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1 – 9 of 9Debora Jeske and Carol Linehan
Many employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly…
Abstract
Purpose
Many employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly e-internships that require remote working with employers. However, little is known about the extent to which e-internships present learning opportunities to such e-interns.
Design/methodology/approach
The current study examined mentoring experiences among a cross-sectional sample of 158 e-interns working for different companies. Data were collected using an online survey in two data collection rounds.
Findings
The length of the e-internships did not increase mentoring satisfaction, but the likelihood of e-interns having a mentor was higher the longer the e-internships. Mentoring was offered irrespective of working hours per week. Mentoring increased reported skill development, particularly in relation to their communication skills and their ability to think strategically about problems. In addition, mentored e-interns were more likely to have opportunities to cooperate with and help others. They likewise had opportunities to share information, knowledge and experiences.
Research limitations/implications
The study recruited interns from various countries. Potentially relevant cultural differences were not explored as part of this study.
Practical implications
The results demonstrate that the benefits of mentoring observed in relation to traditional internships can be fostered in e-internships. E-internships represent an opportunity for managers and employees, regardless of company size, to become mentors. E-internships thus represent another work-integrated as well as work-applied learning and skill development opportunity that creates additional options for many interns and organisations alike.
Originality/value
The evidence suggests that mentoring is becoming a regularly available feature for virtual and temporary workers such as e-interns, many of which are hired for short-term projects. As remote working has become a standard practice, e-internships are on the rise – and worthy of further study in order to promote best practices.
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Cecilia Woon Chien Teng, Raymond Boon Tar Lim, Dana Wai Shin Chow, Suganthi Narayanasamy, Chee Hsiang Liow and Jeannette Jen-Mai Lee
The COVID-19 pandemic has brought about a contingent shift to remote working and learning worldwide. However, little is known regarding the impact of this shift on internships…
Abstract
Purpose
The COVID-19 pandemic has brought about a contingent shift to remote working and learning worldwide. However, little is known regarding the impact of this shift on internships. Moreover, much of the available literature studies on internships are focused largely on perceptions by students, less so by supervisors. This paper describes the impact of COVID-19 on public health (PH) internships and examines interns' and supervisors' perspectives on their experiences in internships before and during the pandemic.
Design/methodology/approach
A cross-sectional study design was conducted on two cohorts of undergraduate students and their supervisors in Singapore. Participants were surveyed using questionnaires with both close-ended and open-ended questions about various aspects of the internship experience. Data were triangulated from these surveys and module evaluation reports, and analyzed quantitatively and qualitatively.
Findings
COVID-19 disrupted internships significantly, with a reduction in the number of placements offered and necessary changes to the internship scope. Overall, the internship experience has been positive. Supervisors and e-interns reported high levels of satisfaction and documented learning gains such as the development of technical skills and soft skills unique to remote work.
Originality/value
The study findings fill current gaps in the literature on supervisor perceptions and internship experiences during COVID-19. Recommendations are proposed to optimize e-internships, a potentially authentic workplace in the post-COVID era.
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May Mei Ling Wong, Ka Hing Lau and Chad Wing Fung Chan
COVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and…
Abstract
Purpose
COVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.
Design/methodology/approach
A qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.
Findings
The interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.
Originality/value
The study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.
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Rachael Hains-Wesson and Kaiying Ji
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual…
Abstract
Purpose
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.
Design/methodology/approach
Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.
Findings
The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.
Practical implications
Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.
Originality/value
The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.
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Tomasz Kusio and Mariantonietta Fiore
As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between…
Abstract
Purpose
As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between entrepreneurship culture and academic engagement. This study aims to investigate the new role that universities are assuming as entrepreneurial entities and gather information taking place internal university stakeholders and students’ perception on entrepreneurship education. The research hypothesis stands entrepreneurship is mainly supposed as being professionally and educationally active rather than setting up a company.
Design/methodology/approach
The present study carries out a study on the perception of entrepreneurship education conducted among students of the University of Economics in Krakow in the winter semester of the academic year 2017/2018. The selected target group meets the criteria of the different national country origin of the respondents. Another criterion for selecting the target group was diversity in the field of students’ academic interests.
Findings
The results of the study give a clear view of the still valid confirmation of the growing academic role in terms of entrepreneurship culture development that appears necessary to address the demand for global competitiveness. In particular, it is possible to categorize two groups of people, moderate and strong supporters of recognition that entrepreneurship is not only about starting a company but also at the same time that it is an expression of its own dynamic and entrepreneurial attitudes.
Practical implications
As the importance of entrepreneurship in the context of an entrepreneurial university is rising and the definition of entrepreneurship goes beyond its understanding of starting a business, universities and academic engagement can and have to better address and focus their planning of the courses and their contents.
Originality/value
The study sheds some light and gives some interesting perspectives on the issue of different levels of entrepreneurship education expectations against different levels at which this education should be provided. In addition, it is in line with the EU entrepreneurship competence framework (EntreComp) aimed at defining tools to improve the entrepreneurial capacity and culture of EU citizens and organizations by means of consensus among stakeholders and by establishing a bond between education and study.
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Salman Butt, Ahmed Raza, Rabia Siddiqui, Yasir Saleem, Bill Cook and Habib Khan
This literature review aims to assess the current research on healthcare job availability and skilled professionals. The objective of this research is to identify challenges…
Abstract
Purpose
This literature review aims to assess the current research on healthcare job availability and skilled professionals. The objective of this research is to identify challenges caused by the imbalance between healthcare service demand and qualified professionals and propose potential solutions and future research directions.
Design/methodology/approach
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was employed as the guiding framework for conducting this review. A qualitative research design analyzed 38 peer-reviewed, evidence-based research works from 50 journal publications. Inclusion criteria focused on empirical studies, observational research and comprehensive reviews published within the last ten years. Thematic and discourse analysis categorized themes and factors explored in selected publications.
Findings
The findings highlight significant challenges in the healthcare sector regarding job availability and skilled professionals. Developed countries face understaffed healthcare facilities, resulting in increased workloads and compromised care. Developing countries experience high rates of unemployment among healthcare graduates due to limited resources and mentorship.
Practical implications
Improving educational infrastructure, expanding training opportunities and increasing healthcare investments are crucial for nurturing a skilled workforce. Implementing effective retention policies, fostering international collaborations and addressing socioeconomic determinants can create a sustainable job market.
Originality/value
The healthcare sector faces critical challenges in balancing job availability and skilled professionals. Strategic solutions are proposed to create a sustainable and equitable healthcare workforce. By implementing recommendations and conducting further research, access to quality healthcare and global public health outcomes can be improved.
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Patrick Arthur and Samuel Koomson
There is evidence of country-level contextual variations regarding the benefits of practical experience acquired by students during higher education. This paper, therefore…
Abstract
Purpose
There is evidence of country-level contextual variations regarding the benefits of practical experience acquired by students during higher education. This paper, therefore, analyses the benefits of student internships in the Ghanaian context.
Design/methodology/approach
In Study 1, two structured but distinct surveys were distributed to senior members and students of six specialised technical education institutions (TIs). Study 2 involved in-depth interviews with the heads of organisations in the tertiary education sector, including trade groups, industries and government agencies.
Findings
Internship provides soft skills, confidence, career development, sense of responsibility, employability, income, knowledge sharing and networking for students/interns. For TIs, it contributes to the professional development of faculty supervisors and helps them to update the content they teach. For employers, it unveils talented and promising students who can be employed immediately after graduation at a relatively cheaper cost.
Research limitations/implications
There is still the need for additional research in different contexts: both developed and developing economies to clear doubts on the controversies surrounding the relevance of internship in the 21st century.
Practical implications
TIs should continue to champion student internship programmes. This study highlights the need for employers to place internship students in areas that relate to their fields of study. It also underscores the need for students to embrace internship since it is the cornerstone to their employability in the labour market.
Social implications
Undeniably, student internships provide a critical platform for career beginners.
Originality/value
This paper contributes to knowledge by offering contextual literature in Ghana on the benefits of student internship programme for interns/students, TIs and employers, all together.
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Debora Jeske and Deborah Olson
The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper…
Abstract
Purpose
The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper aims to address these learning opportunities.
Design/methodology/approach
The authors reflect on current practice, draw on recent literature and their experience with recruitment and selection processes in the industry to generate new insights and identify opportunities for practitioners and new hires alike.
Findings
Today's new hires expect onboarding experiences that allow for a much greater degree of flexibility, customisation and personalisation. Similarly, many new hires expect hiring, onboarding, and learning and development to be interconnected to generate new learning and career opportunities. However, these expectations require changes in the way in which onboarding is implemented, evaluated and connected to other human resource practices, specifically with the dramatic (and successful) increase in remote work arrangements in 2020 in response to the global impact of the pandemic.
Originality/value
The current paper provides readers with an overview of potential learning opportunities, outlines specific success factors and highlights a variety of pointers for practice and further professional development.
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