Document Type : Original Article
Authors
1
M.Sc. Graduate, Department of Agricultural Extension and Education, College of Agriculture, Razi university
2
Associate professor, Department of Agricultural Extension and Education, College of Agriculture, Razi university
3
Assistant professor, Department of Agricultural Extension and Education, College of Agriculture, Razi university
Abstract
Internship program has it roots in experiential learning. As a hands-on learning experience for agricultural extension and education students, internships integrate theory with practice which in turn develop employment skills. Therefore, the effectiveness of internship programs can enhance teaching and learning process. This descriptive-survey study sought to investigate the effectiveness of internship programs across universities in western provinces (Kermanshah, Hamedan, Ilam). Objectives of internship programs were used as criteria for measuring effectiveness. Moreover, three groups of stakeholders (students, instructors, employees) participated in this study. A census of 19 instructors were interviewed across three universities. A purposive sample of 150 employees were selected based on their experience with interns. Finally, a random sample of 100 former interns were selected from all three universities. A researcher-made questionnaire was developed to collect data from three groups of internship stakeholders. Content validity was confirmed using experts in the field and alpha coefficient was used to test reliability of research instrument. An alpha coefficient of 0.77, 0.88, and 0.88 was estimated for instructors, employees, and students respectively. Results revealed that effective components of internship programs can be categorized into eight components: 1) stakeholders’ responsibilities being made clear, 2) Interns’ preparedness, 3) internship environment, 4) internship instructor, 5) appropriate learning condition, 6) planning and coordination, 7) stakeholders’ interaction, and 8) internship duration. Overall explaining power of these components estimated at 69%. The result of this study has implications for stakeholders involved in agricultural extension and education internship programs. For example, an orientation meeting for all stakeholders before the start of internship can clarify the objectives of such programs. Moreover, placing potential interns in appropriate government and private sector can enhance the program. In addition, signing a bilateral agreement between universities and employment could improve the internship effectiveness. Finally, extending internship duration can also improve the overall effectiveness of internship programs.
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