ABSTRACT
Our goal in this book has been to analyze the history and the theoretical underpinnings of learning-by-doing so that together they establish a foundation for internship programs as colleges and universities enter the twenty-first century. For the most part, this presentation has been a positive one. We are convinced, based on the long and generally successful experience of the internship program we manage, that such approaches to learning make sense for careers in a knowledge economy, that they incorporate the best of students’ academic backgrounds into that all-important transition to the world of work, and that as a result they hold much hope for future approaches to higher education. But we would be less than forthright if we did not admit that there are consistent challenges which must be overcome in order for internship programs to be successfully designed and managed. In this final chapter, we shall examine some of those.
