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The influence of internships on skills of education administrators
Abstract
This study examined whether participation in an internship influenced skill development of education administrators. In addition, the study investigated what, if any, characteristics of the internship experience were related to its perceived influence. Subjects for the study were graduates of education administration programs in the land grant universities that were members of the North Central Association of Colleges and Schools. Participants were working toward master, specialist, and doctoral degrees at the time of their internship. A survey was sent to a randomly selected group of subjects. The responses of those who did not complete an internship were compared with the responses of those who did. Those who served internship answered additional questions characterizing their internship experience. No significant difference was detected between the perceived skills of those who served internships and the perceived skills of those who did not. No relationship was found between the perceived influence on skill development and the following characteristics of the internship: degree sought at the time of the internship; the amount of professional experience at the time of the internship; the kind of internship; number of hours of the internship; whether the internship was required or elective; number of credits granted for the internship; and whether the internship was salaried. Relationships did exist between the amount of responsibility given the intern and perceived influence on skills; and between the areas and levels of involvement of the intern and perceived influence on skills.
Subject Area
School administration|Higher education|Curricula|Teaching
Recommended Citation
Layton, Jean C, "The influence of internships on skills of education administrators" (1989). ETD collection for University of Nebraska-Lincoln. AAI9004689.
https://digitalcommons.unl.edu/dissertations/AAI9004689