Internship Programs of Higher Education in Taiwan: Cases from Fu Jen Catholic University
Bibliographic record
Abstract
The first American cooperative education program started in 1906 at the University of Cincinnati with an enrollment of 27 students, while the first program in Canada started in 1957 at the University of Waterloo with an enrollment of 75 students (Haddara and Skanes 2007). Initially, the cooperative education program was established to bridge the gap between theory and practice in engineering education, meet new developments in industrial needs, and make university education accessible to students (Sovilla and Varty 2011). As Eames and Cates (2011) demonstrate, the experiential learning of a cooperative education/work integrated learning (coop/WIL) program can complement classroom learning, and education thereby becomes a more holistic, three-party, endeavor in which students, employers, and educational faculty work together to produce graduates that are more "work ready." Since much research highlights such programs as an effective means of developing graduate competencies (Coll and Zegwaard 2006; Todd and Lay 2011; Eames and Cates 2011; Johnston 2011), many such programs expanded very quickly around the world.KeywordsHigh Education InstitutionInternational BusinessSocial EnterpriseDisadvantaged GroupInternship ProgramThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".