some hire a significant number of their internship alums (Cook, Parker and Pettijohn, 2004, Rothman 2007). The hands on experience that students gain is invaluable for student development and immersion in the companies corporate culture makes the student much more attractive to the employer for whom the student has interned. There are major benefits to students as well. Controlling for ACT scores of incoming freshmen, students who intern generally have higher GPAs than students who do not participate in an internship program (Koehler 1974). Additionally, students who participate in an internship program tend to increase their grade point averages more than 3
4 students who do not participate in internship programs. They perceive that the internship provided learning experiences not afforded in the classroom and would tend to supplement and enhance their matriculation (Hite and Bellizzi, 1986, Cook, Parker and Pettijohn, 2004). Students who intern are generally better able to crystallize and specify a vocational choice. (Brooks, Allen, Greenfield, and Joseph 1995). The internship experience allows student to identify the pleasurable as well as the distasteful tasks related to the particular job or occupation. The student can also get a feel for whether the companies for which they are interning is a good match with the student s values, skill set, ambition and, interest (Ducat 1980, Hall 1976, Barak, Carney, and Archibald 1975). Students who intern generally put themselves in a position to be more attractive to employers, leading to more, and better, job opportunities. This opportunity set includes both the employers they interned with as well as other companies (Knouse Tanner and Harris 1999). Often, students who intern can earn significantly more in starting salary that their non interning competitors. Design Students in a 200 level course taught in the Computer information Systems curriculum were provided a questionnaire asking why they pursued a college education. Those students who stated they were seeking a college education as a means to further 4
5 career goal were selected and given instruction in how to use Google. After receiving this instruction they were then assigned a service earning project that required them to identify 10 internship opportunities and 10 entry level opportunities. At the conclusion of the assignment, the students were required to write a reflection paper on what they knew about internships and entry level jobs before the project, what they learned during the project and finally, how they were changed after completing the project. These reflection papers were then read by two reviewers chronicled the student responses and organized them into common themes. Findings and Conclusions Students pursuing a college education as a means to further their career goals do not understand the opportunities in the job and internship market While the benefits of an internship program are extensive and delineated above, many students do not understand the opportunities in the internship market. The range of understanding stretches from one of complete unawareness of a job and internship market to one of total understanding. The vast majority of students lack understanding of the opportunities in the job and internship market. One type does not understand there are opportunities. These students are generally unaware that there are opportunities for college students for jobs, internships or both. 5
6 A second type of student understands there are opportunities but they do not understand the opportunity range or who is offering the opportunity. The third type of student is aware of the opportunities, but does not know how to access the opportunities. Generally, these types of students confine their efforts to the localized areas surrounding the university and they rely heavily upon the recruiters who come on campus. Students often try to make sense of the job and internship market by category. The students opportunity awareness can be segmented into six distinct categories; the first category is the General Availability of jobs these students are often amazed when they discover opportunities at all. The second category is the Availability Geographic these students seek location first. They place a higher priority on location over Firms or company. The third category is Major Segmentation these students make choices about their jobs search based on their academic major. Those that segment the market often find that the business field offers many opportunities that cross several majors. The fourth category is Career Specific these students often a narrow view of the job opportunities within their career path. The fifth category is Company Size these students understand that most fortune 500 companies offer internships. The sixth and final category is Skill Set these students know that better, more interesting, and perhaps more lucrative opportunities are available in high skilled jobs. Students not understand the important role that internships play in their educational process 6
7 Students, in general, see their education in the university and an internship as separate experiences, each having limited impact upon the other. They fail to make the connection that the internship and educational experience have a mutual, positive interaction effect. Often the student sees the nexus of school and career at two points: at the commencement and at the end of the educational process. In between however, the student focus is less on the career and more on obtaining an education. While embarking upon their studies few students see the internship as having a positive impact upon their education. A number of students (but not a majority) lack awareness of internships as indicated by statements like, I never knew internships existed. Others, having heard of internships, believed internships were rites of passage on the pathway to the job or career of their dreams. During this rite of passage the student would be tested by having to do meaningless work at no or low pay. Many of these same students see doing this meaningless work as providing little or no assistance in their educational pursuits. Many students fail to understand that the internship is a great way for the student to find out if they want to stay in the degree they are currently pursuing. Even fewer see the entire internship process as a valuable learning tool, in effect, an extension of the classroom in the workplace. Finally, the student does not realize that upon completion of the internship, the student will generally perform at higher levels in the classroom, as the material presented has more meaning and relevance. 7
8 Students do not understand the important role that internships play in their getting a job upon graduation Students also were generally unaware of the importance of pursuing an internship. Specifically, they were unaware of how an internship impacts their opportunities on the job market. After the assignment they came to a few new understandings. Having an internship before leaving school took on increased importance. Many students were unaware that internships existed let alone have any importance. Additionally, it has been our experience that many students delay seeking internships until their senior year. Often time this is too late as many intern opportunities require that the student have one year of school left at the time the internship is undertaken. Another new understanding was relating having an internship provided the student a competitive advantage over the student who did not have an internship experience. A further insight was the perception that the internship experience was a great way to land a desired job with a specific company. Furthermore, the experience would enhance the chances of a student who has interned getting any job over a student without such experience. This exercise further helped the student make the connection that better grades would help them land better jobs and internships. Action is Needed Today It has been demonstrated by student responses in reflection papers that students pursuing a college education as a means to further their career goals fail to understand the opportunities in the job and internship market, fail to understand the role internships play 8
9 in their educational process and fail to understand the role internships play in getting a job upon graduation from the university. We as educators need to do more than just educate them in the subject that we teach. Starting early in the college curriculum and continuing through graduation, we need encourage students to find and partake of internship opportunities. Internships will tie the curriculum to individual goals, to particular careers and career paths. They give meaning to what educators teach. They making going to college more valuable to students. They assist our recruiters meet their goals in finding a workforce that meets their requirements as well as help the university make a case to reach out to them to provide financial assistance to the university. This is becoming increasingly important in the day where the stakeholders college educators serve are looking for answers. Traditional public education is assaulted by legislatures who want to see results in the way of retention, increased graduation rates and placement after graduation. Students want a relevant educational curriculum that can lead to their meeting their life goals. Gone are the days when the university can dictate what the student must take as often the student will find some online college that will meet their needs by providing the educational training they desire. Many employers who recruit on campus not only place students in jobs, but often they provide scholarships and funds for university activity. 9
10 References Cook, S. J., Parker R. S., and Pettijohn, C. E. (2004). The perceptions of interns: A longitudinal case study. Journal of Education for Business. 79, (3), Barak, A., Carney, C. G. and Archibald R. D. (1975). The relationship between vocational information seeking and educational and vocational decidedness. Journal of Vocational Behavior. 7, Brooks, L., Cornelius A., Greenfield E., and Joseph R. (1995). The relation of careerrelated work or internship experiences to the career development of college seniors. Journal of Vocational Behavior. 46, Ducat, D. E. (1980). Cooperative education, career exploration, and occupational concepts for community college students. Journal of Vocational Behavior. 17, Hall, D. T. (1976). Careers in Organizations. Santa Monica, CA. Goodyear. Hite, R. and Bellizzi, J. (1986). Student Expectations regarding collegiate internship programs in marketing. Journal of Marketing Education, 8, (3), Knouse Tanner and Harris (1999). The Relation of college internships, college performance and subsequent job opportunity. Journal of Employment Counseling. 36 (1) Koehler R. W. (1974). The effect of internship programs on subsequent college performance. The Accounting Review. 49, (2) Rothman, M. (2007). Lessons learned: Advice to employers from interns. Journal of Education for Business. 82, (3),
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