A plea for quality in internship programmes – evidence from the business and administration students’ experience

Goia, Simona Irina; Marinaș, Cristian Virgil; Igreț, Ramona Ștefania

doi:10.1515/mmcks-2017-0004

Cited by 10 publications

(5 citation statements)

References 18 publications

(13 reference statements)

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“…Internship can be considered as a path to smoothen out an entrant's process into the industry (Baltescu, 2016). Based on a study of a well-known Romanian business school, Goia et al (2017) have found that job arrangements, mentorship and employability benefits, learning content, academic supervision, bureaucracy and accessibility determine the quality of internship. Participation in shortterm internships, result in higher rates of job suitability, employability skills and professional expectations.…”

Section: Internship From the Perspective Of Mentorsmentioning

confidence: 99%

Perceived value of internship experience: a try before you leap

Bhattacharya

Neelam

2018

HESWBL

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Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

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Section: Internship From the Perspective Of Mentorsmentioning

confidence: 99%

Perceived value of internship experience: a try before you leap

Bhattacharya

Neelam

2018

HESWBL

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“…This was also highlighted by Heslin (2005), who studied the contextual and individual factors acting as antecedents of objective or subjective career success, proposing reference models, and discussing the perception of career success, based on referent choice (using social comparison theory), organizational interventions, and potential cultural differences. For students, the quality of internship programs (Goia, Marinas and Igret, 2017) and the international experience (Butum, 2017) play an important role in establishing career priorities. Bagdadli and Gianecchini (2019) have discussed three theoretical mechanisms (developmental, informational, and relational) when illustrating why and how organizational career management practices translate into career success.…”

Section: Literature Reviewmentioning

confidence: 99%

Career success through the past six decades: A bibliometric analysis

Jansen

Dima

Biclesanu

et al. 2022

Proceedings of the International Conference on Business Excellence

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All companies strive for sustainable growth and performance, a complex task in a volatile, uncertain, complex, and ambiguous (VUCA) environment, with evolving legislation transforming the roles and responsibilities of leaders, while being closely watched by investors. Besides the ongoing effect of the Fourth Industrial Revolution, the 2020 multidimensional crisis challenged the worldwide status quo in many respects, accelerating the rhythm of change for business models and questioning the leadership competences, motivation, and practices, due to new ways of working, interaction, and collaboration, and different ways the teams are now led and are expecting to be led. The career success is a dynamic concept that evolved over the past decades, being studied through numerous lenses, such as its predictors and antecedents, personal anchors (values and beliefs) and personality traits, own preparation for the professional road (education and learning), drivers, demographics, life choices, and the career capital. This analysis follows the topic of career success over the last six decades, showing the citation evolution of papers on the subject, and identifying the most related articles, as well as the most related journals. The findings are based on a quantitative analysis of Scopus indexed documents, with a qualitative highlight on the most related articles and the most cited articles of the most influential authors.

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“…Course context measures the elements of the course such as instruction (Abdulla, Mahmood, Fatah, 2019), quality of the course (Goia, Marinaș, and Igret, 2017), a form of review, class size, the language of the study (Joshi & Tyagi, 2019), teacher encouragement, rewards, and incentives (Abdulla, Mahmood, Fatah, 2019) that affected the motivation of the student in the knowledge. Diversity in team structure measuring team dimension and their role in knowledge transfer through a subordinate structure (Joshi & Tyagi, 2019), proper mentoring (Jaradat, 2017), mentoring among colleagues (Goia, Marinaș, and Igret, 2017), equal and balance the role of professionalism (Jaradat, 2017). The variable in diversity in team structure will encourage the management and coordinator to see how their student's ability to work in the team can lead to personal development.…”

Section: Environmental Factorsmentioning

confidence: 99%

Industrial Internship Student's Expectations and Feedback towards Student Professional Skills Development

Khalib¹,

Bahry

Ismail

et al. 2022

E-BPJ

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Theoretical knowledge and industry experience are crucial for the higher learning student's professional development. There was little literature previously that adopted the model or theories to find out the behavior of industrial internship students on knowledge reuse. This study aims to confirm the phenomena of knowledge reuse practice among industrial internship duration by constructing the model combination of individual characteristics, environmental, and technological factors with related knowledge reuse behavior that is able to influence the personal development of industrial students. From the survey involving 183 respondents, this research analysis shows that all six measures pass the good item-scale reliability result. Keywords: Knowledge Management, Knowledge Reuse, Personal Development, Industrial internship Students. eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under the responsibility of AMER (Association of Malaysian Environment-Behavior Researchers), ABRA (Association of Behavioral Researchers on Asians), and cE-Bs (Centre for Environment-Behavior Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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A plea for quality in internship programmes – evidence from the business and administration students’ experience

Cited by 10 publications

References 18 publications

Perceived value of internship experience: a try before you leap

Perceived value of internship experience: a try before you leap

Career success through the past six decades: A bibliometric analysis

Industrial Internship Student's Expectations and Feedback towards Student Professional Skills Development

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