A 20-year evolution of internships: implications for retail interns, employers and educators

Hurst, Jessica L.; Good, Linda K.

doi:10.1080/09593960903498342

Cited by 41 publications

(38 citation statements)

References 12 publications

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“…Some employers choose to use curricular internships as a selection mechanism to proceed to a professional internship, being this even sometimes recognised in job advertisements (Hursta and Good 2010, 177). As a consequence, both these mechanisms improve the category "experience" in the Curriculum Vitae, which is one of the most valued recruitment criteria, as it may be perceived as an indicator of reduced uncertainty on the productivity of the candidate (Hursta and Good 2010;Tomlinson 2008).…”

Section: [Figure 2 Here]mentioning

confidence: 99%

The million-dollar question: can internships boost employment?

Silva

Lopes

Costa

et al. 2016

Studies in Higher Education

110

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Section: [Figure 2 Here]mentioning

confidence: 99%

The million-dollar question: can internships boost employment?

Silva

Lopes

Costa

et al. 2016

Studies in Higher Education

110

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“…Past researches showed that firms use internship as a medium to recruit future employee (Gault, 2000;Callanan & Benzing, 2004;Hurst & Good, 2010). Gault, Leach and Duey (2010) posit that organizations which hire former interns save between USD 6200 to USD 15000 per person in recruitment and training cost.…”

Section: The Roles Of Internship Programmementioning

confidence: 99%

Assessing Students’ Knowledge and Soft Skills Competency in the Industrial Training Programme: The Employers’ Perspective

Chiu¹,

Mahat²,

Rashid³

et al. 2016

RES

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The importance of developing soft skills competency among students should be the priority of all the Higher Educational Institutions (HEIs) in order to ensure their graduates are marketable. Therefore, it is essential for HEIs to distinguish the knowledge and soft skill levels of their students so that strategies and intervention could be implemented to rectify their capabilities. The main purpose of this study is to evaluate the knowledge and soft skills competency from the employer's viewpoints on the Universiti Utara Malaysia (UUM) students participating in the industrial training programme. A total of 438 employers from different industrial backgrounds had participated in this study. A questionnaire consisting of five dimensions of soft skills which are basic knowledge, communication skills, practical skills, leadership, and attitude was utilized to collect data. The results of this study indicate that the employers were satisfied with the knowledge and soft skills competency portrayed by UUM students in preparing themselves for the real work environment. The employers from the service sectors were satisfied with students' performance in all dimensions of soft skills measured. However, employers from the factory and commerce sector perceived as moderate satisfaction for all dimensions of soft skills. Additionally, the employers of the factory and commerce sector assessed by giving the lowest satisfaction score for "hands-on" skills, but generally they satisfied with the students' communication skills. The information gathered can provide important insights from the perspective of organizations which is valuable in improving the overall hard and soft skills competency for future professionals and managers.

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“…In fact, there is no single, unique expression to label this type of 'learning while working' experience [4][5][6]. The most common designations are vocational training [7,8], practicum or practical training [9], work placement [10,11], (early) workplace learning [10], as well as apprenticeship, traineeship or internship [12][13][14]. Within this study the term (curricular) internship was adopted, due to the fact that it is the closest word to the common term used in the Portuguese Higher Education scenario-"estágios curriculares" [15][16][17]-the national context of this study.…”

Section: Literature Review: the Solar Side Of Internshipsmentioning

confidence: 99%

“…It is widely stated that students learn and develop within internship experiences [11,[22][23][24]. The list of personal and professional gains during an internship is vast, even though sometimes diffuse and overlapping [5,13,25]. Three major types of advantages contributing to an increased 'work-readiness' and higher 'employability' can be elicited:…”

Section: Internships As a Learning Processmentioning

confidence: 99%

“…• increased 'understanding of subject matter': 'internships allow students to apply the contents ('theoretical knowledge') they explored during classes in real working contexts, thus promoting the clarification of their understanding and therefore enhancing the mastery of the subject matter of the degree [13,[26][27][28], • promotion of 'skillful practices', also designated as 'procedural knowledge' or 'behavioral competence': internships allow students to develop a range of personal, performative and organizational skills that go beyond the more 'traditional' academic, theoretical knowledge and skills. For example, according to Alves [29], graduates are notoriously ignorant of the rules, behavior, communication, and relationships, culture and values prevailing in working environments.…”

Section: Internships As a Learning Processmentioning

confidence: 99%

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The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

et al. 2019

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Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which has been focused on the discussion of positive outputs, such as the enhancement of graduates competences (employability) and their work integration (employment). An important, albeit relatively unexplored, feature of the sustainable institutional politics of curricular internship management pertains to the assessment of its associated liabilities and tensions. This article seeks to address this challenge, by analyzing two interrelated dimensions. First, it seeks to understand the internship processes ranging from the planning to the implementation stages. Second, it elicits the associated negative aspects (the 'lunar side') of internships, allowing for an assessment of the features where there is room for improvement. Empirically, this article draws on in-depth qualitative research. It presents the results of four focus groups, voicing the perceptions of top management structures and students involving first cycle degrees in the areas of Marketing, Management, and Accounting from four public Portuguese Higher Education Institutions (HEIs)-three polytechnics and one university. Findings confirm the general positive outlook of internships. Perceived negative perspectives report to both internal problems (such as the lack of institutional support and curricular design) and external problems (e.g., the shortage of suitable internship placements), constituting barriers towards sustainable institutional policies and strategies. Adaptive strategies to overcome specific difficulties are highlighted (e.g., establishment of advisory committees with local businessmen). Finally, recommendations regarding curricular internship management at HEIs are delineated (e.g., investment in monitoring and evaluation strategies of internships).

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A 20-year evolution of internships: implications for retail interns, employers and educators

Cited by 41 publications

References 12 publications

The million-dollar question: can internships boost employment?

The million-dollar question: can internships boost employment?

Assessing Students’ Knowledge and Soft Skills Competency in the Industrial Training Programme: The Employers’ Perspective

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

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