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Hora, M.T., Wolfgram, M., Chen, Z., Zhang, J. & Fischer, J. (2020). A sociocultural analysis of internship supervision: Insights from a mixed-methods study at five postsecondary institutions. WCER Working Paper 2020-8. Wisconsin Center for Education Research. University of Wisconsin-Madison.
Abstract: Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use sociocultural learning theory to interpret data from surveys (n = 435) and focus groups (n = 52) with students at five postsecondary institutions. After stepwise linear regression analyses indicated that supervisor behaviors were significantly associated with intern satisfaction and career development, analyses of qualitative data revealed features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) aspects of supervision. These results highlight the value of legitimate peripheral participation in internships, and the need for colleges and employers to carefully design and monitor these pedagogic spaces.
Williams, K.M., Thompson, M., & Hora, M.T. (2020). Supporting Black Interns through Vicarious Racial Trauma: Policy Recommendations for Employers and Postsecondary Institutions. Policy Brief #1. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Abstract: In the wake of the 2020 protests demanding justice and equality for marginalized communities, Black undergraduates have continued to pursue and complete internships around the country. Recognizing the psychological tax that Black student interns must bear given the current political and racial climate, in addition to the unlikelihood of these protests being the last time students are forced to cope and heal while maintaining their academic and internship commitments, in the current brief we address this critical question: “What can host organizations do to support and protect Black student interns?” In this brief we specifically sought to (1) increase awareness of issues facing Black student interns, and (2) provide specific actions that employers and higher education professionals can take to support Black student interns. We review the prior literature on vicarious trauma and organizational practices that may best reduce the compound effects of vicarious racial trauma on Black student interns. Ultimately, with this brief we aim to stimulate further discussion and examination of racial disparities within internship programs and areas where internships may fall short in supporting the development of Black student interns.
Hora, M.T., Wolfgram, M., Brown, R., Colston, J., Zhang, J., Chen, Z., & Chen, Z. (2020). The Internship Scorecard: A new framework for evaluating college internships on the basis of purpose, quality and equitable access. Research Brief #11. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Executive Summary: While internships are widely praised and promoted as a “door opener” to opportunity, the impact of these work-based learning programs on students is complicated by the variability in how they are designed, implemented and experienced. Consequently, instead of assuming that participation unequivocally results in positive academic and labor market outcomes, the field needs conceptual tools to distinguish internship programs from one another and to evaluate their efficacy, quality and commitment to equity. In this report we first review various frameworks that distinguish different types of work-based learning and internship programs, and then describe a new framework for distinguishing internships on the basis of purpose, quality and equity – The Internship Scorecard.
This new framework is based on theory and evidence from cultural anthropology, the learning sciences and work-based learning, and is designed for higher education professionals, funders, policymakers and employers so that they can – with more nuance and precision than is currently available – make distinctions between program types and begin to “score” programs at the individual-level or in the aggregate for entire institutions. An example of how the Internship Scorecard can be used in practice is provided, along with next steps for the analysis and improvement of college internship programs.
Note: We are very interested to hear any feedback that you might have about The Internship Scorecard. We are especially interested in hearing your thoughts, critiques and suggestions for how the Scorecard can be used in practice to study and/or evaluate internships.
Chen, Z., Hora, M.T., Wu, Z., Ahrens, V., Rogers, S., & Wolfgram, M. (2020). Results from the College Internship Study at Benedict College. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Benedict College.
The study includes an online survey of students in the second half of their academic programs (n=114), focus groups with students who have and who have not had an internship experience (n=14), and interviews with career advisors and faculty (n=7). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at Benedict College, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Thompson, M., Chen, Z., Fetter, A., Chen, Z., Williams, K., Rodriguez, J., Hora, M.T., & Seabrooks, Y. (2020). Results from the College Internship Study at Morgan State University. Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection at Morgan State University (MSU) for The College Internship Study, which is a national mixed-methods longitudinal study of internship programs conducted by the Center for Research on College-Workforce Transitions.
(CCWT) at the University of Wisconsin-Madison (UW-Madison). The findings are based on
an interdisciplinary sample of students who took an online survey (n = 308), individual phone interviews with students who have and who have not had an internship experience (n = 41), individual phone interviews with career specialists, faculty, and program directors (n = 7), and individual phone interviews with employers (n = 5).
We would like to thank MSU for their partnership with our research team and for allowing us to speak with your students, educators, and community members. We hope that our findings are useful as you work toward improving internships and work-based learning for your students. Four research questions guide our study: (1) How many students are participating in internship programs, and does participation vary by student demographics, academic status, or life/employment situation? (2) What barriers exist for students to participate in internship programs? (3) What is the structure and format of internship programs? And, (4) How, if at all, is program structure and format associated with student satisfaction with their internships and their estimation of the value of the internship for their career development? In addition, given the timing of our interviews (Spring 2020), we also were interested in understanding MSU students’ experiences related to the COVID-19 pandemic. As our research moves into its second year, we will focus on the impacts of the COVID-19 pandemic on the students, faculty and staff at MSU and employer partners with respect to internships and its impacts on their studies and career goals.
Thompson, M., Chen, Z., Fetter, A., Colston, J., Williams, K., Rogers, S., Hora, M.T., & McElveen, G. (2020). Results from the College Internship Study at a North Carolina University. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at a North Carolina University
The study includes an online survey of students in the second half of their academic programs (n=276), focus groups with students who have and who have not had an internship experience (n=20), and interviews with career coaches and faculty (n=5). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at the North Carolina University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Chen, Z., Hora, M. T., Dueñas, M., Chen, Z. & Wolfgram, M. (2020). Results from the College Internship Study at a Texas College. Center for Research on College-Workforce Transitions.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at a Texas College.
The study includes an online survey of students in the second half of their academic programs (n=233), focus groups with students who have and who have not had an internship experience (n=13), and interviews with career advisors and faculty (n=6) and employers who host interns (n = 2). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at the Texas College, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Wolfgram, M., Chen, Z., Vivona, B., Rodríguez S., J., Akram, T., & Hora, M.T. (2020). Results from the College Internship Study at Northeastern Illinois University. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Northeastern Illinois University.
The study includes an online survey of students in the second half of their academic programs (n=330), focus groups with students who have and who have not had an internship experience (n=24), and interviews with career coaches and faculty (n=6). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes. This report concludes with recommendations for specific steps that students, faculty and staff at Northeastern Illinois University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in Chicago, Illinois.