Promoting Practice in Teaching: Does Internship Bridge the Theory-practice Gap?

The link to practice in international relations and other social science study programs is often self-evident: these subjects deal with the order of things, the screws and bolts of society and its dynamic development, locally, nationally and globally. Understanding the relationship between contemporary global processes and economic, social and political processes is however a learning process driven as much by the ability to ask good questions as to provide final answers. For students it is an important part of the experience to become confident in knowing wherein their competence lies, but also to seek out opportunities through which they can gather unique experiences and develop a network through which they can find more opportunities. For many students, the internship has been one attractive option in this regard. Including internships as part of the course catalogue can for the university demonstrate a focus on practice and employability as part of the study program. Internships can provide students with valuable experience and network. However, this paper seeks greater clarity about the contribution of the internship to reaching the learning outcomes of the study program, and in particular to bridging the theory-practice gap. With this in mind, this paper asks: To what extent do internships contribute to closure of the theory-practice gap? Drawing on a cross-border collaborative project between two Nordic countries (Finland and Norway) and Russia, this paper discusses the theory-practice gap and the role of internship in connection with three international relations and political science master programs. In the first step learning objectives for internships described in course descriptions and assessment forms are compared. Next, the learning outcomes are discussed in regard to how the theory-practice gap is conceptualized. Third, best practices are sought to address the theory practice gap through internship, drawing on student perspectives, academic experiences and the role of the intern host. Through internships many students realize learning is not strictly compartmentalized into theory at university and then you enter practice when joining the internship host. Learning is more fluid. This paper contributes with an analysis of internship and the theory-practice gap that draws on experiences from students, staff and “practitioners” in three different countries, thereby keeping a particular eye on the variety of practices across distinct contexts. Finally, on-going changes in higher education and the focus on practice versus theory, motivates this exploration of internship and learning that seeks to contribute to discussion on how to nurture the mind set needed for transition to a sustainable future and tackling complex global challenges.