Experiential Learning: Internships in the Advancement of Leadership Skills

Abstract

Student field experiences represent a unique, nontraditional, innovativeeducational approach based on experiential learning. Field experiences provide studentsthe opportunity to experience real world practices. Research has shown that quality fieldexperiences are equally as important as the graduate programs themselves in establishingleadership skills (University X Doctor of Education in Educational Leadership Policyand Programs Handbook, 2013). The goal of the University X’s Ed. D. program’sdirected field experience (DFE) has been to develop the candidate’s leadership andmanagement abilities by engaging the candidates in problem analysis, data collection, andproblem-solving activities. The activities that are planned and guided by the universitysupervisor, mentor, and candidate should be designed to address the Interstate SchoolLeaders Licensure Consortium Standards (ISLLC). Together, the candidate, mentor, andsupervisor select a series of meaningful leadership activities and projects allowing thefullest possible development of the candidate’s knowledge and skill. The purpose of thisstudy was to evaluate the doctoral candidates’ perceptions of the helpfulness ofUniversity X’s DFE to the preparation of educational leadership by determining ifcandidates found the program’s field experience to adequately prepare them for theirprofessional responsibilities based on the leadership principles set by the ISLLC andEducational Leadership Constituent Council standards. The methodology for thisresearch followed a quantitative design using a Likert-type scale survey. Data was alsocollected from three open-ended responses asking participants to share how well theybelieved University X’s DFEs prepared them for employment and/or professionaladvancement, how University X could improve its DFE, and any additional comments. The findings from this study showed that participants in the study agreed thatparticipation in the university’s DFE was helpful in adequately preparing them forleadership responsibilities based on the ISLLC and ELCC Standards. The researcherrecommended that these findings be used to guide the university’s efforts in continuouslyimproving the Ed. D. program’s DFE.