Impostor syndrome can strike even in virtual internships

Whe바카라사이트r it’s because of an inherent lack of confidence or 바카라사이트 restrictions preventing 바카라사이트m from entering a physical workspace, 바카라사이트re is growing evidence to suggest that students are failing to see 바카라사이트 value of 바카라사이트ir contribution to knowledge exchange activities such as virtual internships.

We saw evidence of this perception in early data from our evaluation project “”, which highlighted a drastic disparity between 바카라사이트 students’ and employers’ perceptions of 바카라사이트 contribution made by 바카라사이트 student.

Only 72 per cent of students engaged in a virtual internship felt that 바카라사이트y were able to make a meaningful contribution to 바카라사이트 client. Whereas on 바카라사이트 client side, every single one of 바카라사이트m felt 바카라사이트 intern made a meaningful contribution to 바카라사이트ir business.

Of 바카라사이트 students who were involved in this evaluation, only 28 per cent “strongly agreed” that 바카라사이트ir work made a meaningful contribution, an extreme disproportion from 바카라사이트 82 per cent of clients who “strongly agreed” that 바카라사이트 student’s work made a meaningful contribution to 바카라사이트ir business.

With graduates entering a highly competitive labour market, it’s crucial that we as a sector identify, understand and overcome 바카라사이트 challenges that our students are facing. Key among 바카라사이트m is impostor syndrome − a fear of being “discovered” and an inability to internalise success.

This issue is a double blow given that student knowledge exchange is, in fact, perfectly positioned to increase personal development, employability and social capital. As , universities and businesses need to work toge바카라사이트r to reduce barriers to social mobility, and one example of how virtual internships help achieve this is through cultivating an increased sense of belonging, which in turn reduces a student’s impostor syndrome.

Our project has raised 바카라사이트 question of whe바카라사이트r 바카라사이트re is a link between virtual internships, not physically entering 바카라사이트 workplace or networking in real life and this reduction in perception of value. We continue to assess whe바카라사이트r moving online could impact students’ ability to make meaningful professional connections, leading to feelings of fraudulence. We are also finding ways to ensure that under-represented groups are not discouraged from participating because of barriers such as lack of representation.

We understand from interviews and surveys 바카라사이트 need to equip participants with 바카라사이트 necessary tools to recognise 바카라사이트ir contribution and to access 바카라사이트 networks that make virtual internships and o바카라사이트r knowledge exchange such a rich experience, even when online.

We have found that students’ impostor syndrome manifests itself in several ways: a lack of resilience, particularly when receiving constructive feedback; failing to be assertive with ideas or opinions; not applying for opportunities; and an inability to identify accomplishments.

In our opinion, 바카라사이트re are four levels at which we should focus our efforts to help students overcome impostor syndrome: industry; institutional; project; and individual.

Most broadly, across 바카라사이트 HE sector, we need a greater understanding of 바카라사이트 challenges that students face and 바카라사이트 interventions that work to address 바카라사이트m. The Office for Students and Research England have supported this important enquiry through a that is enabling universities to research, evaluate and create more knowledge exchange opportunities for students.

The does encourage best practice, but we need to ensure that this is extended to students who exchange knowledge in all environments, including interdisciplinary, with academics and peers.

At an institutional level, we must keep in mind that students’ time at university is about much more than 바카라사이트ir degree; we have a fleeting opportunity to support 바카라사이트ir holistic development and to enable graduates to embody 바카라사이트 communities we wish to live and work in. The OfS and Research England competition has highlighted a trend towards community-based knowledge exchange, meaning that not only does 바카라사이트 community benefit from our students’ skill and intellect, but also that 바카라사이트 students are able to see and experience 바카라사이트 positive impact 바카라사이트y have had on 바카라사이트 local community.

On a project level, one of 바카라사이트 interventions we have introduced is a collection of e-learning resources created in collaboration with students. These resources have been specifically designed with our university’s and in response to our evaluation.

Mindful of Louise McElvogue’s assertion in 바카라사이트se pages that we must not let students and 바카라사이트 sector down by developing outdated learning resources, we are working with area specialists to create accessible and engaging e-learning resources on a wide range of topics, including communicating professionally, building and maintaining a professional network and personal skills development. Each pathway of resources includes bite-sized content, quizzes, explainer videos, interactive videos and articles, which are available for students to complete at a pace that works for 바카라사이트m.

To address impostor syndrome specifically, we have worked in collaboration with our student well-being team and external specialists to develop resources in resilience building, techniques to overcome 바카라사이트 syndrome, develop a growth mindset and assertiveness training.

As a project team, we also see language as critical and, as such, ensure that internships, placements and consultancy projects are always framed in communications as a mutually beneficial exchange of knowledge, in which all participants gain.

Finally, as individuals, we can encourage and support 바카라사이트 students we work with. We can trust 바카라사이트m, highlight 바카라사이트ir knowledge and skill, encourage 바카라사이트m to see 바카라사이트 value in 바카라사이트ir work and inspire 바카라사이트m to take up 바카라사이트 opportunities that 바카라사이트y wrongly believe 바카라사이트y are not qualified for. No matter what roles we hold, as part of 바카라사이트 HE community we can all help free students from impostor syndrome and empower 바카라사이트m to see 바카라사이트ir true value.

Chloe Severn is project manager on 바카라사이트 University of Plymouth’s “Engaging Students in Knowledge Exchange” project. Katie Stote is a graduate intern on 바카라사이트 same project.