Jeske and Axtell (2018) differentiates two types of computer-mediated internships (also known as virtual or e-internships); namely, (a) those that are entirely simulated with the aim of knowledge and skill acquisition, and (b) those that are by means of tele-working, and involving an actual employer, but characterised by working remotely. Jeske and Axtell (2018) found that e-internships offered in more than two dozen countries vary in duration; as well as the hours of ‘work’ expected, with regard to which flexibility is permitted; and is lacking the permanency and/or continuity, which is usually associated with other forms of employment. Organisations offering e-internships, Jeske and Axtell (2018) found, include for-profit companies, small and medium-sized employers, start-ups and entrepreneurs, non-profit organisations, and government agencies. Although e-internships have been in existence for more than a decade, little is known with regard to their general management challenges for supervisors, say Jeske and Axtell (2018), who decided to research the psychological contracts of e-internships. The term 'psychological contract' (illustrated below), which emerged in the early 1960s, refers to the unwritten set of expectations between the parties concerned, and may include expectations, respective beliefs, perceived obligations, informal arrangements, etc. Jeske and Axtell (2018) identified four relationship characteristic-types of psychological contracts in literature, namely transactional, relational, balanced, and transitional.
The frequency of communication, through different media, appears to improve the quality of the relationship, the task clarity and the knowledge exchange, found Jeske and Axtell (2018). This is deemed of significant importance from the perspective of both the CHE’s programme accreditation and institutional audit criteria pertaining work-based learning, namely:
- Criterion 15, including implemented learning contracts/agreements with regard to objectives and outcomes of learning; regular and effective communication and good working relations; regular and systematic monitoring of progress; and an enabling mentoring system (Council on Higher Education, 2014: 104, 2004a: 20)
- Audit criterion 7(iii) same as above (Council on Higher Education, 2004b: 11)
Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf
Council on Higher Education (2004a). Higher Education Quality Committee. Criteria for Programme Accreditation. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fyxqlkgy7gwo1.pdf?alt=media&token=c1ea5d6e-2e05-463d-9f2b-bbf92d4b402b
Council on Higher Education (2004b). Higher Education Quality Committee. Criteria for Institutional Audits. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fjh3xgy9ub11.pdf?alt=media&token=aa1b8117-5414-4e70-a363-50dc924a7d42
Jeske, D. & Axtell, C. M. 2018. The nature of relationships in e-internships: A matter of the psychological contract, communication and relational investment. Journal of Work and Organizational Psychology, 34, 113-121. https://doi.org/10.5093/jwop2018a14
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