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The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

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  • Betina Lopes

    (Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, 3810-193 Aveiro, Portugal
    Department of Life Sciences, University of Coimbra, 3000-370 Coimbra, Portugal)

  • Patrícia Silva

    (Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, 3810-193 Aveiro, Portugal
    Department of Social, Political and Territorial Sciences, University of Aveiro, 3810-193 Aveiro, Portugal)

  • Ana I. Melo

    (Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, 3810-193 Aveiro, Portugal
    School of Technology and Management (ESTGA), University of Aveiro, 3750-127 Águeda, Portugal
    Center for Research in Higher Education Policies (CIPES), 4450-227 Matosinhos, Portugal)

  • Elisabeth Brito

    (Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, 3810-193 Aveiro, Portugal
    School of Technology and Management (ESTGA), University of Aveiro, 3750-127 Águeda, Portugal)

  • Gonçalo Paiva Dias

    (Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, 3810-193 Aveiro, Portugal
    School of Technology and Management (ESTGA), University of Aveiro, 3750-127 Águeda, Portugal)

  • Marco Costa

    (School of Technology and Management (ESTGA), University of Aveiro, 3750-127 Águeda, Portugal
    Center for Research & Development in Mathematics and Applications, University of Aveiro, 3810-193 Aveiro, Portugal)

Abstract

Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which has been focused on the discussion of positive outputs, such as the enhancement of graduates′ competences (employability) and their work integration (employment). An important, albeit relatively unexplored, feature of the sustainable institutional politics of curricular internship management pertains to the assessment of its associated liabilities and tensions. This article seeks to address this challenge, by analyzing two interrelated dimensions. First, it seeks to understand the internship processes ranging from the planning to the implementation stages. Second, it elicits the associated negative aspects (the ‘lunar side’) of internships, allowing for an assessment of the features where there is room for improvement. Empirically, this article draws on in-depth qualitative research. It presents the results of four focus groups, voicing the perceptions of top management structures and students involving first cycle degrees in the areas of Marketing, Management, and Accounting from four public Portuguese Higher Education Institutions (HEIs)-three polytechnics and one university. Findings confirm the general positive outlook of internships. Perceived negative perspectives report to both internal problems (such as the lack of institutional support and curricular design) and external problems (e.g., the shortage of suitable internship placements), constituting barriers towards sustainable institutional policies and strategies. Adaptive strategies to overcome specific difficulties are highlighted (e.g., establishment of advisory committees with local businessmen). Finally, recommendations regarding curricular internship management at HEIs are delineated (e.g., investment in monitoring and evaluation strategies of internships).

Suggested Citation

  • Betina Lopes & Patrícia Silva & Ana I. Melo & Elisabeth Brito & Gonçalo Paiva Dias & Marco Costa, 2019. "The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education," Sustainability, MDPI, vol. 11(21), pages 1-22, October.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:21:p:5879-:d:279399
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    References listed on IDEAS

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    1. Humburg, M. & van der Velden, R.K.W., 2014. "Skills and the graduate recruitment process: Evidence from two discrete choice experiments," ROA Research Memorandum 002, Maastricht University, Research Centre for Education and the Labour Market (ROA).
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    3. Humburg, Martin & van der Velden, Rolf, 2015. "Skills and the graduate recruitment process: Evidence from two discrete choice experiments," Economics of Education Review, Elsevier, vol. 49(C), pages 24-41.
    4. Felix Weiss & Markus Klein & Thomas Grauenhorst, 2014. "The effects of work experience during higher education on labour market entry: learning by doing or an entry ticket?," Work, Employment & Society, British Sociological Association, vol. 28(5), pages 788-807, October.
    5. Jean-François Giret & Sabina Issehnane, 2012. "L'effet de la qualité des stages sur l'insertion professionnelle des diplômés de l'enseignement supérieur," Post-Print halshs-00694452, HAL.
    6. Joachim H. Spangenberg, 2019. "Scenarios and Indicators for Sustainable Development: Towards a Critical Assessment of Achievements and Challenges," Sustainability, MDPI, vol. 11(4), pages 1-5, February.
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    Cited by:

    1. Ana Isabel Santos & Carlos Miguel Ferreira & Sandro Serpa & Maria Jose Sa, 2020. "What is an Internship Report? Contributions to the Construction of its Meaning," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(1), pages 1-6.

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