Getting the most from MBA internships: Promoting intern learning and job acceptance

Abstract

MBA internships are commonly used for training and recruiting management talent. Yet, research overlooks what makes them effective. A longitudinal study investigates the relationships that goal clarity, autonomy, and prior experience have with MBA intern learning and job acceptance intentions. Results show learning partially mediates the relationship of goal clarity to job acceptance intentions, and that less experienced MBA interns learn more under conditions of high goal clarity and low autonomy (i.e., when their roles are more structured). We discuss how role structures and learning can inform effective training and recruiting of interns, and management of short-term workers in general.

The impact of compensation, supervision and work design on internship efficacy: implications for educators, employers and prospective interns

“…Educational researchers have discovered linkages between goal clarity and student learning in the classroom environment (Seidel, Rimmele, and Prenzel 2005). In a study focused on MBA interns, Beenen and Rousseau (2010) showed that goal clarity was positively related to intern learning and job pursuit behaviour.…”

“…Task goal clarity refers to understanding the work products that are expected and the standards by which those products will be evaluated (Beenen and Rousseau 2010). Because of the short-term nature of internships, it is important for interns to quickly understand their roles in terms of task goals.…”

“…However, there has been a lack of empirical research focused on the relationship between internship characteristics and intern outcomes. In order to move beyond anecdotal reports, additional research is needed to better understand the role that internship characteristics, such as compensation, supervisor behaviours and work design have on internship outcomes (Beenen and Rousseau 2010;Narayanan, Olk, and Fukami 2010).…”

Student learning opportunities in traditional and computer-mediated internships

“…The current paper views all internship formats as structured student learning experiences (Beenen and Rousseau, 2010) that should enable students to transition from formal classroom learning into the predominantly informal and/or accidental learning environment of contemporary workplaces (Candy and Crebert, 1991). To master this transition successfully, internships should be specifically designed to support students in the development of cognitive, skill-based and affective learning outcomes (Kraiger et al, 1993).…”

The potential of computer-mediated internships for higher education

“…The current paper defines internships as temporary (non-permanent) work placements that reflect a period of transition from higher education to employment. As a result, internships are defined as student learning experiences focused on applying classroom knowledge in practical situations (Beenen and Rousseau, 2010). Within the internship arena, learning experiences may be grouped into traditional internships and CMIs, which encompass simulated internships and e-internships.…”