View in EDS

Are Unpaid Internships Just as Valuable? A Comparison of U.S. Work Integrated Learning Students' Perceptions of Paid and Unpaid Experiences

Saved in:
Bibliographic Details
Title: Are Unpaid Internships Just as Valuable? A Comparison of U.S. Work Integrated Learning Students' Perceptions of Paid and Unpaid Experiences
Language: English
Authors: Hurst, Jessica L., Gardner, Philip, Dorie, Amy
Source: International Journal of Work-Integrated Learning. 2023 24(1):57-81.
Availability: New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Internship Programs, Compensation (Remuneration), Student Attitudes, Work Experience Programs, Supervisor Supervisee Relationship, Career Choice, Intention, Career Development, Social Support Groups
ISSN: 2538-1032
Abstract: The notion of compensation generates criticism, especially in the U.S. around unpaid internships in particular -- the country's principal form of work-integrated learning (WIL). The distinction between unpaid and paid internships remains understudied and therefore, serves as the primary motivator to compare students' perceptions of unpaid and paid WIL experiences, using a large U.S. data set. The purpose of this study is to compare interns' perceptions of unpaid and paid experiences to gain a better understanding of how these experiences frame interns' supervisory support interactions, perceptions of advancement opportunities, career confirmation, and conversion intentions. The study is U.S. centric, surveying students who had recently completed their internships. Results indicated that regardless of pay (i.e., paid vs. unpaid), interns had similar expectations regarding supervisory support, career confirmation, and conversion intentions. Hence, confirming that both unpaid and paid internships provide a strong platform for students to obtain the support they need to launch their future careers.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378891
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1378891
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1378891
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Are Unpaid Internships Just as Valuable? A Comparison of U.S. Work Integrated Learning Students' Perceptions of Paid and Unpaid Experiences
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hurst%2C+Jessica+L%2E%22">Hurst, Jessica L.</searchLink><br /><searchLink fieldCode="AR" term="%22Gardner%2C+Philip%22">Gardner, Philip</searchLink><br /><searchLink fieldCode="AR" term="%22Dorie%2C+Amy%22">Dorie, Amy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2023 24(1):57-81.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Compensation+%28Remuneration%29%22">Compensation (Remuneration)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience+Programs%22">Work Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2538-1032
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The notion of compensation generates criticism, especially in the U.S. around unpaid internships in particular -- the country's principal form of work-integrated learning (WIL). The distinction between unpaid and paid internships remains understudied and therefore, serves as the primary motivator to compare students' perceptions of unpaid and paid WIL experiences, using a large U.S. data set. The purpose of this study is to compare interns' perceptions of unpaid and paid experiences to gain a better understanding of how these experiences frame interns' supervisory support interactions, perceptions of advancement opportunities, career confirmation, and conversion intentions. The study is U.S. centric, surveying students who had recently completed their internships. Results indicated that regardless of pay (i.e., paid vs. unpaid), interns had similar expectations regarding supervisory support, career confirmation, and conversion intentions. Hence, confirming that both unpaid and paid internships provide a strong platform for students to obtain the support they need to launch their future careers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1378891
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1378891
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 57
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Internship Programs
        Type: general
      – SubjectFull: Compensation (Remuneration)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Work Experience Programs
        Type: general
      – SubjectFull: Supervisor Supervisee Relationship
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
    Titles:
      – TitleFull: Are Unpaid Internships Just as Valuable? A Comparison of U.S. Work Integrated Learning Students' Perceptions of Paid and Unpaid Experiences
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hurst, Jessica L.
      – PersonEntity:
          Name:
            NameFull: Gardner, Philip
      – PersonEntity:
          Name:
            NameFull: Dorie, Amy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-electronic
              Value: 2538-1032
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Work-Integrated Learning
              Type: main
ResultId 1