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Running Head: UNDERGRADUATE INTERNSHIP EXPECTATIONS 1

Undergraduate Internship Expectations:

Strategic Encouragement of Student Involvement

Margaret K. Burns

Jaime M. Aitkenhead

Christina M. Frederick

Shannon Huddy

Sierra Nevada College

Author Note

Margaret K. Burns, Psychology Program, Sierra Nevada College; Jaime M. Aitkenhead,

Business Department, Sierra Nevada College; Christina M. Frederick, Psychology Program

Chair, Sierra Nevada College; Shannon Huddy, Business Department, Sierra Nevada College.

We would like to acknowledge Sierra Nevada College for supporting our research with

their generous grant. We would also like to acknowledge Dr. Steve Ellsworth for his assistance

with the data analysis conducted as part of this project.

Correspondence regarding this research should be addressed to Margaret K. Burns,

Department of Psychology, Sierra Nevada College, 999 Tahoe Blvd., Incline Village, Nevada,

89451.

e-mail: [email protected]

UNDERGRADUATE INTERNSHIP EXPECTATIONS 2

Abstract

Internships supply undergraduates with work experience, networking potential, and opportunities

to apply classroom content to career-oriented professions (D’Abate et al., 2009). Participation in

an effective internship program benefits the undergraduate student, internship host, and

community by professionally preparing undergraduates through mentored relationships. The

current study examines undergraduate internship expectations with the goal of using our findings

to encourage internship involvement. The Undergraduate Internship Expectations (UIE) survey

was developed to collect self-report data via: (1) written response to the UIE survey from 100

undergraduates, and (2) focus groups during which 19 undergraduates discussed and elaborated

on UIE survey questions. Survey results show 50.0% of respondents thought, previous to

college, an internship would be part of their undergraduate career. Surprisingly though, only

19.4% of respondents were currently participating in, or had already completed, an internship.

After starting college, 63.3% of respondents indicated they had considered an internship, but not

initiated the process. A chi-square revealed this group was larger in proportion than any other (p

< .001). UIE survey and focus group results indicate increased undergraduate internship

participation would result from development of an internship program tailored to their

expectations of benefits (e.g., skill development, workforce preparation, etc.) and priorities (e.g.,

relation to major, networking, etc.).


Now, more than ever, undergraduates need to be educated, prepared for the workforce,

and have skills relevant to their chosen field of work. These qualifications show employers

undergraduates are valuable to them and merit the employer’s training and wages (Zupek, 2011).

Undergraduates need to be involved in internships to reach these goals—classroom learning

often does not suffice to prepare undergraduates for employment (American Accounting

Association, 1952).

A review of popular literature shows undergraduates who complete an internship bring

more to the classroom experience to supplement content; they are more self aware and have been

exposed to the habits of the professional world (Westerberg & Wickersham, 2011). Beyond the

classroom, internships allow undergraduates a hybrid form of education and skill development

by working in a real world environment, but still receiving the mentorship they need to grow in

their chosen field.

Freestone, Williams, Thompson, and Kerry (2007) showed internships promote

undergraduate employment prospects by providing the opportunity for them to apply their

knowledge and skills in a real world setting. Freestone et al. (2007) administered their Course

Experience Questionnaire (CEQ) to undergraduates in a one-year degree program offered in

Australia. The CEQ was designed to assess goals, tasks, and skills associated with internships as

well as examine their role in supporting undergraduate learning. CEQ results indicated

undergraduates felt satisfaction with internship work placement when they received support from

their internship host, and when they felt their academic and internship advisors were consistently

supportive (Freestone et al., 2007). Research done by Freestone et al. (2007) supports the

possibility that positive and more numerous internship experiences are facilitated not only by the

internship itself, but also by the input undergraduates have on their internship program.


Green, Graybeal, and Madison (2011) suggest internships benefit undergraduates because

they help them identify key traits for entering the professional world. Green et al. (2011)

surveyed business school undergraduates to better understand the effects participating in an

internship had on the value they placed on employer desired traits. Respondents were surveyed

before and after involvement in an internship. Survey results showed undergraduates and

employers had different ideas about what was important during an interview (Green et al., 2011).

Before starting an internship, undergraduates tended to place less importance on traits employers

found valuable, but, post internship, undergraduates had become more aware of the traits

employers value (Green et al., 2011). This finding shows internships prepare undergraduates for

the working world by aligning undergraduate (potential employee) and employer expectations

and priorities with the subsequent effect of making internship trained undergraduates a more

desirable choice for employers.

A survey conducted by the National Association of Colleges and Employers (NACE)

found 58.6% of interns turned their internship into a full time job (2011). This is clear evidence

internships greatly impact one’s chance of finding employment in their academic field after

college. According to The Washington Center (TWC), even if an undergraduate is not offered a

position when their internship is complete, the networking opportunities they were exposed to

while in their internship position are invaluable (TWC, 2011). Many undergraduates are offered

positions immediately following graduation because of the connections they made while

networking as an intern (TWC, 2011).

Additionally, participating in an internship provides benefits not only to the

undergraduate, but the employer as well. A significant challenge for employers is finding

employees who possess adequate skills (Billitteri, 2009). Billitteri (2009) summarized previous

http://library.cqpress.com.sierranev.idm.oclc.org/cqresearcher/document.php?id=cqresrre2009112014


research indicating that, of 200 surveyed employers, almost half revealed they provided training

to the college graduates they hired. Most employers also admitted these training programs were,

at best, moderately successful (Billitteri, 2009). This suggests, now more than ever,

undergraduates need internships. If more undergraduates participated in internships, they would

be more professionally prepared to enter the workforce and companies like those surveyed could

minimize new hire training and focus on other priorities.

There is a paucity of research on the topic of undergraduate internship interest and

involvement (D’Abate, Youndt, & Wenzel, 2009). The current study explores undergraduate

expectations (i.e., motivations and hurdles) of the internship process. It is our goal the results of

this study will provide valuable information allowing faculty and career support services to be

more strategic in encouraging undergraduate internship involvement. Toward this end, we

surveyed undergraduates at a small liberal arts college about their expectations and perceptions

of the internship process.

Method

The purpose of the current study was to establish undergraduate expectations of the

internship experience by conducting a focus group and conducting survey research. With this

information, we aim to define procedures to encourage undergraduate internship involvement.

Study 1

Materials. Respondents were asked to complete the Undergraduate Internship

Expectations (UIE) survey (see Appendix A) on their personal computer or smartphone. We

designed the UIE survey to include six questions related to student expectations of the internship

http://library.cqpress.com.sierranev.idm.oclc.org/cqresearcher/document.php?id=cqresrre2009112014


experience and designed to avoid priming particular responses. Questions and responses came in

one of three formats: (1) multiple-choice with provided options, (2) ratings requested based on a

five-point Likert scale with provided beginning, mid, and end points (1, 3, 5) and (3) open ended

responses.

Respondents. 100 undergraduates were selected to complete the UIE Survey via

convenience sampling at a small liberal arts college. These undergraduates were compensated

for their time with course participation. Each undergraduate was provided the option to

participate or complete an alternative task related directly to course demands. Demographic

information collected was restricted to class standing and showed our sample included first

through fourth year students. All survey responses were kept confidential and no identifying

information was collected.

Procedure. The UIE survey was administered in a classroom setting. Respondents were

instructed to keep conversation to a minimum so as to maintain the integrity of individual results.

The researcher provided respondents a brief summary of the informed consent document and

purpose of the study.

After signed, informed consent documents were collected, and respondents completed the

UIE survey via Survey Monkey using their personal laptops or Smartphones. Survey Monkey

was used as a secure storehouse for the confidential information obtained, for presentation of

survey questions, and as a data summary tool.

After completion of the UIE survey, all respondents were thanked for their time. As

respondents were aware of the study’s aims, no debriefing session took place.


Study 2

Materials. The UIE survey was used as a source for questions specifically relating to

undergraduate expectations of the internship process. A recording device (iPhone 4s Voice

Memos) was used to maintain authenticity for transcription.

Respondents. A focus group including 19 undergraduates was formed to further discuss

and analyze questions from the UIE survey and form ideas about how to encourage

undergraduate involvement. The focus group was composed of third and fourth year

undergraduates. Respondents represented various segments of the internship participation

population ranging from those who had never completed an internship to those who had

completed several. Respondents were recruited as volunteers and asked to convene in the group

for one hour; they were provided course credit and refreshments for their participation.

Procedure. The focus group session was held in a college classroom and audio recorded

to maintain authenticity in conversation and response transcription. The questions posed in the

focus group were sourced from the UIE survey, but allowed respondents greater opportunity for

elaboration, discussion, and reflection. Responses collected via the focus groups were coded into

categories present on the UIE survey and extending beyond.

Results

Study 1

UIE Survey data were stored in Survey Monkey and responses to each question were

analyzed using the appropriate method, given question type. For questions assessing general

trends (UIE questions 1, 2, 4, &5), descriptive statistics were used to summarize undergraduate


responses. UIE question 3 compared stages of internship completion (e.g., considered but not

initiated, already completed, etc.), thus, inferential statistics were used to allow comparisons

between those who had completed internships and those who had not.

Respondents were asked if they thought, previous to beginning college, an internship

would be a part of their undergraduate career (UIE question 2). Of our 100 survey respondents,

50.0% indicated they expected an internship would be part of their undergraduate career.

Respondents were then asked if they had ever: considered but not initiated, initiated, completed

an internship or never considered an internship (UIE question 3). Of the100 respondents, 63.3%

indicated they had considered participating in an internship, but had not yet initiated the process.

17.3% of respondents indicated they had not considered participating in an internship, 9.2% were

currently working in an internship, and 10.2% had already completed one or more internships

(see Figure 1, Appendix B). A chi-square shows a significant difference (p < .001) among

student internship experiences (UIE question 3). Grouping responses to UIE questions 2 and 3,

data reveal 19.4% of our sample were or had been engaged in internships. The difference

between the 50.0% of our sample who indicated they expected an internship to be part of their

college career and the 19.4% who indicated they were or had been involved in an internship

produced a 30.6% internship involvement gap (Huddy, Frederick, Burns, Aitkenhead, 2013).

UIE question 4 assessed undergraduate motivation for participating in an internship with, ranked

by average score on a 5-point Likert scale, the top motivators being (1) skill development, (2)

relevance to major, (3) workforce preparation, and (4) networking (see Figure 2, Appendix C).

Respondents were, then, asked about hurdles to internship completion (UIE question 5). As

identified by survey respondents, the top four hurdles undergraduates face, ranked by average


score on a 5-point Likert scale, are (1) competing priorities, (2) time commitment, (3)

qualification concerns, and the (4) application process (see Figure 3, Appendix D).

Study 2

Results of the focus group showed that a majority of undergraduates are enthusiastic

about the internship process, but are unsure of where to start. Several undergraduates who

expected an internship to be part of their education indicated they had not initiated the process

due to their lack of clarity on how to do so. One female undergraduate said, “An internship is

definitely something I find extremely valuable to my education because of work experience.

There needs to be a more structured way to get internships.” As focus group members began to

speak up about this issue, several others agreed and elaborated. Generally, the consensus of the

focus group was that they did not know where to go or who to talk to regarding the initiation

process. One male student specifically expressed a need for a designated person or place to go

for help with internships. The focus group sparked the idea that undergraduates would be

pursuing internships if they had guidance about where to start.

As part of the focus group, respondents expressed a desire for a competitive internship

program that could offer them an environment to grow and become more qualified to work in the

professional world. A different female undergraduate from the one first referenced said, “There

should be competition to get internships because there is competition when it comes to getting a

real job.” Another female undergraduate who had already completed an internship shared, “The

challenge is what got me to develop my skills. It is important to have a little bit of challenge in

an internship so you can actually learn something new. Still, if you don’t get enough support

from your supervisors or coworkers, developing is hard.”


Those surveyed, and particularly those who were part of the focus group, desired to be

prepared for life after college. They wanted to feel qualified to do the job they had studied so

hard for during their undergraduate career. The results of both studies show undergraduates

want a place to start, a place to go where qualified people can guide them in the right direction,

in the direction toward a well-matched internship that will prepare them for that first job after

graduation, or better yet, a career.

Discussion

Our findings suggest undergraduates value internship experiences. Internships are

considered beneficial because they provide opportunities for skill development and networking

opportunities. Through internships, undergraduates receive live workforce training that better

prepares them for their future after college. Interns are also able to design (for the application

process) and supplement (with experience) a useful résumé for their post-graduation job search.

Our survey showed most who participate in internships prefer internship opportunities related to

their major, to not only intensify their education, but gain relevant work experience in their field

of study.

A notable discrepancy was highlighted by the results of our carefully constructed survey

questions. There is a distinct misalignment between the number of potential undergraduates who

see internships as part of their future and current undergraduates actively seeking or participating

in internships. Specifically, prior to beginning college, 50.0% of the undergraduates we

surveyed expected an internship to be part of their undergraduate career, however, only 19.4%

were either currently involved or had already completed an internship (see Figure 1, Appendix

B). This sparked a question. Considering both interest and expectation are present, why are

more undergraduates not engaged in the internship process?


Our UIE survey, as particularly elaborated on by our undergraduate focus group, revealed

both that internships are incredibly valued and that many are reluctant to initiate the process. The

initial application process, qualification concerns, and competition anxiety hinder undergraduate

motivation to initiate internships preventing them from this opportunity to gain valuable work

experience.

Motivation and encouragement via mentors and convenient access to information related

to availability of appropriately fit internships may facilitate undergraduates taking that first key

step. Internships require investment and, as made clear in this study, for many, this investment

first requires support. It is clear undergraduates value internships for the varied benefits, but

would appreciate more guidance in internship matching, application, and mentor support. While

further research is required to answer this question, a defined location and person designated to

discuss internship possibilities will support undergraduates and, potentially, encourage greater

involvement. With such a mentor, undergraduates would be able to better navigate hurdles and

discuss priorities with the benefit of making them feel more confident about engaging in the

internship process.

Generally, based on the results of the current study, an internship program designed to be

competitive, minimize the impact of undergraduate reported hurdles, and maximize the benefit of

undergraduate reported priorities, all while maintaining support from institutional faculty and

staff would ultimately increase undergraduate internship engagement. Specifically, we

recommend, (a) making internships part of the undergraduate educational commitment, (b) an

institutionally supported application process (e.g., career service involvement in resume drafting,

interview preparation, and internship matching) and, (c) incorporating networking and mentoring

into the internship program.


Active undergraduates balance coursework, plan for their futures, and maintain active

social lives. During this time, although of perceived benefit, these undergraduates may not have

the motivation to take part in the internship experience. Given the potential benefit, college and

university support faculty and staff should encourage the interest that is already present and

cultivate internship experiences precisely aligned with career goals. Future research may reveal

that, as colleges become more actively involved in encouraging undergraduates to participate in

internships and mentoring them through the intimidating initiation process, both participation

and benefit may increase. This increase may be in both reality and perception which will,

consequently, help motivate each incoming class.


References

American Accounting Association. (1952). Report of the Committee on Internship Programs.

The Accounting Review, 7, 316-323.

Billitteri, T.J. (2009). The value of a college education: Is a four-year degree the only path to a

secure future?. CQ Researcher, 19(41), 981-1004. Retrieved from

http://library.cqpress.com.sierranev.idm.oclc.org/cqresearcher/document.php?

id=cqresrre2009112000&type=query&num=undergraduate+internships&

D’Abate, C.P., Youndt, M.A., & Wenzel, K.E. (2009). Making the most of an internship: An

empirical study of internship satisfaction. Academy of Management Learning &

Education, 8(4), 527-539.

Freestone, R., Williams, P., Thompson, S., & Trembath, K. (2007). A quantitative approach to

assessment of work-based learning outcomes: An urban planning application. Higher

Education Research & Development, 26(4), 347-361.

Green, B.P., Graybeal, P., & Madison, R.L. (2011). An exploratory study of the effect of

professional internships on students’ perception of the importance of employment traits.

Journal of Education for Business, 86, 100-110.

Huddy, S., Frederick, C. M., Burns, M.K., Aitkenhead, J. (2013, July 18). Results of research

on undergraduate internship experience. The Eagle’s Eye, p. 2.

National Association of Colleges and Employers (NACE). (2011, May 25). Students likely to

accept job offer from internship employers. Retrieved from

http://www.naceweb.org/s05252011/intern_hire_conversion/?

referal=knowledgecenter&menuid=112


The Washington Center (TWC). (2010). Internships: Frequently asked questions. Retrieved

from http://www.twc.edu/internships/frequently-asked-questions/internships

Westerberg, C., & Wickersham, C. (2011). Internships have value, whether or not students are

paid. The Chronicle of Higher Education. Retrieved from

http://chronicle.com/article/Internships-Have-Value/127231/

Zupek, R. (2013, May 20). Top 10 reasons employers want to hire you. Retrieved from:

http://www.cnn.com/2009/LIVING/worklife/11/02/cb.hire.reasons.job/


Appendix A



Appendix B


Appendix C


Appendix D


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