Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Harbison, John H.; Barber, James P.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Over the past decade, there has been considerable growth in the number of undergraduate students completing internships in the United States (US). Through increased awareness and participation, internships have become known for developing career readiness skills, gaining first-hand experience in the workplace, and bridging the transition from academia to the world of work. As illustrated by the elevated number of college graduates reporting an internship experience upon graduation, internships are becoming a high-impact practice within the collegiate experience. Identified as a gateway to recruitment and hiring by organizations, internships are structured to provide students with direct work experience related to their career interests. Internships assist students in connecting their workplace experiences with the theoretical concepts learned in the classroom and, thus, their full-time roles postgraduation. The purpose of this study was to explore whether a relationship exists between a student’s internship or applied learning experience and the student’s conversion rate at the organization. Despite the increasing popularity of internships and their ability to be a catalyst for developing transferable skills that build professional networks, limited research exists on how internship experiences contribute to a student’s desire to work with their internship host full-time upon completion of their internship. Furthermore, research is limited on the factors and long-term effects contributing to a student’s decision to continue employment with their internship company. The study's primary goals were to determine if differences exist in acceptance rates between students with positive experiences and students with non-positive experiences.

Acknowledgments

I would be remiss if I did not start by thanking the Ruler of the universe and my family for their support while pursuing my doctorate. From my late father, Renard Miles, Sr., to my mother, Songa Maclin, thank you for your unconditional support and love. Thank you for encouraging me never to give up, even when the road got tough. In addition to my family members, my dissertation would not have been possible without my dedicated mentors and supporters, who provided a listening ear and guidance when needed. To Dr. Mark McCloud, Dr. Margaret Toston, Dr. Melissa Tetzlaff-Bemiller, Dr. Clay Woemmel, Dr. Mary Gatta, Dr. Joshua Kahn, Mrs. Kathleen I. Powell, and so many others, thank you for helping me see I could reach this milestone. To my cohort, C14, and higher education colleagues along the way, many thanks to you for your unwavering support and assistance. To my colleagues from the University of Tennessee at Martin, who were my initial supporters when I began my doctoral journey, your support and enthusiasm encouraged me to matriculate into the University of Tennessee at Chattanooga’s program. To my William & Mary teammates, thank you for allowing me the space and time to complete the Learning and Leadership program. Last but not least, I am incredibly grateful to my dissertation chair, Dr. David Rausch, and committee members, Dr. Beth Crawford, Dr. John Harbison, and Dr. James Barber. Without your countless efforts and feedback on my submissions, I am confident I would not have made it to this milestone. Your generosity of your time and talents have meant the world to me, and I will forever cherish this moment. Since joining the Learning and Leadership program, I have learned to be a lifelong learner. Your commitment to my continued growth and development has taught me to be a better scholar-practitioner, professional, and student.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

12-2024

Subject

Internship programs--United States; School-to-work transition; Undergraduates--Professional education

Keyword

internships; applied learning; undergraduate students; hands-on experience; career readiness; career development; career competencies

Discipline

Educational Leadership

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiii, 127 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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