This study sought to characterize the design of higher education program internships in the sciences and social sciences through interviews with 32 directors and academic coordinators of university and technical-professional institutions. Thematic analysis, program theory, and concepts from implementation fidelity literature were used for analyses. Findings indicate that internship designs prioritize the teaching of institutional values and principles, as well as the modeling of professional behaviors. Differences were observed in the expected outcomes of programs with mandatory accreditation, highlighting the development of critical thinking for professional practice and the learning generated by observation of professionals. Interviewees report a high level of interest in ensuring the appropriate implementation of internship designs but also comment on the significant obstacles faced to guarantee effective implementation. Among them, administrative barriers in the contractual relationship between tutors and institutions, and difficulties in ensuring diverse learning experiences in different types of organizations are the most salient.

Authors:
Claudia Oliva, Pontificia Universidad Católica de Chile, Chile
Verónica Santelices, Pontificia Universidad Católica de Chile, Chile

About the Presenter(s)
Dr.(c) Claudia Oliva Leiva is currently PhD student in School of Education at Pontificia Universidad Católica de Chile.

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