Doctor of Philosophy (PhD)
Curriculum and Instruction
First Advisor's Name
Sarah Mathews, PhD
First Advisor's Committee Title
Second Advisor's Name
Eric Dwyer, PhD
Second Advisor's Committee Title
Third Advisor's Name
Melody Whiddon-Willoughby, PhD
Third Advisor's Committee Title
Fourth Advisor's Name
Douglas Robertson, PhD
Fourth Advisor's Committee Title
Experiential learning, high-impact practices, internship, leadership, non-traditional students, virtual internship, supervisor
Date of Defense
This study explored certain leadership methods that eSupervisors were utilizing with eInterns through the theoretical lenses of House’s (1971) path-goal theory of leadership and the effectiveness of these methods on learning outcomes. The overarching research question that guided this study was: How do eSupervisors contribute to the learning growth of eInterns? A qualitative multi-case study was conducted on a population of eSupervisors, current eInterns (students), and past eInterns (graduates) that were associated with the Virtual Student Foreign Service (VSFS) program. VSFS is a program aimed at exposing students to working opportunities in the government. The findings from this study imply that there are a number of ways in which eSupervisors can contribute to the learning growth of eInterns. These contributions will vary depending on the eInterns, the environmental characteristics, the leadership approach taken, and the motivational factors involved. The significance in applying this research today falls in line with the booming growth of distance education programs the trend of incorporating technology in the classrooms.
Adadi, Elizabeth, "Supervisory Practices in a Virtual Internship Program: A Multi-Case Study" (2018). FIU Electronic Theses and Dissertations. 3748.
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