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The purpose of this paper is to explore student perceptions of job characteristics of their internships – and to explore the relationship between these job characteristics and overall satisfaction with their retail merchandising internship experiences in terms of contribution toward career development.

Three internship site categories were identified: stores, corporate settings, and other types. Students completed surveys after their internship experiences.

There were significant differences observed between site types and overall satisfaction with internships. Desire to recommend to others, variety of tasks, repetition of duties, similarity of activities, pay, opportunities for networking with others, extent of dealing with other people, and extent of receiving information from supervisors were different among sites. Information and feedback from supervisors, variety of activities, closure with tasks, clear results of tasks, autonomy, and networking opportunities were related to internship satisfaction.

The study is limited to US companies and focuses on retail merchandising internships, so results may not be generalizable in other settings.

Retailers may use this information to enhance the structure and tasks associated with their internships. Students and professors may use this information as academic internships are sought.

This paper provides a comprehensive look at job characteristics as they related to satisfaction in an internship environment and offers insight to companies who offer internships as well as students who seek them.

An internship is an essential part of vocational-oriented degree programs because it enhances the employability of graduates and prepares them for career development. Thus, it is important to understand how students view internships and whether they are satisfied with their internship experience. This paper explores the effects of organizational and individual factors on internship satisfaction.

Based on a literature review on internship, we propose a theoretical model in which organizational factors, including supervisor support and task clarity, and individual factors, including interns' perceived functional value and perceived social value, can lead to internship satisfaction while task clarity, perceived functional value and perceived social value can affect interns' self-initiative behavior. The proposed model was tested using responses from 161 Chinese students in Macao SAR.

The results of structural equation modeling indicated that supervisor support and perceived social value had direct and significant impacts on internship satisfaction while task clarity and perceived functional value had direct and significant impacts on interns' self-initiative behavior. Additionally, supervisor support significantly influenced task clarity, perceived functional value and perceived social value.

The paper identifies that supervisor support has a strong and significant impact on internship satisfaction. Additionally, the current study indicates that organizations should pay great attention to appoint the right work supervisors who are able to assign appropriate tasks to interns, provide clear guidance and facilitate social interaction between interns and other people.

The purpose of this paper is to empirically examine student interns’ experience by considering perceived value, satisfaction and loyalty in the context of the Disney College Program internship experience for international students. The study incorporates the perceived value of the learning experience based on the interrelationships with satisfaction and loyalty intentions for students from various hospitality colleges in Korea and China.

Asian university students who had completed an international internship experience responded to a post-internship survey. The survey gauged the students’ perception of their internship experience, overall satisfaction, loyalty intentions and value dimensions. The proposed model was estimated by using partial least squares path modeling.

The findings of the hypotheses testing show that the value interns get and give is a significant indicator of satisfaction and loyalty intentions. The value of an international internship experience, especially the get component, has a significant effect on the students’ loyalty intentions for their international internship experience and satisfaction with their experience. Overall, students demonstrate a high degree of attitudinal loyalty.

No other study has examined international student interns’ value, satisfaction and loyalty intentions perceptions of the Disney College Program internship program. Students’ loyalty is expressed mainly as favorable word of mouth for their university and the internship program. They recommend not only their university but also the international internship program in which they participated. They also recommend the internship university to other students.

The objective of this research is to explore factors that influence interns' satisfaction (is) toward the e-internship program, an alternate adopted by management institutes in lieu of the regular summer internship amidst the global pandemic, coronavirus disease 2019 (COVID-19).

A cross-sectional research design with a self-reported questionnaire was conducted on business school (B-school) interns to rate the factors that contribute to their e-internship satisfaction. Structural equation modeling was used to examine the responses obtained from 203 B-school interns with a diverse demographic background belonging to a government university of North India. Convenience sampling was employed to get valid responses from interested respondents.

Results revealed that although all the four factors under consideration, faculty mentors' preparedness (FMP), industry mentors' preparedness (IMP), interns' readiness toward online internship and interns' Internet efficacy (IIE) are significantly related to IS, industry mentors' role was found to have a major impact on the IS. The study unravels that industry mentors' interaction has a potential role in the successful implementation of e-internships.

The study has implications for the university as well as the companies to ponder on factors that satisfy interns during the virtual internship and designing an effective internship program by having a collaborative approach.

There is a dearth of empirical studies on internships in general and e-internship in particular, so this study fills the gap and contributes to the existing literature and provides ways to satisfy B-school interns toward e-internship by addressing the key factors.

This paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer.

A mixed-method survey was utilized for the data collection. Out of 164 enrolled students in the 2020 summer training program, 147 students opted to participate. This gives a response rate of 89.6% of the total students' number who could participate. In addition to collecting quantitative data, qualitative data were collected. The sources for qualitative data were survey open questions, weekly reflective writing and video recordings.

The quantitative result showed that the students were satisfied with their virtual internship. These results were further qualitatively explored and discussed under five themes: information and knowledge, work experience, live interaction, the comfort of achieving tasks and soft skills. The outcomes showed that the plan which offered students opportunities to be trained online with real companies accomplishing real work tasks was the best in fulfilling the requirements of the internship. Thus, it emphasized the importance of a strong alliance with the industry to provide useful virtual internship opportunities.

Though this study made a novel contribution to the timely literature on the COVID-19 pandemic, it is not without its limitations. The difference in the three sample sizes makes it difficult to get in-depth comparative analysis. For future research, it is highly recommended to study the impact of online training with real existing companies on a relatively larger sample number.

In order for a higher educational institute to successfully adopt the proposed plans for the virtual internship, here are the reflections and lessons learned from our three plans. (1) Emphasize your efforts on extending your partnership with the private sector and computing industry. (2) The MCIT training focuses on developing technical skills; therefore, it is great to be offered to students in the computing field as extracurricular activities but not as the fulfillment of the internship program. (3) Blackboard training sessions, which cover nontechnical skills, are good to be offered prior to the internship.

For governmental human resource agencies, it is highly recommended to further develop and invest in manpower to develop online platforms. In normal situations, these platforms act as an extra training resource. In abnormal situations such as the COVID-19 pandemic, they act as useful source for online training. For students, this sudden unexpected transition from normal to online training should enrich them with the ability to be flexible and adaptive, tune them with opportunities for independent and innovative creative work, encourage them to take risks and provide them with opportunities to do things differently. As an outcome, students will enhance their self-efficacy and capabilities.

Due to the COVID-19 pandemic, not only classes and internship programs have been done remotely but increasingly jobs have also gone in that direction. A virtual internship today might be good preparation for the virtual/remote work of tomorrow. For this reason, this study was conducted to add a novel contribution to the virtual internship literature.

This paper aims to investigate hospitality study abroad experiences as an educational service in which the experience encompasses services that combine tangible and intangible actions that require students to move from the classroom to a practical setting. It empirically investigates the relationship between students’ study abroad, perceived value and perceived sacrifice (monetary and non-monetary) with their overall satisfaction and internationalization intentions.

A total of 57 students who had completed an international externship experience were contacted and invited to complete an online survey. The online survey gauged the student’s perception of their externship experience, the overall satisfaction and the internationalization intentions. The instrument also gathered demographic information about the participants. The proposed model was estimated by using partial least squares (PLS) path modeling.

The results indicate that PLS can be used to assess the theory of consumption value for study abroad experiential learning. The results of the hypotheses testing indicate that the value students get and give is a suitable and significant predictor of satisfaction and internationalization. However, students’ satisfaction with their study abroad internship does not predict future internationalization intentions.

This study sheds light on hospitality students’ perceived value, satisfaction and internationalization intentions when they complete a study abroad internship program. The results indicate that the value students get and give is an appropriate and important predictor of satisfaction and attitude toward international education.

本论文旨在研究酒店管理专业出国留学的学生体验, 此体验既包括实体化行动又包括非实体化行动, 使学生走出教室, 进行实际操作。本论文实际检验学生出国留学、价值感知、牺牲感知（物质上和非物质上）、以及他们整体满意度和国际化意向。

本论文采用在线问卷采样形式, 57名参加出国实习项目的学生为问卷样本。问卷主要衡量了学生出国实习体验、整体满意度、和国际化意向。此外, 问卷还采集了人口统计信息。本论文采用偏最小二乘回归（PLS）路径建模的分析方法来分析数据。

分析结果表明PLS可以检验出国体验学习的消费价值理论。 研究结果表明学生得到和给与的价值是一项决定其满意度和国际化意向的指标。然而, 学生对于出国实习的满意度并不能决定其国际化意向。

本论文主要研究了酒店管理专业的学生, 当完成出国留学项目后, 他们的价值感知、满意度、以及国际化意向。研究结果表明学生得到和给与的价值是他们满意度和国际化意向的有效的决定指标

国际化行为、酒店管理专业实习、体验学习、校外实习、出国留学、价值、满意度

The purpose of this research paper is to analyse the internship expectations gap amongst the three main internship stakeholders: employers (company supervisors), academic supervisors and students, in an effort to detect the variables which could assist closing the gap between students' perceptions and the labour market employers and then, between the academic supervisors in Higher Education Institutions (HEIs) and the students. This paper analyses firstly, the variables that determine students' perceptions and overall satisfaction with the internships. After, it examines the differences with the employers' expectations of the interns' performance. Finally, this paper analyses the variables that determine the academic supervisors in HEIs grading of the interns with the overall satisfaction about the students' internship performance. This research serves as a guide for the improvement, refinement and expansion of university internship programme design together with internship best practices definition to close the expectation gaps between the HEIs and the Business World.

Two quantitative surveys were designed to measure students' and employers' perceptions of the internships. Additionally, one semi-structured qualitative interview is performed to deepen understanding of each student's perception of the internship. The authors perform a triangular analysis of students' perceptions and employers' (company supervisors) and academic supervisors' expectations. A T-test analyses the differences between cognitive, transversal and social skills developed in an internship as perceived by students and employers (company supervisors). Finally, linear regressions are run both to identify the variables that determine the students' internship overall satisfaction and also detect the variables that determine the final internship grade assigned by the academic supervisor from the university.

The authors highlight the following interesting findings. While the students feel that the internships are highly useful and perceive that they were fully integrated into the company's culture, they also state that they learn how to develop their transversal skills much more than the cognitive skills learnt in the whole study programme in their degrees. In parallel, employers (company supervisors), for their part, perceive that students have strong social skills and adjust perfectly to the company's culture, but expected the students to have more creativity and cognitive skills. Finally, the academic supervisor's value the students' written skills together with the company's supervisor valuation more than the students' transversal skills. These main expectation gaps detected must be solved to improve internship outcomes and closing the gaps between the Higher Education and Business World. These findings consolidate existing research and add more quantitative results contextualised to Spanish Higher Education Institutions.

The limitations of this research are that it only embeds a HEIs in Spain and the sample should be enlarged with more universities not only from Spain but also from around the world. Thus, the findings in this research can be used to improve the internship programme in this HEIs and its best practices, however they cannot be extrapolated to other HEIs still. Nevertheless, other HEIs can learn from this experience. Regarding the surveys these can be reviewed and homogenised for the student's perception items to be more aligned with the company supervisor's expectations and the academic supervisor's requirements of an internship. As implications, the authors have divided them into theoretical and practical. From the theoretical point of view, there needs to be more research about internships done in Economics, Law and Business Degrees field. From the practical point of view, the authors highlight several implications. First, HEIs must develop internship programmes further and promote the three stakeholders, employer–academic supervisor–student communication more fluid. This communication flow will maximize and align both employer and academic supervisor expectations about the students' performance in their internships. This way, student perceptions of their internship experience will improve and align further. Second, internships must be promoted in the Economics and Business Degrees as they are a unique opportunity for students to apply cognitive, transversal and social skills acquired in their study programmes, developing themselves as future professionals. Third, there is a growing need for HEIs to strengthen links with different companies, not only to teach students the skills employers' value but also to ensure that graduates are aware of what is happening in the labour market. Finally, through the internships developing further, academic supervisors must open their assessment to the students' professional skills (critical thinking, creativity, capacity to solve short term problems efficiently,) aligning with labour market needs.

This paper is significant because it shows the growing need for universities to strengthen links with a variety of companies (Business World). Internships are becoming compulsory, having assigned a high percentage of European Credits Transfer System (ECTS) credits to students' Grade Point Average (GPA) in Economics, Law and Business. This research work shows HEIs should improve internship design to close the gap between Higher Education's supply of graduates and the business world's demand for adequately prepared professionals. The results in this paper can help the academic actors start improving the internship design and best practices definition.

This paper aims to identify internship factors and their roles in obtaining employment, establishing relationships among them using interpretive structural modeling (ISM).

Based on the literature review of more than 100 studies (1982–2020), 11 internship factors were identified. This was followed by the application of ISM technique to get insights into how these factors affect employability.

ISM technique and empirical research aided in classifying the factors on their driving and dependence power. Further analysis identified contextual relationships between all factors and how these affect each other.

This study will be helpful for educators, students and managers to understand how internship affects employability through understanding of the factors and their relations.

This study is the first study presenting a holistic view of internship factors and how their relationships affect employability in the emerging market perspective of Jordan.

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.