Organizations and Internships

Ryan, Cathy; Krapels, Roberta H.

doi:10.1177/108056999706000415

Cited by 9 publications

(9 citation statements)

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“…Beard and Morton (1999) identified six predictors of internship success: the student's academic preparedness, initiative and attitude, quality of workplace supervision, the host company's practices and policies, and compensation. Goad (1998) Students have, above all, highlighted a need for meaningful work (Ryan and Krapels, 1997) as this enhances their training, increases motivation and improves job performance (Tovey, 2001). To gain a "valuable" experience, students need to work in a challenging and nurturing environment where they can engage in activities for a legitimate project that can be completed in its entirety (Rothman, 2007;Ryan and Krapels, 1997).…”

Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

“…Goad (1998) Students have, above all, highlighted a need for meaningful work (Ryan and Krapels, 1997) as this enhances their training, increases motivation and improves job performance (Tovey, 2001). To gain a "valuable" experience, students need to work in a challenging and nurturing environment where they can engage in activities for a legitimate project that can be completed in its entirety (Rothman, 2007;Ryan and Krapels, 1997). By its very nature, an internship requires that interns receive significant work for their professional and educational Students have identified direct, on-the-job supervision as another important component of a successful internship (Hite and Bellizzi, 1986).…”

Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

“…Plus, with coaching, careful monitoring and sufficient thought regarding professional development, student learning outcomes are maximised (Ellis, 2000; Schaafsma, 1996). Training and managing interns with an orientation similar to that for other employees are, therefore, important to enhance the potential for program success (Ryan and Krapels, 1997). Internships, however, are time consuming for company supervisors, who often want motivated interns capable of working independently with minimal supervision (Watson, 1992).…”

Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

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Internships in Marketing: Goals, Structures and Assessment – Student, Company and Academic Perspectives

Alpert

Heaney

Kuhn

2009

Australasian Marketing Journal

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Work-integrated learning in the form of internships is increasingly important for universities as they seek to compete for students and seek links with industry. Yet, there is surprisingly little empirical research on the details of internships: what they should accomplish, how they should be structured and how student performance should be assessed. There is also surprisingly little conceptual analysis of these key issues, either for business internships in general, or marketing internships in particular. Furthermore, the "answers" on these issues may differ depending upon the perspective of the three stakeholders: students, business managers and university academics. There is no study in the marketing literature that surveys all three groups on these important aspects of internships. To fill these gaps, this paper discusses and analyses internship goals, internship structure, and internship assessment for undergraduate marketing internships, and then reports on a survey of the views of all three stakeholder groups on these issues. There is considerable variety of approaches for internships, but generally there is consensus among the stakeholder groups, with some notable differences. Managerial implications include recognition of the importance of having an academic aspect in internships; mutual understanding concerning needs and constraints; and the requirement that companies, students, and academics take a long-term view of internship programs to achieve mutually beneficial outcomes.

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Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

Section: Internship Structural Elements and Issuesmentioning

confidence: 99%

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Internships in Marketing: Goals, Structures and Assessment – Student, Company and Academic Perspectives

Alpert

Heaney

Kuhn

2009

Australasian Marketing Journal

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“…Of course I would have been naive to expect that unpaid work would be a dream job. (Figiel 2013: 38) Importance of giving major related job tasks to intern has been emphasized in several earlier studies (Ryan, Krapels 1997;Tovey 2001;Rothman 2007;Figiel 2013: 39). A need to create a link between theoretical knowledge and practice during internship was brought forward also Mihail (2006: 34).…”

Section: Discussionmentioning

confidence: 95%

Participates’ Reflection on Internship Program Barriers in Estonian Universities

Kaseorg

2015

IJoTE

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Scientific articles reflect a lot about different forms of university and industry collaborations. Mostly they talk about knowledge transfer and innovation. However, it is also important to pay attention to the inhibiting factors of accepting interns and on the other side examine difficulties that students have in finding internship placement as well as understand internship supervisors' views on the issue. For students internship is a good opportunity to learn job related skills and not necessarily get involved with the company in the future. This article reviews internship program barriers from three perspectives: interns and university supervisors from five Estonian universities and site supervisors from various companies. This study investigates an intern as someone who is in training, who may be paid, but who is a temporary employee (Tovey, 2001); internship as a supplement or complement to academic instruction in environmental science. The data from site supervisors and interns were collected through a web-based questionnaire and universities supervisors were interviewed. Survey was carried out during 2012-2014. The sample consists of 418 interns, 194 institutions providing internship and 24 internship supervisors from universities. The study gives an overview of the situation of internship in Estonia. The data have been discussed in the context of the related literature. Increasing the quality of internship in enterprises in Estonia involves various stakeholders. The author of the present study finds that change can be achieved by coordinated cooperation between stakeholders. In course of cooperation, the best cooperation models and communication meeting mutually agreed aims can be developed.

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“…The internship experience also allows students to develop and enhance their communication skills (Ryan & Krapels, 1997) as they respond to the personalities and behaviors of their coworkers.…”

Section: Kathleen Stittsmentioning

confidence: 99%

Learning to Work With Emotions During an Internship

Stitts

2006

Business Communication Quarterly

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Organizations and Internships

Cited by 9 publications

References 0 publications

Internships in Marketing: Goals, Structures and Assessment – Student, Company and Academic Perspectives

Internships in Marketing: Goals, Structures and Assessment – Student, Company and Academic Perspectives

Participates’ Reflection on Internship Program Barriers in Estonian Universities

Learning to Work With Emotions During an Internship

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