Purpose-This paper reports the results of an empirical investigation of the relationship between internship participation and student employment marketability. The study identifies the value that employers attribute to internships as a qualification for employment and as a factor in determining compensation. Design/methodology/approach-This study presents the results of a survey of 185 employers of 392 interns enrolled in an AACSB accredited business college in a northeastern U.S. university. The survey examined the perceived value of the internship experience, the effect of intern performance on internship value perceptions, and the relationship between internship participation and employer selection and compensation decisions. Findings-The survey results indicate significantly more full-time opportunities for undergraduates with internship experience, corroborating earlier published empirical research. Additionally, while even average performing interns were significantly more likely to receive full-time job offers than non-interns, high performing interns were more likely to receive higher starting salaries. Finally, the study shows that high intern performance results in enhanced employer perceived value of the internship program. Originality/Value-Field internships are endorsed by business schools as an effective way to gain practical experience and enhance employment marketability. However, few studies have provided empirical evidence linking internship participation to success in post-graduation employment. This study confirms the value of an internship in job marketability. In addition, the study provides an estimate of the perceived value of internship experience in employee compensation. Finally, the paper affirms the internship as a component of experiential learning that can enhance the employability development opportunities offered by institutions of higher learning.

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Eighty-five arts and culture nonprofits were surveyed to determine the extent to which their financial and managerial practices conform to Sarbanes-Oxley and the New Form 990. Approximately half of the sample had audit committees that included unpaid financial experts. Almost all of the nonprofits engaged external accountants or CPA firms to conduct annual audits, but only 40% required their ED or CFO to sign the financial statements. Approximately half of the nonprofits had conflict of interest forms, written ethics policies, and whistle-blower policies. According to the results, the most important reason for voluntarily complying with Sarbanes-Oxley (SOX) was because it promotes sound financial management and “contributes to an internal culture of transparency.” Compliance was less motivated by donor retention, board directives, or fear of governmental regulation. This survey found that the size of a nonprofit’s annual operating budget and its age are directly related to its level of compliance with SOX.

This article presents a description of a method to integrate Internet technology into classroom instruction. Two classes, one located in a state university in California and the other located in a state university in Pennsylvania, were linked via the Internet into a collaborative learning environment. Gophers, listservs, the World Wide Web (WWW), and usenet groups were used to post course syllabi, collaborative course expectations, and sample student research papers. Course content differed for both groups: one emphasized leadership and motivation theory and the other emphasized research design. Students from each class had to collaborate on a joint research project that tested one of the leadership or motivation theories. The assets and liabilities of this approach as well as observations about developing collaborative learning experiences are discussed.

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