the use of eportfolios in a business internship class: an ...€¦ · bus 489 assignment sample •...
TRANSCRIPT
The Use of ePortfolios in a Business
Internship Class: An Innovative Way of Displaying Knowledge & Experience
Kimberly Hogelucht, Ph.D. Professor of Business & Director of Internships
Point Loma Nazarene University
ACBSP International Conference Barcelona, Spain
November 27, 2015
Practical Value of an Internship • Allows students the opportunity to exercise knowledge
and skills learned in classroom (Meinert, 2015, Downey, 2014, & Smith, 2012).
• According to a study of 114 students at a large public university, the career value and practical value of an internship was much higher than that of regular classes. The difference was at a 95% significance level (Hergbert, date, pg. 10).
• The claim that students are book smart but lack the ability to solve real world problems has caused many colleges to offer, and in some cases, mandate internships (Hergert, 2009).
This claim is not shocking considering the Career Value of an Internship
An internship helps students: ü Make wise career choices ü Obtain Higher career stability ü Increase their job satisfaction ü Secure employment more
readily than students without internships (Hergbert, 2009).
Cont’d Career Value of an Internship • According to the National Association of Colleges and
Employers (NACE), the conversion rate of companies turning interns into full-time employees hit an all time high of 58.6% (as cited in “Facts about Internships,” 2015).
• Aside from a students major and interviewing skills, research shows that experience is the next most important factor when looking to decide who to hire (Herbert, 2009).
With all of this evidence to support the academic, practical and career value of internships, it seems fitting that there should be some innovative way for students to “showcase” the knowledge and skills they’ve acquired through their internship experience.
Need for a Change: “Binder Barrage”
n Portfolio with five sections: 1. Job Application 2. Personal Background 3. Target Industry Information 4. Work Samples & Achievements 5. Internship Assignments (forms,
reports, and evaluations)
Organizational Format for Business Internship Course
Online ePortfolio?
ü Millennial students have always lived in the “Information Age,” and prefer selection/options, customization, and flexibility/convenience (Sweeney, 2006).
ü 21% of millennial students (ages 18-28) are married and have other family and work obligations (Bloch, 2010).
Image courtesy of Stephanie Lehman
Table of Contents = links to each portfolio page
First page of portfolio
Convert Binder Portfolio Contents into an ePortfolio Custom Template in
n Average internship class size 25 students. n Conducted pilot with a small group of 8
students. n Students easily adjusted. n After successful pilot, required all
students to use Live Text. n Every semester, students are sent
necessary information to access Live Text account and given in-class training.
TRANSITION PROCESS
n Introduced towards the end of BUS 313 • Students begin ePortfolio by including a few basic
pieces and their BUS313 signature assignment
n Completed in BUS 489 (Capstone) • Built out progressively over four major assignments • Assignment due every three weeks – which includes
making any suggested revisions from previous submission
• Each assignment requirements outlined in syllabus
STUDENT IMPLEMENTATION
1) Syllabus outlines required documents for each major assignment due date (four dates - multiple items due).
2) Student uploads required documents into appropriate e-Portfolio section.
3) Student submits assignment every 2-3 weeks and awaits grading, receives feedback and makes recommended changes.
SUBMISSION PROCESS
Assignment # 1: (due Tuesday, January 28, no later than 1:00 pm) Section: Item to Attach:
1 • Resume • Cover letter for job and/or internship search • Contact information for your three references • Image of your business card (Fermanian Business
Center, Vistaprint.com, etc)
2 • Mission, Vision, Values and Goals Paper (1-2 pgs on core values, work ethic, integrity, etc.)
5 Sign originals, scan and upload the following: • Release of Liability • Course Agreement & Signature Page • Proposal and Learning Agreement Form (signed and
dated by intern (you) and supervisor)
BUS 489 ASSIGNMENT SAMPLE
• Check assignments “Awaiting Grades” • Read through e-Portfolios and give feedback for each
document. • E-mail students when feedback is completed. • Suggested revisions are due with next assignment.
GRADING PROCESS
Providing Feedback Within ePortfolio
Used by permission from Natalie Harp, Business
PROVIDING FEEDBACK
Used by permission from Natalie Harp, Business
ü Student data is in one place->convenient for students and professor
Natalie Harp commented, “I just really appreciated the opportunity to create an ePortfolio in Dr. Kim Hogelucht’s class. It was like a culmination of all of my business experience in one place…I was actually able to forward my ePortfolio to my supervisor at the end of my internship, and he was able to forward it to others who were involved in the interview process” (Harp, 2014).
ü Students can continue to build upon e-Portfolio ü Students can customize background and contents
BENEFITS
Continued Benefits…
ü Perfect source for assessment data->Print Reports
ü Tool to help students stand-out in
the job search process (Student can issue a visitor pass for prospective employers)
Internship Supervisor Feedback
According to 200 internship supervisors, over 60% claim
they would find an ePortfolio of value when reviewing a potential job candidate.
(Supervisor Final Evaluation of Intern, 2014)
One supervisor stated, “Being able to access that information and work in one place would be beneficial for all parties involved and help us to better know
the candidate with little effort.”
Another supervisor commented, “Easily tracked, no chance of getting misplaced, and would stand out among other candidates.”
References Bloch, E. (2010). Who are the millennials? Retrieved from http://www.flowtown.com/blog/who-are-millennials?display=wide Bus. 489 Final Supervisor Final Evaluation of Intern Report. (2014). Retrieved on January 14, 2015 from https://www.livetext.com/ Downey, J. (2014).“Weighing The Unpaid: Considering Unpaid Internships.” Business Today. Retrieved on May 11, 2015 from http://www.businesstoday.org/articles/2014/01/weighing-the- unpaid-considering-unpaid-internships/ Harp, N. (2014, April 14). Business Internship ePortfolios [Video File]. Retrieved on May 15, 2015 from https://youtu.be/S4nZZQfidQ4 Hergert, M. (November 2009). “Student Perceptions Of The Value Of Internships In Business Education.” American Journal of Business Education” 2(8): 9-14. Livetext.com (2015). Bus. 489 Custom ePortfolio template. Retrieved on May 20, 2015. Meinert, D. (November 2013). “Fresh Faces: A Well-Planned Internship Program Can Energize Your Enterprise.” HR Magazine. Purdue University, College of Business. (2015). “Facts about internships.” Retrieved on May 11, 2015 at Webs.purduecal.edu/business/internships/facts-about- internships/. Smith, J. (2012). “Internships May Be The Easiest Way To A Job In 2013.” Forbes. Retrieved on May 10, 2015 from http://www.forbes.com/sites/jacquelynsmith/2012/12/06/internships-may-be-the-easiest-way-to-a-job-in-2013/ Sweeney, R. T. (2006). Millennial behavior & demographics. Retrieved from http://certi.mst.edu/media/administrative/certi/documents/Article-Millennial-Behaviors.pdf
