An Introduction to Internships

Candice Wilson-Stykes
Definition
Finding systematic and empirical studies of internships is challenging because of variety of
definitions that exist in programs and in the literature (O’Neill, 2010; Hora et al., 2019).
Furthermore, the lack of a consistent definitions makes it hard to evaluate student development
outcomes and outline specific benefits of internships experiences (O’Neill, 2010; Hora et al.,
2017). The following definitions have been cited in the literature as a good standard for defining
internships. They come for organizations that are reputable in the field of higher education.
Council for the Advancement of Standards in Higher Education (2011):
The primary mission of Internship Programs (IP) is to engage students in planned,
educationally related work and learning experiences that integrate knowledge and theory
with practical application and skill development in a professional setting.
National Association of Colleges and Employers (2018):
An internship is a form of experiential learning that integrates knowledge and theory
learned in the classroom with practical application and skills development in a
professional setting. Internships give students the opportunity to gain valuable applied
experience and make connections in professional fields they are considering for career
paths; and give employers the opportunity to guide and evaluate talent.
Best Practices for Quality
The NACE Criteria for a “Legitimate Internship” are as follows:
1. The experience must be an extension of the classroom: a learning experience that
provides for applying the knowledge gained in the classroom. It must not be simply to
advance the operations of the employer or be the work that a regular employee would
routinely perform.
2. The skills or knowledge learned must be transferable to other employment settings.
3. The experience has a defined beginning and end, and a job description with desired
qualifications.
4. There are clearly defined learning objectives/goals related to the professional goals of the
student’s academic coursework.
5. There is supervision by a professional with expertise and educational and/or professional
background in the field of the experience.
6. There is routine feedback by the experienced supervisor.
7. There are resources, equipment, and facilities provided by the host employer that support
learning objectives/goals. (NACE, 2018)
Internships are a high-impact practice (HIP), but with all HIPS, the extent to which a program
can be considered high impact depends on the standards that an institution sets for the program
(O’Neill, 2010; Kuh, 2012). The following is an application of the qualities of high impact
practices for internships:
1. Set appropriately high expectations and require considerable student effort
 2. Ensure that supervisor and peer interactions throughout the internship are about
substantive topics and work
3. Situate students in internship contexts that require them to interact with diverse peers and
other constituents who are different than themselves
4. Build in opportunities for students to receive targeted, constructive feedback from the
internship coordinator and supervisor and to use this feedback to engage in their own
self-assessment process
5. Ensure that the internship allows students to apply what they are learning in different,
real-world settings
6. Include an authentic audience to which the student can demonstrate their competence
Additionally, there are several other best practices that should be included in structuring an
internship program:
• Articulate clear goals for the internship experience regarding the structure, relation to the
students’ program of study, and relation to the students’ career goals and interests (Hora
et al., 2017)
• Encourage collaboration across campus and in the community and ensure that the
necessary resources are committed to an internship to support both interns and sites
(O’Neill, 2010; Hora et al., 2017)
• Guard against unpaid internships are not with non-profit and government organizations;
these are the only entities that are legally allowed to have unpaid internships (Edwards &
Hertel-Fernandez, 2010; Hora et al., 2019)
• Through training or a rigorous selection process, ensure that supervisors will provide
high quality supervision and mentorship and will craft an intentional internship
experience for the interns (Hora et al., 2017; Hora et al., 2019)
Benefits and Challenges
Benefits
• A national survey found that the 2015 intern conversion rate (intern to full-time hire) was
over 51% (Crain, 2016).
• Internships can provide options and help students clarify their interest in a specific
discipline and career interests (O’Neill, 2010; Hora et al., 2019).
• Internships can help students develop a professional network and a career identity (Crain
2016).
• Internships may be helpful in decreasing the shock that graduates experience upon
entering the work world and may help graduates understand the work culture in a
particular field (Hora et al., 2017).
• One study found that paid internships were positively associated with the development of
professional skills, while unpaid internships were connected to helping students
understand their coursework (Crain, 2016).
• Students who have supervisor support and mentoring, goal or task clarity, clear
coordination between the internship and their academics, and autonomy have positive,
quality internship experiences (Hora at al., 2017; Hora et al., 2019).
Challenges
 • Because unpaid internships require students to forego job income and take on additional
expenses (transportation, attire, application fee, etc.), they can perpetuate socio-economic
inequality by being inaccessible to low income students and by increasing the privileges
of upper-income students (Edwards & Hertel-Fernandez, 2010; Hora et al, 2017).
• There may be serious legal issues associated with internships, especially given the lack of
federal, state, and institutional regulations that protect interns (Crain, 2016; Hora et al.,
2017).
• One study found that unpaid internships negatively impact student salary and
employment after graduation (Crain, 2016).
• According to another study, barriers to participation in internships include the need to
work a paying job, course load conflicts, and lack of internships in the students’ field
(Hora et al., 2017).
• The various barriers to participation in an internship are significant. In a three institution
study of internship participation, 64% of the students who had not participated in an
internship wanted to do so (Hora et al., 2019).

Resources

Center for Engaged Learning (Elon University): Internships

National Association of Colleges and Employers

O’Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. Peer

Wisconsin BBA Career Services. Designing a successful internship program. Retrieved from
https://wsb.wisc.edu/-/media/companies-recruit-hire/bba-recruit-hire/recruiting-
services/wisconsinbbainternshipprogramsguidepdf.pdf

True, Michel (ed.) (n.d.). Starting and maintaining a quality internship program. Retrieved from
https://www2.virginia.edu/career/intern/startinganinternship.PDF

References
Council for the Advancement of Standards in Higher Education. (2011). Internship
programs. Washington, DC.

Crain, A. (2016). Understanding the impact of unpaid internships on college student career
development and employment outcomes. NACE Foundation. Retrieved from
https://www.naceweb.org/job-market/internships/the-impact-of-unpaid-internships-on-
career-development/

Edwards, K., & Hertel-Fernandez, A. (2010). Paving the way through paid internships. DEMOS
 Economic Policy Institute. Retrieved from
https://www.demos.org/sites/default/files/publications/PavingWay_PaidInternships_Dem
os.pdf

Hora, M. T., Wolfgram, M., & Thompson, S. (2017). What do we know about the impact of
internships on student outcomes? Results from a preliminary review of the scholarly and
practitioner literatures. Center for Research on College-Workforce Transitions Research
Brief #2. Madison, WI: University of Wisconsin-Madison Retrieved from
http://ccwt.wceruw.org/documents/CCWT-report-Designing-Internship-Programs

Hora, M., Chen, Z., Parrott, E., & Her, P. (2019). Problematizing College Internships: Exploring
Issues with Access, Program Design, and Developmental Outcomes in three US Colleges
(Working Paper No. 2019-1). Retrieved from https://wcer.wisc.edu/docs/working-
papers/Working_Paper_No_2019_1.pdf

Kuh, G. (2012). High-impact educational practices: What they are, who has access to them, and
why they matter. Peer Review, 14(3).

National Association of Colleges and Employers. (2011). Position statement on U.S. internships:
A definition and criteria to assess opportunities and determine the implications for
compensation. Retrieved from
https://www.naceweb.org/connections/advocacy/internship_position_paper/

O’Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. Peer