Demand for international experiences that enhance employability is higher than ever. Universities feel the pressure from students, alumni, government, parents, and employers. However, the link between global internships and academic coursework is at best underutilized and at worst a barrier. This session will review general concepts and context regarding global internships and provide two academic internship frameworks that can be used to develop or describe program models. Presenters will share case studies and specific examples that demonstrate program models and components linking global internships to academic coursework.

1. Breaking Curriculum Barriers:
Linking Global Internships to
Academic Coursework
CIEE Conference 2014
Baltimore, Maryland

2. Today’s Agenda
• General concepts and context related to
global internships
• Frameworks to develop or describe program
models that link global internships with
academic coursework
• Case studies to demonstrate program models

3. Shared Assumptions
• Student mobility is increasing
– Particularly to/from countries of the Asia-Pacific
– Expanded emphasis on employability as outcome
of higher education
• Demand for internships on the rise
– International as well as local
– Lack of clear, consistent definition

4. Defining a Global Internship
Professional
Practical
Place-driven
Extension of academic study
Link to career
Supervised
Assessed

5. Defining a Global Internship
It is co-op, placement,
apprenticeship, stage
It is not job
shadowing, work-
travel, service learning

6. Defining a Global Internship
• German student matriculated at university in Michigan,
interning in Singapore at South American company
with Japanese supervisor
• Student from China studying in L.A., interning in New
York City with a European company working on
international marketing strategies
• Student from India studying in Australia, interning in
Toronto with NGO working with local East African
community
• Student from Texas enrolled at university in home state,
interning in San Francisco at a research institute
focused on foreign policy

7. About the AIC
The Academic Internship Council (AIC) is a non-profit
organization that draws upon more than three decades of
experience with place-based experiential education
programs that connect academic curriculum with industry
and community. AIC partners with universities and
institutions from across the globe to develop and deliver
internship programs in Boston, New York City, San
Francisco, Toronto, Singapore, Mumbai, and Hong Kong.
Students and companies represent a wide variety of
backgrounds and industry areas. As of October 2014, AIC
is part of the CIEE Family and look forward to offering
more opportunities to more students in more places!
www.academicinternshipcouncil.org

8. About the GIC
The Global Internship Conference seeks to
bring together all those parties involved in
the growing field of academic work
placement and experiential education.
The 2015 Global Internship Conference will
be held June 9 – 12 in Dublin.
www.globalinternshipconference.org

9. About the AIC
Developing optimal internship programs
Based on experience with our own programs as well as research and best practices
shared by our colleagues in the field at the Global Internship Conference, AIC aims
to incorporate key principles into customized program development:
• Comprehensive programs including cohort-based components for professional
development and cultural exploration
• Personalized placement process that is student-centric, matching intern to
opportunity based on individual academic background and professional goals
• Project-driven internships that incorporate exposure to the field as well as the
employer and include regular assessment by both student and supervisor
• Ongoing contextualization and coaching to help students navigate the workplace
and reach personal and professional goals while examining cultural aspects of
country, city, industry, and employer
• Whenever possible, theme-based programs or placements to provide a line of
inquiry and focus of evaluation for individual and cohort

10. Breaking Barriers:
Factors Influencing Frameworks
Global
Internships
Linked to
Academic
Coursework
Cost (Length of
Program, Access
to Financial Aid,
Available Funding,
Additional Cost)
Curriculum
(Academic Credit,
Timing, Impact on
Degree
Completion) Country
(Regulations,
Culture,
Language, Local
Context)

11. Framework One: “AIC AIC”
Academic Internship Continuum
Co-Curricular
Access to
online
resources
Independent
study with
faculty on
campus
On campus
workshop or
course pre
and post
Online
course
during
internship
Local tutor
meet
individually
during
internship
Assimilate
into existing
local class
Local class
with cohort
developed
specifically
for program

12. Framework Two: “AIC AIM”
Academic Internship Matrix
Expanded
Internship,
Compressed
Coursework
Expanded
Internship,
Expanded
Coursework
Compressed
Internship,
Compressed
Coursework
Compressed
Internship,
Expanded
Coursework

13. Examples of Program Models within
Academic Internship Matrix
University of Hong
Kong in USA,
Michigan State
University Global
UC Berkeley Global
Internships, Boston
University Summer
Study Internship
Program
Showa Boston
International
Career
Development
Program
University of
Toronto Engineers
without Borders
Program

14. Linking Global Internships to
Academic Coursework for
First Year Students

15. Academic Internship
• Complete 150+ contact hours
• Establish 3-4 learning objectives with
employer to focus internship in academic
context
• Maintain daily activity log
• Compose final paper which highlights
completed projects and other
accomplishments

16. Practical Benefits of Academic
Internships Abroad
• Experience host country outside of classroom, not just as
observer but as a participant.
• Creates comparison of work abroad and work in the US.
• Broadens view of work and creates more flexible students.
• Increase Global Competence/Intercultural Intelligence
“I think the internship is an important part of the whole
experience. It allows freshman to experience a workplace
environment in the field of their choice. As a result, many
students form opinions of the industry they want to work in
from their placement.” GCP alum

17. Benefits for First Year Students
Internships early in the college
career allow students to develop
skills that they will need for future
internships and jobs
Internships increase confidence
and competence by
making work a learning
experience.
“I learned a lot about the
company and generally
about working in the
corporate environment.
I made observations
that could be applied to
my life when I try to
move up the corporate
ladder, or manage work
and family, or have a
difficult person to work
with. This prepared me
and I feel like I can
handle these situations
now”
GCP Alum

18. Benefits for First Year Students
‘Unsuccessful’ internships
may lead to a change in
major/career
“(T)he most important thing
for me is that I learned
what I DO and also what I
DO NOT want to work on
in the future! I actually
began in one department,
and I hated it. So I moved
to a different division that
I loved. I think it's
excellent to be able to try
as many things as
possible to have different
experiences.”
GCP Alum

19. Benefits for First Year Students
Starts resume building
which makes students more
competitive for future
internships and
employment
“A real, international internship
at the age of 18 is really
unheard of. It was one of the
greatest opportunities I've had
and I am really glad I took it -
not only does it look impressive
to future employers, it
prepared me for future career
endeavors. I think the notion of
academic study followed by
internship provides a well-
rounded ‘education’ and a
fuller understanding of the
country being studied in.”
GCP Alum

20. Benefits for First Year Students
Programs gets them thinking
internationally early
Preparation for future
international endeavors.
Greater sense of maturity and
education, in relation to peers
who stayed on campus
“I felt like I was much more
accomplished and mature than
they are after our first year. I
felt like I moved forward, did
soooo much more than them
and was exposed to a whole
different culture.”

21. Challenges for First Year Students
• Some students are leaving the
country for first time.
• For many, it is the first real
work experience.
• General college adjustment
issues and maturity.
• Semester students are worried
about having friends when they
return back to campus.
Global Citizens was my first time out of
the United States. This was a huge leap
for me, but I can't say how much this
changed my life. I caught a travel bug
after I realized a little bit of the world
out there beyond our borders and I
haven't looked back!
Although I was only a freshman and I
did not have much of a business
background, I am a hard worker who
usually adapts well to most situations,
so I felt confident that I would learn
how to accomplish the tasks required of
me at my workplace.

22. • Began in 2004 in London with 5 business students
• Expanded to Asia in 2013 - 243 alumni as of 2014
• Developed as a recruitment tool for early admission students
• Program delivery and on-site support in collaboration with
Education Abroad /Villanova School of Business
– Program Director in each location: London - EUSA ; Asia – AIC
– Orientation, housing, 24/7 emergency support, internship placement,
cultural excursions, professional development, mentoring
• 16 week GCP program combines coursework and a
practical internship in London or Hong Kong
Global Citizen Program

23. • Villanova syllabi taught by local faculty (January-March)
– The Augustine and Culture Seminar (humanities core)
– Social Science Course (specific to location)
– Corporate Responsibility and Regulation (business core)
– Macroeconomics or Global Political Economy (business core)
– Internship (free elective)
• Center for Global Leadership Faculty Advisory
– Assists in faculty selection, syllabi review and course delivery
– Conducts annual site visits for quality control and academic advising
purposes
– Serves as an academic liaison between home and abroad
Coursework

24. Learning Communities Abroad
• Summer program May-July
• Began in 2010 in London and Madrid with 14 students.
(Madrid cancelled in 2012 due to low enrollments.)
• All majors invited to participate
• Offered to students in freshman learning communities
• Program coursework begins in March and continues on site
with the teaching.
• Coursework offered through the College of Liberal Arts &
Sciences
– The Making of Britain - Humanities elective
– Internship - Humanities credit.

25. Future Plans
With over 300 alumni of both programs:
Conduct longitudinal assessment with
Career Center.
Develop an alumni database.
Build a social media presence for
networking purposes.

26. CASE STUDY:
CIEE SEVILLE
STUDY ABROAD
January 16, 2015
Jaime Ramirez, CIEE Study Center Director, Seville - Spain

27. Case Study: CIEE
January 16, 2015 27

28. Case Study: CIEE
January 16, 2015 28

29. Case Study: CIEE
January 16, 2015 29

30. Case Study: CIEE
Locations:
January 16, 2015 30
Fall + Spring (24)
Alicante Haifa Prague
Amman Legon Rabat
Barcelona London Santo Domingo
Brussels Madrid Seville
Budapest Moscow Shanghai
Dakar Monteverde Taipei
Dublin Palma de Mallorca Toulouse
Gaborone Perth Wollongong
Summer (6)
Barcelona
Brussesls
Palma de Mallorca
Santiago, DR
Seville
Shanghai

31. Case Study: CIEE
January 16, 2015 31
6%
Case Study: CIEE
6%

32. CIEE SEVILLE
January 16, 2015 32

33. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 33
Internship
Seminars
Independent
Internships
For-credit
Internships
53 students in 2012-2013
43 students in 2013-2014

34. Case Study: CIEE
January 16, 2015 34
Seminar
(25 hours)
Individual
Meetings
(12 hours)
On-the-Job
Performance
(100 hours)
On-the-Job
Performance
(120 hours)
SEMINAR INDEPENDENT

35. Case Study: CIEE
January 16, 2015 35
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

36. Case Study: CIEE
January 16, 2015 36
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

37. Case Study: CIEE
January 16, 2015 37
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

38. Case Study: CIEE
January 16, 2015 38
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

39. Case Study: CIEE
January 16, 2015 39
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

40. Case Study: CIEE
January 16, 2015 40
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

41. Case Study: CIEE
January 16, 2015 41
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

42. Case Study: CIEE
January 16, 2015 42
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training

43. Case Study: CIEE
January 16, 2015 43
Workshop
Interviews
WorkshopExperience
Seminar
Reentry
Training
David Kolb

44. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 44

45. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 45
Student will agree to complete no less than 135, and no more
than 160 hours to be eligible for 3 academic credits
Working hours
Meetings with the Mentor
Meetings with Course
Instructor
Class time
Academic assignments

46. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 46
Supervisors
Students
Professor
Learning
goals
Internship
Coordinator

47. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 47
Supervisors
Students
Professor
Learning
goals
Internship
Coordinator

48. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 48

49. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 49
Active
ParticipationMeetings
Weekly
Journal
Reflection
Final
Paper
Oral
presentations

50. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 50
Working hours
Meetings with the Mentor
Meetings with Course Instructor
Class time
Academic assignments
15%
15%
70%
On-the-Job Performance
---
---
Class participation
Academic assignments

51. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 51

52. CIEE Seville: Linking Global Internships to Academic Coursework
January 16, 2015 52

53. BARRIERS
January 16, 2015 53

54. CIEE Seville: Linking Global Internships to Academic Coursework
• Recruiting appropriate companies
• Identifying the right supervisor / mentor
• Hiring the right Course Instructor / Academic Advisor
• Establishing / Updating learning goals
• Assuring the perfect matches
• Managing Expectations
• Student satisfaction
• Cost & Fee
January 16, 2015 54

55. CIEE Seville: Linking Global Internships to Academic Coursework
• Constant recruitment of companies
• Train Supervisors / Mentors
• Prepare students for the experiential experience
• Constant Follow up with students
• Constant Follow up with companies
• Help students to see the real value of internships
January 16, 2015 55

56. January 16, 2015 56

57. Q&A - Revisiting:
Factors Influencing Frameworks
Global
Internships
Linked to
Academic
Coursework
Cost (Length of
Program, Access
to Financial Aid,
Available Funding,
Additional Cost)
Curriculum
(Academic Credit,
Timing, Impact on
Degree
Completion) Country
(Regulations,
Culture,
Language, Local
Context)

58. Q&A - Revisiting Framework One:
Academic Internship Continuum
Co-Curricular
Access to
online
resources
Independent
study with
faculty on
campus
On campus
workshop or
course pre
and post
Online
course
during
internship
Local tutor
meet
individually
during
internship
Assimilate
into existing
local class
Local class
with cohort
developed
specifically
for program

59. Q&A – Revisiting Framework Two:
Academic Internship Matrix
Expanded
Internship,
Compressed
Coursework
Expanded
Internship,
Expanded
Coursework
Compressed
Internship,
Compressed
Coursework
Compressed
Internship,
Expanded
Coursework