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Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma

Internships in higher education are not a new practice. In fact, it is generally noted that the first formal internship program occurred in 1889 at Johns Hopkins Medical School ( Wentz & Ford, 1984 ). Prior to this, medical school faculty were developing ways for medical “apprentices” to acquire

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Molly Hayes Sauder and Michael Mudrick

sport; in some studies, employers have rated it as the most important aspect of a curriculum ( Petersen & Pierce, 2009 ; Stier & Schneider, 2000 ). Similarly, research on the perceptions of sport management graduates found that one form of experiential learning, the internship, was the most relevant

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Michael A. Odio, Patty Raube Keller, and Dana Drew Shaw

Sport management has joined other disciplines in embracing internships as a method of having students connect their classroom knowledge with practical experience ( Eagleman & McNary, 2010 ; Sattler, 2018 ). While evidence supporting the educational and career-related benefits of internships

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Jessica L. Kutz, Melissa Bopp, and Lori A. Gravish Hurtack

stated that “half of medically-minded students are taking at least one gap year” ( Gura, 2013 , para. 3). Universities need to embrace this cohort of individuals by exploring ways to better understand what we as educators can deliver in terms of initiatives, internship opportunities, and academic

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Nefertiti A. Walker, Kwame J.A. Agyemang, Marvin Washington, Lauren C. Hindman, and Jeffrey MacCharles

, Hadani et al. ( 2012 ) conducted a study on hiring practices of university academic departments, finding that, although merit-based criteria were relevant, an academic’s network was especially significant to them getting a job. More recently, discussion has centered on unpaid internships (including the

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Cole McClean, Michael A. Odio, and Shannon Kerwin

Internships in the academic context, alternatively viewed as “supervised work experiences,” allow students an opportunity to apply classroom learning, develop skills, continue building a professional network, and potentially act as an entry point to a chosen industry ( McMahon & Quinn, 1995 ; O

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Michael A. Odio, Joshua R. Pate, and Thomas J. Aicher

The senior-level undergraduate capstone internship with sport management programs is often strategically placed as a requirement in the last semester of study to act as a bridge between school and work. The goals of an internship tend to straddle educational and career-related outcomes ( Sauder et

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Liz Sattler and Rebecca Achen

An internship is often considered the culminating experience of students’ academic progress and the link that connects them to their future career in the sport industry. Foster and Dollar ( 2017 ) classified a sport management internship as a full-time work experience to be completed after all

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Robin Hardin, Elizabeth A. Taylor, and Emily Sleadd

Internships and experiential learning were a key component in the early development of sport management curricula, and this emphasis has continued during the past 4 decades ( Eagleman & McNary, 2010 ; Foster & Dollar, 2010 ; Hayes Sauder & Mudrick, 2018 ). Internships are opportunities for

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth, and James McDonald

Experiential learning via internships, practicums, and research provides undergraduate students with rich opportunities to enhance their knowledge of core concepts in kinesiology. Moreover, these types of experiences increase job-related skills (e.g., leadership development, critical thinking