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College interns often possess information-age skills that are not familiar to workers who have been on the job for several years. Interns may be future sources for new employees. There is also the added benefit of observing and evaluating an intern for future consideration, as a full-time employee, after graduation. Giving junior employees the opportunity to supervise interns is also a way of evaluating the junior employees℉ potential as a supervisor. The employment of college interns should be a mutually beneficial endeavor. As with all successful endeavors, the employment of interns requires planning and supervision.

The study aims to examine the moderating influence of perceived co-worker support in the nexus between compulsory citizenship behaviour, job involvement and social loafing amongst university interns.

Four hundred and sixty-two) respondents took part in the study by completing a self-reported questionnaire distributed via online WhatsApp platform. The respondents were selected using multistage sampling technique. The data were processed and analysed using IBM SPSS version 24 and PLS-SEM, respectively.

Results reveal interns’ experience of compulsory citizenship behaviour positively influences their social loafing and negatively influences their job involvement. Furthermore, the support received from co-workers’ reduces the negative influence of compulsory citizenship behaviour on interns’ (1) social loafing and (2) job involvement.

The study’s main limitations have been identified as the type of organisation in which the internship was completed and the number of years of internship experience. Future research may seek to address this problem by obtaining data from a cohort that is categorised based on the nature of the organisation and duration of the internship.

Perceived co-worker support has been found to reduce the negative effects of interns’ compulsory citizenship behaviour on their job outcomes. It is recommended that organisations establish a supportive work environment to assist interns. This can be achieved through various means, such as engaging in team-building activities and assigning mentors, among other strategies.

One of the first to have examined a model linking compulsory citizenship behaviour, job involvement, social loafing and perceived co-worker support amongst interns in a higher education environment.

This study aims to shed light on how internships' features drive employability outcomes and answers the question of how internships that maximize the employability of interns can be designed. The study assumes that the duration of an internship, degree of formalization and the use of internship-specific motivational practices by companies are likely to influence interns' perceptions of employability.

A study among interns investigated the relationship between different internship features and interns' employability. Data on the duration of the internship, motivational practices specific to internships and the formalization of the internship process were collected from a large sample of 13,565 interns in 27 European countries from 15 to 35 years old.

The findings suggest that internship duration has a curvilinear effect on employability with increasing effects on employability at the beginning of the internship, followed by a decrease over time. In addition, the use of practices specifically designed to motivate interns also favors the interns' employability. Finally, formalization of the internship placement moderates the effect of motivational practices on employability.

By identifying key features of the internship experience – duration, formalization and motivational practices – the authors contribute to the theory related to the development of career resources and employability in young adults and show that these features significantly shape young adults' employability perceptions.

The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning.

Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases.

Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship.

The study was limited to seven intern psychologists in South Africa.

The findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public.

With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa.

This research aims to analyze the impact of work engagement, organization culture and leader-member exchange (LMX) on an intern’s intention to join the organization during the e-internship. The COVID-19 pandemic influenced interns and organizations to undertake the way internships. Internships from home affected the interaction and communication between the organization and interns. This study also investigates the moderating role of work engagement and LMX on the intern’s intention to join the organization.

Data was collected from 190 interns through an online questionnaire. Standardized questionnaires were used in the study to measure all the variables.

The research shows that perceived Organizational Culture and Work Engagement are essential in impacting an intern’s intention to join the organization. Also, it was found that the Work Engagement and LMX do not moderate the relationship between Organizational Culture and the intention of an intern to join the organization.

They include factors which are not being considered for the research or are beyond the control of the researcher. This paper had a couple of limitations as well. The sample size taken for the research was less. More respondents would have given better results. Other factors that may influence the intention of an intern to join his/her respective organizations were not considered. This study only considered the three variables of Work Engagement, LMX and Organizational Culture. Intervening effects of other variables if any were assumed to be absent. Other intricacies may be there in the research variables that were beyond the scope of this study.

The results of the present study are of use to organizations which are interested in converting their interns to full-time employees. These results clearly indicate the importance of organization culture in impacting an intern’s intention to join the organization, therefore organizations can make their policies, procedures and practices which confirm with the requirements to e-internship. Organizations need to empower the interns so that they feel confident to take decisions during e-internships and organizations also need to communicate and instill the core values among their interns, this alignment with core values is critical for ensuring a good person–organization fit. Also, managers should ensure that the culture of the organization is conducive to the development and mental well-being of the interns, by taking steps such as fostering team spirit, ensuring a customer-centric culture, open and amicable communication, navigating change admirably, and staying true to the core values of the organization. A holistic and wholesome organization culture will ensure that the organization is able to attract and retain the right talent.

Research has been conducted in investigating the impact of organizational culture on employee retention, but not much has been studied about the impact of organizational culture on the intention of the intern to join the organization also, how this relationship is impacted by work engagement and mentor–mentee relationship is also unexplored.

Why would a hospitality or tourism enterprise’s talent program backfire to demotivate interns from engaging in their jobs? This study aim to synthesize theoretical strands from the self-determination theory, person–environment fit theory and conservation of resources theory to investigate the predictors of perceived person–job fit and how such a fit causes changes in interns’ job motivation over time.

A four-wave longitudinal study was conducted. The four waves of data obtained from over 251 interns in China were analyzed using latent growth curve modeling.

The findings demonstrate that abusive co-worker treatment moderated the impact of perceived negative social status and perceived overqualification on perceived person–job fit. Moreover, perceived person–job fit is a significant predictor of the initial level of job motivation and flattens the decrease in job motivation over time. These findings demonstrate that interns’ job motivation generally decreased over time, and perceived person–job fit may help dampen the change trajectory of job motivation.

This study contributes to the practice of education and organizations in hospitality and tourism management by advocating for better interventions to improve interns’ work experience and motivations. Also, organizations can create team-building opportunities and promote teamwork that contributes to the formation of cohesive relationships and improve personal bonding.

This longitudinal inquiry conducted in China underscores the perils of hospitality/tourism internship by synthesizing a framework based on the theoretical strands germane to person–environment fit, resource conservation and self-determination. It uncovers the dark side of internship – not only due to mismanaged internship experience, but also because it could backfire to create a demotivational spiral that may ultimately drive potential talents away from hospitality/tourism organizations and industry.

The purpose of this study was to investigate attractiveness of internship advertisements to the prospective applicants through the lens of employer branding. By giving attention to internship attractiveness, universities and companies expand current collaborations around internship provision to enhance student internship experiences, satisfaction and employment prospects and to foster long-term sustainability of internship programs.

The study used a mixed-methods design employing a concurrent triangulation strategy. The authors conducted a content analysis of 94 internship listings published in the largest Russian job portal, HeadHunter, and collected surveys from 274 prospective interns.

The study shows a mismatch between employer branding strategies and prospective interns' perceptions of employer attractiveness. Companies emphasize economic value and visual identity as well as functional attributes, while prospective interns prioritize development value and symbolic attributes. The findings suggest internship advertisements do not appeal to potential applicants.

The results are limited to business students from specific universities in Russia, so further research is needed to include students with different majors and from other countries. The study is also limited to advertisements available via a large online job portal. A comparative analysis of effectiveness of various communication channels for internship promotion could yield useful results.

Career center advisors, academic program directors and internship coordinators should work with company leaders, human resources and marketing decision-makers, and recruitment specialists to better understand interns' drivers of attraction and audit the internship advertisements. Employers could use the study results to strengthen recruiting messages and, hence, attractiveness of the employer brand to potential interns.

The study contributes by applying the employer branding theory to an understudied population of interns, hence providing new insights into internships as collaboration between universities and companies. By focusing on internship positions, which differ from full-time permanent positions across many aspects, including the positions' duration, pay, supervision and purpose, the study assists in understanding the distinct drivers of attraction of interns, which are missing from published research on the topic.

The perspectives of industry instructors from a case enterprise were adopted to analyze various contexts of internship implementation and to examine feasible strategies for incorporating internships in the human resource development process.

A Taiwanese enterprise stationed in China was selected for case study. This study focused on the 2019 summer internship program. Interviews were conducted with 23 industry instructors.

(1) Units should effectively employ interns by guiding them to learn by doing tasks. (2) Provide training and assign personal industry instructors to guide interns in learning by doing, thereby establishing workplace relationships in advance. (3) High-level leaders and senior managers must pay close attention to internship results and inspire industry instructors and interns to perform internship tasks. (4) Managers of internship units must participate in interviews to select potential employees that satisfy unit requirements. (5) Opportunities for university teachers to interact with enterprises and recommend interested students who learn knowledge, skills, abilities and other characteristics (KSAOs) that fulfill enterprise requirements should be increased.

Enterprises must systematically plan internship tasks, recruitment and selection, as well as practices and reports if they wish to employ interns as potential human resource.

This study used the practical perspectives of industry instructors to establish the contexts and strategies of intern training for human resource development. The results of this study are expected to provide a reference for enterprises in planning internship workplaces and increase their willingness to employ interns.

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.

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.

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.

The study recruited interns from various countries. Potentially relevant cultural differences were not explored as part of this study.

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.

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.

A 2012 international survey by McKinsey & Co. reported a schism among higher education providers, employers and youth in regard to their perception about graduates’ adequate preparation for employment. They suggested greater engagement among stakeholders as a way to bridge this gap. The purpose of this paper is to suggest that academic credit-based internship programs can aid in the engagement process through better utilization of employer evaluations of interns.

Supervisors (n=389) rated their business interns on 12 competencies and responded to three open-ended questions about their strengths, weaknesses and recommendations for professional improvement. Rating scale data were averaged by item and a content analysis methodology was used to analyze the questionnaire responses.

The average score for each of the 12 rated items was fairly high and reflected competencies associated with the school to work transition, communication skills, decision making and work ethic. Responses to the open-ended questions yielded eight themes that were noted as strengths for some interns but weaknesses for others. About 30 percent of supervisors made recommendations for professional improvement of the intern.

There is a dearth of studies reporting results of actual employer evaluations of interns. Not only does this study address this gap through data collection from 389 supervisors across a variety of business functions, but also clarifies these ratings for individual career development through identifying interns’ strengths, weaknesses and advice for professional improvement. By collecting outcome assessments on interns from supervisors, higher education providers can not only identify the strengths and weaknesses of their curricula, but also their soon-to-be graduates; and provide support and resources for performance improvement. Interns too become aware of competencies identified for successful labor market integration.