Applying CIPP model to evaluate the implementation of an international internship in a Vietnamese university

https://doi.org/10.31130/ud-jst.2024.281E
Tóm tắt: 26 | PDF: 9

##plugins.themes.academic_pro.article.main##

Author

  • Vo Thi Kim Anh
    The University of Danang - University of Foreign Language Studies, Vietnam

Từ khóa:

Internship
CIPP model
professional development
cultural competence

Tóm tắt

International internship has become popularised these days due to its great benefits. The University of Danang-University of Foreign Language Studies (UD-UFLS) has organised several international internships including the one in Thailand. To have a comprehensive picture of the implementation of the internship in Thailand, the evaluation applying CIPP model was conducted. The study applied the qualitative method with document review and interviews as the instruments. Participants are students of Faculty of English, UD-UFLS who underwent the internship in Thailand in 2024. The evaluation reveals that the internship generally met its intended outcomes regarding cultural competence and professional development, and it was properly implemented. Yet, it would be better if careful design selection of the activities, detailed instructions, and better preparation for pre-departure were taken into consideration.

Tài liệu tham khảo

    [1] K. Miller and A. M. Gonzalez, “Short-term international internship experiences for future teachers and other child development professionals”, Issues in Educational Research, vol. 26, no. 2, pp. 241–259, 2016.
    [2] K. Adler and S. J. Loughrin-Sacco, “International Business Internships: Preparing Students for Business Without Borders”, Department of Economics, Sandiego State University, Sandiego, USA, Science Report, 2003.
    [3] Michailova and D. L. Ott, “Linking international experience and cultural intelligence development: The need for a theoretical foundation”, Journal of Global Mobility, vol. 6, no. 1, pp. 59–78, 2018.
    [4] L. Stufflebeam, “Daniel Stufflebeam’s CIPP Model for Evaluation- An Improvement and Acountability-Oriented Aproach”, in Research Methods for Social Sciences: Evaluation Theory, Models and Applications, D. L. Stufflebeam, Coryn, and L. S. Chris, Eds. Someset: Jossay-Bass, 2014, pp. 310–339.
    [5] L. Stufflebeam, “The CIPP Model for Evaluation”, in International Handbook of Educational Evaluation, T. Kellaghan, D. L. Stufflebeam, and L. A. Wingate, Eds. Dordrecht: Kluwer Academic Publisher, 2003, pp. 31–62.
    [6] L. Stufflebeam, “The CIPP Model for Evaluation”, in Evaluiation Models: Viewpoints on Educational and Human Services Evaluation, Second edi., D. L. Stufflebeam, G. F. Madaus, and T. Kellaghan, Eds. Boston: Kluwer Academic, 2000, pp. 279–318.
    [7] L. Stufflebeam, “The relevance of the CIPP model for educational accountability”, Journal of Research and Development in Education, vol. 5, no. 1, pp. 19–25, 1971.
    [8] Erickson, “I can intern in France! Student perceptions of success during their international engineering internship”, Online Journal for global Engineering Education, vol. 6, no. 1, p. 6, 2012.
    [9] K. Tan and M. Umemoto, “International industrial internship: A case study from a japanese engineering university perspective”, Education Sciences, vol. 11, no. 4, pp. 1–18, 2021.
    [10] Michailova and D. L. Ott, “Does exposure to host country language during international experiences influence the development of cultural intelligence?”, European Journal of International Management, vol. 1, no. 1, p. 1, 2017.
    [11] T. T. Dang, T. B. Hoang, A. T. Nguyen, and T. L. Nguyen, “A survey of French majors' internship in tourism" VNU Journal of Foreign Language Studies, VNU Journal of Foreign Language Studies, vol. 37, no. 5, pp. 170–195, 2021.
    [12] H. Hoang and T. L. Le, “Students ’ Assessment on Factors Related To the Pedagogical”, Journal of Science and Technology, vol. 20, no. 8, pp. 28–32, 2022.
    [13] Q. Vu, “Current situation and orientation for determining the internship model for students specialised in Educational Management at Hanoi Metropolitan University”, HNUE Journal of Science., vol. 66, no. 2, pp. 123–131, 2021.
    [14] Bawica, “The University Internship Program and its Effects on Students’ Employability Readiness”, International Journal of Academic Industry and Industry Research, vol. 2, no. 3, pp. 86–101, 2021.
    [15] K. A. Vo, V. Pang, and K. W. Lee, “Teaching practicum of an English teacher education programme in Vietnam: from expectations to reality”, Journal of Nusantara. Studies, vol. 3, no. 2, pp. 32–40, 2018.
    [16] I. Elifondri and O. Amril, “Students ’ Culture Shock and Cultural Intelligence : The Case of International Internship Students in Japan”, International Journal of Research and Innovation in Social Science, vol. 5, no. 7, pp. 166–170, 2021.
Xem thêm

##plugins.themes.academic_pro.article.sidebar##

Đã Xuất bản

Jun 30, 2024
Download
PDF (English)
Cách trích dẫn
Anh, V. T. K. “Applying CIPP Model to Evaluate the Implementation of an International Internship in a Vietnamese University”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 22, số p.h 6B, Tháng Sáu 2024, tr 45-49, doi:10.31130/ud-jst.2024.281E.

##plugins.themes.academic_pro.article.details##