Qualitative studies of seven field internship programs have focused on understanding the key meanings of field study for students and on key variables associated with significant meanings. Based on self-report data and on analysis of student performance, two processes have been identified as central to the achievement of liberal arts goals in a field setting. These processes are reciprocity and decentering, both implying, in Piagetian terms, the coordination of multiple perspectives on the experience. The simultaneous occurrence involves an integrative process that bridges the liberal versus vocational education gap. Operational definitions and practical applications are presented, along with a theoretical model for understanding the utility of field study in higher education. © 1977 Human Sciences Press.
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