Course Lecturer Name(s): R. Charles, N.Joseph, R. Peters, T. Noel
Course Director Name: Reccia Charles
Course Lecturer(s) Contact Information: R. Charles – RCharles1@sgu.edu 3260, N.Joseph – Njoseph@sgu.edu 3747, R. Peters – RAPeters@sgu.edu , T. Noel – TNoel@sgu.edu
Course Director Contact Information: Same as above
Course Lecturer(s) Office Hours: Mon., Wed., 10:20 &1:00-3:00pm, Tues., Thurs., 9:00-11:00 am
Course Director Office Hours: Same as Above
Course Lecturer(s) Office Location: BMS Office Windward Building
Course Director Office Location: Same as Above
Course Support: Mahalia Charles, MCharl11@sgu.edu, Tracy Fortune, TFortune@sgu.edu, 3373
Course Management tool: To learn to use Sakai, the Course management tool, access the link https://apps.sgu.edu/members.nsf/mycoursesintro.pdf
Course Description:
The International Internship has been designed to provide students with the opportunity to gain valuable insight into actual international business operations, so that they may better correlate their academic experience with professional experience in an international business setting.
Implementation is accomplished by permitting students to assume professional responsibilities with global businesses and nonprofit organizations, where the student must complete a minimum of 320 hours at the internship site. Though this exposure in an international environment the student will increase their awareness of cross-cultural similarities and differences, comprehend the importance of being openminded and develop an increased appreciation for diversity and in all aspects. Students are also required to give an oral presentation and present a written internship report to complete the course requirements. The internship is supervised by an assigned faculty internship supervisor and an onsite workplace mentor/supervisor. The assigned faculty supervisor is responsible for providing general guidance and liaise with the students, and internship site. The workplace supervisor is expected to mentor and evaluate the student’s performance over the eight week internship period.
Course Objectives:
- Apply theoretical and practical knowledge from courses to; local, regional, international and professional work setting as applicable
- To develop the students level of professionalism and work ethic.
- Analyze information and apply critical thinking skills to help solve organizational problems in an international business environment
- Develop and refine oral and written communication skills, in the context of effective organizational communication.
- Demonstrate an understanding of and appreciate the importance of organizational behavior, structure and cultural differences that exist in an international business context.
Student Learning Outcomes:
- Apply theoretical knowledge from courses to an international and professional work setting.
- Analyse information and apply critical thinking skills to help solve organizational problems in an International business environment
- Apply qualitative analysis through professional communication in the form of written, verbal, and non- verbal means.
- Describe, analyse, evaluate and critique workplace processes and procedures using academic concepts.
- Demonstrate knowledge of and appreciate the importance of organizational behaviour, structure and cultural differences that exist in an international business context
Program Outcomes Met By This Course:
ISLO-3: Students will be able to demonstrate effective written and oral communication skills.
Course Grading:
Pass/Fail
Course Materials:
Text: No text applicable, material will be supplied by internship instructors
Supplementary Readings/Resources: N/A
Course Grading Requirement:
|
ITEM |
WEIGHT |
|
Oral presentation[1] |
25 |
|
Written report (inclusive of daily activity log)[2] |
25 |
|
Midterm supervisor assessment report- (completed after 3 weeks) |
25 |
|
Final supervisor assessment report (completed at the end of the internship) |
25 |
|
TOTAL |
100% |
Course Requirements:
- Complete 12 week (480 hour) internship at assigned organization
- Submit midterm supervisor assessment report
- Complete oral presentation
- Submit written report (inclusive of daily log)
- Submit final supervisor assessment report
Course Schedule:
|
|
Before Internship |
During Internship |
After Internship |
|
1 |
Attend Internship briefing and familiarize yourself with the Internship checklist |
Student must ascertain who his /her SGU Faculty Internship Supervisor. |
Upon completion of the internship, the student must collect a thank you letter for his/her internship organization from the department secretaries. This should be done within two weeks of completing their internship. Student is personally responsible for delivering these letters to the organization. |
|
2 |
Secure Internship placement with resumes and application checked by the writing center or internship supervisors |
There will be two supervisor’s/mentor’s evaluation during the internship period; one in the middle and one at the end of the internship. |
Internship schedule will be sent out to all students by the secretaries and they must indicate the most convenient time for their presentation based on this schedule. Student is expected to make his/her presentations (2) weeks after mid-term. |
|
3 |
Obtain internship package from Secretaries in the business department |
Student is expected to complete his/her written report and PowerPoint presentation based on the established criteria of the Department of Business and Management Studies |
|
|
4 |
Return the signed learning agreement to the Business Department’s Secretaries |
|
|
Internship Overview and Support:
The internship is a joint venture undertaken with employers at various Business organizations and the St. George’s University. Prior to and during the internship students will have contact with the following:
1.SGU Support Staff:
Secretary Mary Celestine- mcelestine@sgu.edu
Secretary Tracy Fortune- tfortune@sgu.edu
Secretaries will provide an internship checklist, a list of suggested companies/organizations, internship report and presentation guidelines and an evaluation package to each student. They will also collect the necessary data about each intern for ease of reference, evaluation and record keeping.
2. Assigned Faculty Internship Supervisors
Naline Joseph- njoseph@sgu.edu
Ronald A Peters- RAPeters@sgu.edu
Troy Noel-Tnoel@sgu.edu
Reccia Charles- rcharles@sgu.edu
Internship Faculty supervisors will provide the necessary support and guidelines before, during and upon completion of the internship. They are required to liaise with both the employer/mentor and the student to ensure the internship experience is fulfilling its stated objectives for both parties. This liaison during the internship period will comprise of an initial contact with the organization supervisor and the intern by phone/conference call or email. The Faculty supervisor will be available to both the workplace mentor and the intern to handle any issues that may arise.
3. Workplace Mentor/Supervisor.
The internship organization will assign a supervisor/mentor to ensure that the work undertaken is of a substantial nature, the necessary support is provided, and the student evaluations are completed on time.
Course Requirement and Percent in Grade
This is an on the job-training experience design to gain practical experience in specific areas of study. Guidelines will be provided prior to students embarking on their internship. Students will also be required to deliver an oral presentation and a written assignment which will be graded by faculty in the Business and Management Department
[1] See appendix for grading rubric
[2] See appendix for grading rubric
|
Categories |
Highly Competent 9-10 |
Competent 7-8 |
Satisfactory 5-6 |
Unsatisfactory 4 -1 |
Total |
|
1.Overview of Internship Site, Mission, Services, Personnel |
Student fully described the elements required. |
Student partially described the elements required. |
Student provided a minimal description of the elements required. |
Student did not provide any information on the internship site. |
/10 |
|
2.Internship activities, duties responsibilities |
Student fully described what he/she worked on during the internship. |
Student partially described what he/she worked on during the internship. |
Student provided a minimal description of what he/she worked on during the internship. |
Student did not provide any information on what he/she worked on during the internship. |
/10 |
|
3.Self-Assessment of preparedness
|
Student fully described their preparedness with connections to courses and past experience. |
Student partially described their preparedness with connections to courses and past experience. |
Student did not described their preparedness with connections to courses and past experience. |
Student did not provide any information on their preparedness with connections to courses and past experience. |
/10
|
|
4.Lessons learnt and challenges experienced |
Student fully described the lessons learnt and challenges experienced. |
Student partially described the lessons learnt and challenges experienced. |
Student did not described the lessons learnt and challenges experiences. |
Student did not provide any information on the lessons learnt and challenges experienced. |
/10 |
|
5.Successes Experienced and areas for professional development |
Student fully described the successes experience and identified areas for professional development. |
Student partially described the successes experienced and identified areas for professional development. |
Student did not described the Successes experienced and identified areas for professional development. |
Student did not provide any information on the successes experienced and identified area for professional development. |
/10 |
|
6.What was learnt from the experience and the relevance of theories and concepts learnt |
Student fully described what he/she learnt from the experience, theories and concepts learnt.
|
Student partially described what he/she learnt from the experience, theories and concepts learnt. |
Student did not described what he/she learnt from the experience, theories and concepts learnt. |
Student did not described what he/she learnt from the experience, theories and concepts learnt. |
/10 |
|
7.Sketch of Future Plans (Career, Etc.) |
Student Clearly articulated and described his/her future plans. |
Students only provided a list of options. |
Student was not able to articulate his/her future plans. |
Student did not provide any information on his/her future plans. |
/10 |
|
8.Student evaluation of the overall internship site |
Student demonstrated a clear understanding of how all the different components contributed to his/her learning experience, and how he/she contributed to the overall mission of the Agency/Site. |
Student demonstrated moderate understanding of how all the different components contributed to his/her learning experience, and how he/she contributed to the overall mission of the Agency/Site. |
Student demonstrated minimal understanding of how all the different components contributed to his/her learning experience, and how he/she contributed to the overall mission othe Agency/Site. |
Student did not demonstrated any understanding of how all the different components contributed to his/her learning experience, and how he/she contributed to the overall mission of the Agency/Site. |
/10
|
|
9. Style & Grammar Follows APA writing style and basic rules of formal English grammar and written paper style |
Well written with excellent communication and written skills. |
Information is generally clear and reasonable development of ideas and competency demonstrated. |
Information flow is fairly developed with average competency demonstrated. |
Information was poorly developed with little understanding. |
/10 |
|
10. DailyActivity Log |
Student’s activity log included all the required elements and was presented in a professional manner. |
Student’s activity log included all the required elements and was presented in a less professional manner. |
Student’s activity log included some of the required elements and was presented in a less professional manner. |
Student’s activity log very poorly presented and was incomplete. |
/10 |
|
|
|
|
|
|
Presentation Rubric |
|||||
|
CRITERIA |
Highly Competent |
Competent |
Satisfactory |
Unsatisfactory |
Total |
|
Points |
5 |
4 |
3 |
2-1 |
|
|
Sequence (15 Points) -Introduction Articulation and development of ideas -Conclusion |
Extremely well organized, introduces evidence in a clear and creative manner with a smooth transition to connect key points and ends with a conclusion |
Generally, well organized, introduces evidence with a smooth transition to connect key points and ends with a conclusion |
Somewhat organized, introduces evidence with a lack of a smooth transition between key points and ends with a conclusion |
Non-existent organization, does not clearly introduce the evidence and with a lack of a smooth transition and ends abruptly without a conclusion |
______ 15 |
|
Information and Content (20 Points) -Adherence to Internship Report Guidelines -Depth of research on the company -Application of relevant theories and concepts learnt -Explanations using examples and illustrations |
The presentation provides an accurate and complete reflection on key theories and concepts related to selected evidence and to the internship experience, with the use of adequate examples and illustrations clearly articulated to the audience. |
The presentation for the most part provides an accurate and complete reflection on key theories and concepts related to selected evidence and to the internship experience, with some use of examples and illustrations not clearly articulated to the audience |
The presentation provides a somewhat accurate and an incomplete reflection on key theories and concepts related to selected evidence and to the internship experience, with little use of examples and illustrations |
The presentation provides an inaccurate and incomplete reflection on key theories and concepts related to selected evidence and to the internship experience, with no use of examples and illustrations |
______ 20 |
|
Presentation Skills (25 Points) -Volume -Enunciation, -Eye contact -Posture -Appropriate dress |
The presenter displays excellent verbal skills and delivered a highly interesting coherent presentation; at a level to keep the audience attention, appropriately dressed and maintained eye contact |
The presenter displays good verbal skills and delivered an interesting coherent presentation; at a level to keep the audience attention, appropriately dressed and maintained eye contact |
The presenter displays fair verbal skills and delivered a fair but lacking in coherency; at a level not engaging for the audience, appropriately dressed and maintained little eye contact |
The presenter displays poor verbal skills and delivered an uninteresting presentation; at a level that did not engage the audience, inappropriately dressed and with no eye contact |
______ 25 |
|
Grammar/Word Choice (15 Points) -Punctuation -Spelling -Clarity of presentation using appropriate word choice |
The presenter displays excellent written skills and had less than two (2) written errors and demonstrated exemplary APA knowledge with the correct/excellent word usage relevant to their discipline.
|
The presenter displays good written skills and had no more than four (4) written errors and demonstrated good APA knowledge with the correct word usage relevant to their discipline. |
The presenter displays fair written skills and had no more than six (6) written errors and demonstrated no APA knowledge, with a lack of relevant word choices for their discipline. |
The presenter displays poor written skills and exceeded six (6) written errors and demonstrated poor knowledge of APA citing and word choice for their discipline. |
______ 15 |
|
Audience and Presenter Engagement (10 Points)
|
The presenter displays excellent, articulated responses to the questions asked by the audience and was greatly engaged with the audience. |
The presenter displays good responses to the questions asked by the audience and generally engaged with the audience. |
The presenter displays fair responses and was a bit uncertain in their responses to the questions asked by the audience and exhibited little engagement with the audience. |
The presenter displays poor responses and lacked knowledge on the questions asked by the audience and with no engagement with the audience. |
______ 10 |
|
Time Management (15 Points)
|
The presenter completed the presentation in the allocated 25 minutes with 5 minutes for questions and answers
|
The presenter did not complete the presentation in the allocated 25 minutes with 5 minutes for questions and answers and exceeded the allocated time by 0-1 minutes |
The presenter did not complete the presentation in the allocated 25 minutes with 5 minutes for questions and answers and exceeded the allocated time by 2-3 minutes
|
The presenter did not complete the presentation in the allocated 25 minutes with 5 minutes for questions and answers and exceeded the allocated time by 4-5 minutes.
|
______ 15 |
|
Total |
|
|
|
|
/100 |
School of Arts and Sciences Master Syllabi — Info for All Sections
Academic Integrity
The St. George’s University Student Manual (2019/2020) states as follows:
“Plagiarism is regarded as a cardinal offense in academia because it constitutes theft of the work of someone else, which is then purported as the original work of the plagiarist. Plagiarism draws into disrepute the credibility of the Institution, its faculty, and students; therefore, it is not tolerated” (p. 48).
Plagiarism also includes the unintentional copying or false accreditation of work, so double check your assignments BEFORE you hand them in.
Be sure to do good, honest work, credit your sources and reference accordingly and adhere to the University’s Honor Code. Plagiarism and cheating will be dealt with very seriously following the university’s policies on Plagiarism as outlined in the Student Manual.
Your work may be subject to submission to plagiarism detection software, submission to this system means that your work automatically becomes part of that database and can be compared with the work of your classmates.
The St. George’s University Student Manual (2019/2020) states as follows:
“Students are expected to attend all classes and or clinical rotations for which they have registered. Although attendance may not be recorded at every academic activity, attendance may be taken randomly. Students’ absence may adversely affect their academic status as specified in the grading policy. If absence from individual classes, examinations, and activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed. A particular course may define additional policies regarding specific attendance or participation” (p. 9).
The St. George’s University Student Manual (2019/2020) states as follows:
“All matriculated students are expected to attend all assigned academic activities for each course currently registered. Medical excuses will be based on self-reporting by students. Students who feel they are too sick to take an examination or other required activity on a specific day must submit the online SAS medical excuse, which is available on Carenage. Students are only allowed two such excuses a year. Upon consultation with the Director of University Health Service, the third excuse will result in a mandatory medical leave of absence. The policies regarding make-up examinations are at the option of the Course Director” (p.46).
For additional specific examination policies and procedures, refer to the St. George’s University Student Manual (2019/2020), pages 31 through 37.
The St. George’s University Student Manual (2019/2020) states as follows:
“A student with a disability or disabling condition that affects one or more major life activities, who would like to request an accommodation, must submit a completed application form and supporting documentation to the Student Accessibility and Accommodation Services (SAAS) located in the Dean of Students Office. It is highly recommended that students applying for accommodations do so at least one month before classes begin to allow for a more efficient and timely consideration of the request. If a fully completed application is not submitted in a timely fashion, an eligibility determination may not be made, and accommodations, where applicable, may not be granted prior to the commencement of classes and/or examinations” (p. 8).
It is the responsibility of the student to read and understand the policies, laws, rules and procedures that while they could affect your grade for a course, have not been specifically outlined in the course syllabus. These are contained in the St. George’s University Student Manual.