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Abstract
This article discusses how experiential knowledge has become institutionalized as “for credit” internships in schools of public affairs and administration. It presents an overview of the history of internships, along with associated research that has been conducted in this area. Following that review, the authors advance a model depicting the interdependent links between students, their university, and a government agency or nonprofit organization that hosts interns. The model offers a simplified tool for understanding the complex activities and collaborations necessary for creating successful internships. The processes described in the component parts of the model are substantiated by previous research and survey data derived from department chairs in NASPAA-accredited programs in 2010.
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Notes on contributors
Abraham D. Benavides
Dr. Abraham David Benavides is an associate professor and assistant chair in the Department of Public Administration at the University of North Texas. His research interests include local government, human resources, cultural competency, ethics and leadership, and immigration. He currently serves as a national council member for the American Society for Public Administration.
Lisa A. Dicke
Dr. Lisa A. Dicke is an associate professor in the Department of Public Administration at the University of North Texas. Her research interests include nonprofit management, nonprofit professional associations and accountability.
Amy C. Holt
Dr. Amy C. Holt is the Education Director for the Texas Municipal Clerks Association. Her research interests include public policy, equity in access to public services, professionalism, and leadership.
