Psikoloji Öğrencilerinin Endüstriyel Eğitimde Yaşadıkları Sorunların ve Zorlukların Belirlenmesi

Abstract

Etkili ve kapsayıcı bir öğrenme deneyimi sağlama girişimleri arasında lisans öğrencileri için staj veya endüstriyel eğitim programları yer almaktadır. Öğrencilerin meslekle ilgili önemli becerilerle donatılmaları beklenirken, sürecin düzgün yönetilmemesi de olumsuz etkilere neden olabilir. Bu makalede, Malezya'daki Psikoloji lisans öğrencilerinin endüstriyel eğitimlerini tamamlarken karşılaştıkları sorunları ve zorlukları belirleyen bir çalışmanın bulguları sunulmaktadır. Nitel araştırma deseni kullanılarak, standart açık uçlu görüşmelere cevap veren 9 katılımcıdan bilgi toplanmıştır. Bölümle ilgili, işyeri/örgütsel, ve kişisel olmak üzere 3 farklı kategoride 11 ana tema belirlenmiştir. Bulguların, yerel üniversitelerde endüstriyel eğitim programının altında yatan sorunları ve zorlukları ortaya koyması beklenmektedir. Bu çalışmanın sonuçları, üniversite görevlileri tarafından endüstriyel eğitim sistemini geliştirmenin yollarını tartışmak için çalıştaylar gibi gerekli organizasyonları tasarlamalarında faydalı olacak şekilde, üniversite yetkilileri tarafından daha iyi anlaşılabilecek ve kabul edilebilecek sorunların bağlamına ışık tutabilir.

Keywords

• endüstriyel eğitim,Psikoloji öğrencileri,sorunlar ve zorluklar

Identifying Issues and Challenges in Industrial Training among Psychology Undergraduates

Abstract

Among the initiatives to provide effective all-encompassing learning experience is by including internship or industrial training programmes for undergraduates. While it is expected to equip students with important work-related skills, it too could result in negative impacts if it is not being properly managed. This article presents the findings of a study which identified issues and challenges faced by Psychology undergraduates in Malaysia while completing their industrial training. Using qualitative research design, the study gathered information from nine participants who responded to standardized open-ended interviews. 11 major themes, categorised in three different issues and challenges have been identified, namely departmental-related, workplace/organisational-related and personal-related matters. The findings are expected to help scope the underlying issues and challenges of industrial training programme in local universities. The findings can inform the context of each problem which can be further understood and acknowledged by university officials, useful for them to design necessary interventions such as workshops to discuss the ways to improve industrial training system for university students.

Keywords

• industrial training,Psychology undergraduates,issues and challenges

References

1. Akomaning, E., Voogt, J. M., & Pieters, J. M. (2011). Internship in Vocational Education and Training: Stakeholders’ Perceptions of its Organisation. Journal of Vocational Education & Training, 63(4), 575-592.
2. Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers?. International journal of qualitative studies on health and well-being, 9.
3. Bukaliya, R. (2012). The potential benefits and challenges of internship programmes in an ODL institution: A case for the Zimbabwe Open University.International Journal on New Trends in Education and Their Implications, 3(1), 118-133.
4. Collins, A. B. (2002). Gateway to The Real World, Industrial Training: Dilemmas and Problems. Tourism Management, 23(1), 93–96. doi: 10.1016/s0261-5177(01)00058-9
5. D’abate, C. P., Youndt, M. A., & Wenzel, K. E. (2009). Making the Most of an Internship: An Empirical Study of Internship Satisfaction. Academy of Management Learning & Education, 8(4),527–539. doi: 10.5465/amle.2009.47785471
6. Effah, B., Boampong, E., Adu, G., Anokye, R., Asamoah, J. N., & Ashanti, G. W. A. (2014). Issues of the industrial training programme of polytechnics in Ghana: the case of Kumasi Polytechnic. Journal of Education and Practice, 5(5), 39-46.
7. Fox, T. (2001). A Sense of Place. Caterer and Hotelkeeper, 189,4160. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Action research. Educational Research: An Introduction, Pearson Education, Inc., Boston, 578-597.
8. Glaser, B. G., & Strauss, A. M. (1967). The discovery of grounded theory: Strategies for qualitative research.New York, NY: Aldine.

9. Grundmeyer, T. A. (2012). A qualitative study of the perceptions of first year college students regarding technology and college readiness.
10. Intan Fatimah Sasila, Aina Suriani Mahmood (2017). The Problem Faced by UNIKL MIAT Students During On-Job Training (OJT) - Students and Industrial’s Perspectives. International Journal of Management and Applied Science (IJMAS), 3(7),106-109.
11. Jamil, N. A., Shariff, S. M., & Abu, Z. (2013). Students’ Practicum Performance of Industrial Internship Program. Procedia - Social and Behavioral Sciences, 90, 513–521. doi: 10.1016/j.sbspro.2013.07.121
12. Ko, W.-H. (2008). Training, Satisfaction with Internship Programs, and Confidence About Future Careers Among Hospitality Students: A Case Study of Universities in Taiwan. Journal of Teaching in Travel & Tourism, 7(4), 1–15. doi: 10.1080/15313220802033245
13. Kusluvan, S., & Kusluvan, Z. (2000). Perceptions and attitudes of undergraduate tourism students towards working in the tourism industry in Turkey.Tourism Management, 21(3),251–269. doi: 10.1016/s0261-5177(99)00057-6
14. Marshall, E., & Rossman, G. B. (1989). Designing qualitative research.Newbury Park, CA: Sage Publications, Inc.
15. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104.
16. Mihail, D. M. (2006). Internships at Greek universities: an exploratory study. Journal of Workplace Learning, 18(1),28-41.
17. Narayanan, V. K., Olk, P. M., & Fukami, C. V. (2010). Determinants of internship effectiveness: An exploratory model. Academy of Management Learning & Education, 9(1),61-80.
18. Omar, M. Z., Rahman, M. N. A., Kofli, N. T., Mat, K., M.Darus, Z., Osman, S. A., et al. (2008). Assessment of Engineering Students Perception after Industrial Training Placement. Paper presented at the 4th WSEAS/IASME International Conference on EDUCATIONAL TECHNOLOGIES (EDUTE'08).
19. Pill, K., & Pilli, E. (2013). Challenges and opportunities in practical training–perceptions of clinical education. Acta Kinesiologiae Universitatis Tartuensis, 19, 63-72.
20. Pillai, S., & Yussof, M. (2007, June). The student industrial training programme: Issues and challenges. In Proceedings of the 15th World Conference on Cooperative Education, WACE2007. Singapore.
21. Renganathan, S., Karim, Z. A. B. A., & Li, C. S. (2012). Students’ Perception of Industrial Internship Programme. Education Training, 54(2/3), 180–191. doi: 10.1108/00400911211210288
22. Rodzalan, S. A., & Saat, M. M. (2012). The Effects of Industrial Training on Students’ Generic Skills Development. Procedia-social and Behavioral Sciences, 56, 357-368.
23. Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data SAGE Publications. Thousand Oaks, Calif.
24. Sinnasamy, J., & Nasir, N. E. C. (2015, June). Industrial Training for Library & Information Science Students: A Malaysian Experience. The Congress of Southeast Asian Librarians (CONSAL).
25. Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Thousand Oaks, CA: Sage publications.
26. Turner III, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The qualitative report,15(3), 754-760.
27. Wan, C. S., Yang, J. T., Cheng, S. Y., & Su, C. (2013). A longitudinal study on internship effectiveness in vocational higher education. Educational Review, 65(1), 36-55.