Surprise is expressed about the apparent absence of clear evidence about the impact of internships, considering the extensive use thereof in higher education generally and business schools in particular. Narayanan—from Drexel University; Olk and Fukami—the University of Denver (2010: 62) found that “literature on internship experiences is largely descriptive and anecdotal”. They summarised 22 published studies between 1984 and 2003 and presented the following major findings in alphabetical order of citations:
- A consistent pattern of adjustment experienced by interns namely expectation, frustration and accommodation.
- Students have to adopt new ways to learn when moving from the university to the workplace, as well as learning new genres.
- An increase in internship programs had been observed (1997), with most programs fairly young; for credit only; occur during junior years; paid rather than unpaid; and require a written project. Many programmes neither have full- or part-time coordinators, nor require on-site visits. The responsibility for identifying internship sites are often share between students and others.
- The experience from internships is related to higher levels of self-concept crystallization. However, experiences are not related to increased occupational information, self-efficacy, decidedness, vocational commitment, or tendency to foreclose. Three characteristics of internships, namely task variety, feedback, and opportunities for dealing with people; linked significantly to self-concept crystallisation and self-efficacy, plus increased occupational information.
- Greater emphasis is placed by students on meaningful experiences to acquire a competitive edge in job market; than on furthering education.
- Academic assignments—seven proposed—can enhance the educational value of business internships.
- Internships increased in popularity because real-world experience enhances the prospects of employability. Within a context of increasing cost of education there is pressure that education would ensure employment.
- The value of internships is perceived to largely provide social and people skills; with limited improved academic skills.
- Learning in the workplace differs from learning in the classroom (academically).
- The socialisation of internship is complex and individualistic; comprising three phases (a) getting in, (b) breaking in, and (c) settling in.
- The perspectives of the three main internship players—namely programme directors/coordinators, industrial supervisors/mentors, and students—differed almost entirely. It is believed that the credibility of internships as learning experience would be enhanced by systemic procedures and standards.
- A notable difference between the perspectives companies and students is that higher ratings are assigned by students.
- Those students that did an internship compared favourably with regard to college performance; jobs offers; and age upon graduation. A racial predisposition, but no gender difference, had been identified.
- In-class exercises to facilitate socialization were reviewed and procedures suggested to facilitate such exercises.
- As result of internship experiences, students changed self-perceptions, preferences, some instrumental values, as well as work-specific needs.
- The use of structured power internship programmes to recruit, track and give a ready supply of the best college-age talent is described.
- Reporting what students like most/least about their internship position.
- Internships considered the most effective approach, according to business students and corporations to college recruitment. Suggestions made how companies can effectively implement internships
- Some support is given for more crystallisation of vocational self-concept and work values; as well as strong support for better employment opportunities. The level of ‘autonomy’ is a moderated outcome variable. In a second study students with internships were rated significantly higher by college recruiters.
- Contains discussion of issues of socialization, acculturation, motivation of student as employees, and the education-workplace relationships.
- The need to align institutional study to what is actually happening in the workplace: expectations need to be agreed upon and clear requirements are necessary.
- The specifics of certain communities of practice are embedded within and therefore not fully teachable.
Narayanan, V.K.; Olk, P.M. & Fukami, C.V. 2010. Determinants of Internship Effectiveness: An Exploratory Model. Academy of Management Learning & Education, Vol. 9, No. 1, 61–80.