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des. 01 2019

Academic guidelines for the internship programme of GLOBED

When completing the GLOBED master’s degree, students are capable to analyse education policies for global development through the lens of the social sciences as well as to evaluate their contributions to social justice and human development. In addition, they have acquired basic professional skills by conducing fieldwork, doing an internship and writting a thesis. The master fosters learning by both studying and doing at the same time.

The internship programme of GLOBED induces students to perform a varied array of tasks in an organisation where they improve skills such as abstract thinking, practical reasoning and creativity. In addition, the internship requires a few but systematic academic tasks that consist of reporting activity, reflecting on practice and analysing the organisation. These academic tasks bridge theory with professional experience. The academic tasks also trigger a form of professional reflexivity that help students to realise the underlying challenges and cultivate their career- management skills accordingly.

Mostly, the academic component of the internship lies in producing a reflexive journal that includes at least six substantial entries. Some of these entries simply narrate the routine of students in the organisation. Others highlight some aspects that indicate how students learn to perform in this context. A final type of entries draft some insights on the vision, mission, work processes, challenges and emerging changes of the organisation.

Experience goes hand in hand with analysis. Each type of skills feeds the other one. Students learn by going back and forth from one to the other, and back from the latter to the former.

Analysing consists of breaking complex phenomena into smaller parts whose close inspection and whose interconnections induce a deeper understanding of the whole. Although the internship does not expect students to theorise on the models that lead analyses in research, it proposes them to start with very simple and brief summaries and diagrams.

The following list compiles basic presentations of models that have proven helpful in previous editions of the master. These outline the main concepts that inspire the most intriguing and interesting questions:

  1. Policy Analysis invites to ask questions on the problems, the agenda of priorities and the formulations that lead policy-making, as well as on the implementation and evaluation of these policies.
  2. Organisations are not permanently engaged in the same work processes. Significantly, although some international organisations and NGOs have been involved in delivering schooling in many (mostly, low-income) contries, nowadays these organisations also engage in other processes such as lobbying, advocacy and research. The European Foundation for Quality Management (see video since minute 4:40) has developed a diagram that plots the crucial connections between processes and the whole organisation. The diagram explores the connection between the enablers (strategy, leadership, processes, stakeholders) and the results (for people, customers and society) of organisations and the emerging advantages of calibrating the enablers according to feedback on previous results.
  3. SWOT analysis is an easy and instrumental tool to think about strategies. Basically, it requires to identify the strengths, weaknesses, opportunities and threats of an organisation. Some models also shed light on strategies insofar as they highlight complexity, non-linear changes and contingencies. This one sets a good illustration.
  4. Finally, some tools analyse the impact of research As mentioned above, research is not only a process of higher education institutions but also a common endeavour of many interantional organisations and NGOs.

This entry was posted on Diumenge, 1 desembre, 2019 at 17:01 and is filed under L'aprenentatge a l'educació superior. You can follow any responses to this entry through the feed. You can leave a response, or trackback from your own site.

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