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1、The Rise of Remote Global InternshipsPromising Practices and the Implications for Career ReadinessAbout IIEAs an independent, 501(c)(3) not-for-profit founded in 1919, the Institute of International Educations (IIE) mission is to help people and organizations leverage the power of international educ
2、ation to thrive in todays interconnected world. IIEs work focuses on advancing scholarship, building economies, and promoting access to opportunity. IIE research publications and white papers can be found at https:/www.iie.org/Research-and-Insights/Publications.About AIFS FoundationThe AIFS Foundati
3、on, an independent, not-for-profit, 501(c)(3) tax-exempt public charity, was established in 1967 with the assistance of the late Senator Robert Kennedy to help young people from many nations and diverse cultures understand each other better. The AIFS Foundation, in partnership with corporations and
4、foundations, provides grants and scholarships to students for participation in study abroad programs and provides grants to high schools and institutions of higher education to encourage international and educational travel. AIFS publications and research papers can be found at https:/www.aifsfounda
5、tion.org/publications.asp#recent.Copyright 2021 Institute of International Education, Inc. All rights reserved. This report is part of the Global Education Research Reports supported by the AIFS Foundation and IIE. The opinions, findings, and conclusions stated herein are those of the authors and do
6、 not necessarily reflect those of the AIFS Foundation or IIE.Suggested CitationMason, L. & Martel, M. (2021). The rise of remote global internships: Promising practices and implications for career readiness. Institute of International Education.Table of ContentsForeword1Introduction2Defining Remote
7、Global Internships and their Implementation3Internship3Remote Internship4Remote Global Internship4Global Internship Framework How Remote Models Fit8Skills Acquisition9Global Citizenship11Career Readiness12Looking Ahead: What Remote Global Internships Offer13Promising Practices14References16FiguresFi
8、gure 1. U.S. Student Work or Internships Abroad, 2010 - 20202Figure 2. Successful Global Internship Experiences: Before, During, After6Figure 3. Promising Practices for Remote Global Internships7Figure 4. Important Skills for the Global Workforce 20259Figure 5. Professionalism/Work Ethic.10Figure 6.
9、 NACE Career Readiness Competencies13ForewordFor the past 20 years, international internships have been a force for disruptive change within international education, moving from outsider to insider through years of hard-fought victories by international internship providers and innovative faculty an
10、d study abroad staff. In 2001, when I first introduced students to the idea of an internship abroad in Rome, we were shunned by traditional study abroad offices as not educational, not creditworthy, and not their responsibility. No one would have predicted that international internships would become
11、 widely popular and valued, and that virtual international internships would move onto center stage as the remedy to a year of lockdown during the COVID-19 pandemic.Virtual international internships offer students a way of advancing their career goals and global aspirations in an accessible format.
12、An internship abroad mirrored the global trend of remote work and, in many ways, made college students more marketable than ever before. The post-pandemic world will continue to favor flexible and remote workers, and virtual internships will become just like any internship for many career fields.Whi
13、le an internship abroad was often regarded as an elite experience, it can now be accessed for a fraction of the cost, broadening the ability for those from more diverse economic and social backgrounds as well as people with mobility and other physical barriers to participation. Outcomes for those ta
14、king a virtual international internship show it may also be a better investment. In the first year of Global Experiences virtual internship program, more students saw their short-term unpaid experience become a paid or full-time work opportunity since location and visas were no longer a factor. Conc
15、erns that a virtual internship would not be the same as the real thing has been both true and false. In-person experiences are more powerful from an intercultural learning perspective, including language acquisition and personal growth. However, students who participated in virtual international int
16、ernships report the same or better end of program survey results when it comes to skill acquisition and experience.But, not all virtual internship experiences are the same, and we are learning that an effective internship provider as an intermediary can serve as a key element of success. Beyond the
17、match-making role, a provider is a career and cultural maximizer offering feedback, assessment, and reflection that enhances learning and cultural comprehension.The pandemic year has sped up existing global trends, and international education is no different. Online universities have not replaced th
18、e need for in-person university, and virtual international internships will also not replace the need for the in-person experience. Still, the virtual internship offers an amazing opportunity for creative program design and increased accessibility making it the biggest success story in what has been
19、 a difficult year for the field of international education.Emily MersonExecutive Director, AIFS Abroad1IntroductionInternships are increasingly regarded as a high-impact educational activity that benefits students personal, academic, and professional growth (Kuh, 2008). Every year thousands of U.S.
20、college students participate in an internship, with some selecting the unique opportunity to intern abroad. In 2018/19, approximately 25,000 U.S. students worked abroad or completed an international internship for credit, increasing by 33 percent from 18,715 students during the 2008/09 academic year
21、 (Open Doors, 2010, 2020). The popularity of international internship opportunities has grown over the past decade as U.S. universities have established partnerships with international companies (Stacey, 2020). U.S. students have more options for pursuing internships abroad. Government scholarship p
22、rograms such as the Department of States Benjamin A. Gilman International Scholarship Program and the Department of Defenses The Language Flagship program also offer scholarships to students for participating in an internship overseas. In addition, global internship program providers such as Global
23、Experiences, part of AIFS, Inc., and CCRC Asia have more recently provided additional pathways for remote global internship study through GE Virtuoso and Virtual Internships.Figure 1. U.S. Student Work or Internships Abroad, 2010 - 202030,00024,92425,00020,00018,71515,00010,0005,00002008/092018/19So
24、urce: Open Doors 2010, 2020Due to the onset of the COVID-19 pandemic in 2020, many students saw their spring and summer global internship programs canceled, postponed, or transitioned to an online environment. The pivot by U.S. universities, global organizations, and internship program providers fro
25、m offering an in-person experience, whether domestic or international, to a remote internship, occurred rapidly (Hora, 2020; Maurer, 2020). Global Experiences (C.Orrison personal communication, March 4, 2021) and CCRC Asia (J. Low personal communication, February 26, 2021) reported approximately 50
26、percent of students who planned to participate in a summer international internship transitioned to a remote global internship by early June. A once rare practice, remote internship opportunities for students, including remote international internships, emerged as a logical trend for companies by fa
27、ll 2020, continuing into 2021 (Laker, 2021; Union College, 2020).Given the solid integration of internships into the undergraduate student experience, there are reasons to believe that remote global internships may continue as a common opportunity for students in the future. Nearly 70 percent of gra
28、duating seniors from the Class of 2019 completed an internship experience (National Association of Colleges and Employers NACE, 2020). For students, remote global internships can provide the added advantages of a safe work-based learning experience, eliminating travel and housing costs, and flexibil
29、ity to manage dedicated work and school hours while still demonstrating a students interest in developing a global2perspective. For employers, providing students with an internship experience has been an essential recruitment pipeline in their quest for new talent (Laker, 2021). A global reach allow
30、s companies to identify multi-lingual and new creative talent to fill skill shortages within their organizations (Jeske & Axtell, 2016). Remote global internships also benefit employers who do not need to identify a desk or office space for interns. However, further research is needed to understand
31、whether remote global internships yield the same learning and career readiness outcomes as in-person internships, including the implications for skills acquisition and global citizenship.The purpose of this paper is to provide insight into the role of remote global internships in providing experient
32、ial educational opportunities for university students and the potential role these internships have in developing students skills acquisition, global citizenship, and career readiness. The first section provides an overview of the definitions used to describe in-person and remote global internship e
33、xperiences including relative benefits and challenges. It then outlines the three analytical frames of remote global internships: skills acquisition, global citizenship, and career readiness. Through an analysis of recent findings from global internship program providers as well as others, we descri
34、be promising practices for supporting remote global internships applicable to all members of the international education community universities, employers, and third-party providers alike. This paper aims to contribute to the conversation on the possible role of remote global internships to widen th
35、e space of availability for students to gain international work experiences while remaining in their home country and the relative benefits of these experiences both during and after the COVID-19 pandemic.Defining Remote Global Internships and their ImplementationThere is a wide range of remote glob
36、al internship opportunities available to students, each differing in its way. As such, there is a wide range of terms used to describe these opportunities too. Internships involve multiple stakeholders (e.g., students, employers, universities, third-party program providers), each with its own goals
37、and objectives. Therefore, it is necessary to understand what we are describing as a remote global internship.InternshipAn internship is defined by NACE (2018) as:a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills devel
38、opment in a professional setting. Internships allow students to gain valuable applied experience and make connections in professional fields they are considering for career paths, and give employers the opportunity to guide and evaluate talent.3NACE goes on to outline the criteria for an internship
39、(whether traditional, remote, or virtual): The experience must be an extension of the classroom: a learning experience that provides for applying the classrooms knowledge. It must not be merely to advance the employers operations or be the work that a regular employee would routinely perform. The sk
40、ills or knowledge learned must be transferable to other employment settings. The experience has a defined beginning and end, and a job description with desired qualifications. There are clearly defined learning objectives/goals related to the students academic coursework professional goals. There is
41、 supervision by a professional with expertise and educational or professional background in the field of the experience. There is regular feedback from the experienced supervisor. There are resources, equipment, and facilities provided by the host employer that support learning objectives/goals.This
42、 definition and the supporting criteria outlined through the NACE position statement on U.S. internships are widely accepted among higher education institutions, employers, and career development professionals. The criteria guide internship program design in the United States.Remote InternshipSchola
43、rs, universities, and employers have described the transition of traditional face-to-face internships to virtual using many different terms, including virtual, online, remote, micro, and e-internship. Bayerlein & Jeskes (2018) definition of e-internships as a real-world work placement where the inte
44、ractions between the intern and their employer are predominantly computer-mediated conveys the environment we are discussing in this paper (p. 31).We selected the term “remote” to describe the environment for this paper to align with terminology used by todays workforce to describe the practice of w
45、orking in a space that is not the organizations usual place of business (Cambridge Dictionary, n.d.). Many aspects of in-person and remote internships are similar. However, a remote internship experience adds enhanced digital literacy skills for students. Also, there is an expectation from the emplo
46、yer that students are motivated, strong communicators, and able to self-regulate, staying focused on work assignments without the constant supervision that the physical office location affords.Remote Global InternshipGlobal internship experiences can take place in-person or remotely. The global inte
47、rnship experience brings an additional layer of experiential learning that speaks to an organizations work in an international context. Some elements of a global internship may include:4 Building a global network of international colleagues within a specific industry Gaining work experience in a spe
48、cific country Increasing cultural awareness Developing language skillsBuilding upon NACE and Bayerlein & Jeskes definitions, in this paper we define a remote global internship as a work-based form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development whe