Document Type

Article

Publication Date

1-1-1993

Publication Title

Journal of Cooperative Education

First Page

41

Last Page

52

Abstract

Cooperative education programs generally enjoy faculty support where there are clear links between vocational training, career development and job experience. Liberal arts faculty tend to be dubious about the value of internship programs that displace significant amounts of coursework, questioning whether the educational opportunity costs are offset by what is learned in the field. Even where faculty realize that the goals of liberal education and experiential education coincide, e.g., in putting theory into practice, acquiring a deeper understanding of how organizations operate, and developing higher order cognitive skills (Couto and Zuberer, 1988), they are reluctant to support full-time internships as the best way to achieve these goals (Gore and Nelson,1984). Thus in most universities, internship programs are marginal to the academic program (Migliore, 1990).

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