Internship

As perhaps the most widely recognized and frequently practiced form of experiential education, internships are regular curricular offerings in most college and university public relations programs. An internship is work experience, typically approved for academic credit and offered by a business or nonprofit organization, designed to accomplish specific learning goals. Student interns are monitored by an on-site supervisor and a faculty member, each of whom ideally serves as a mentor. Internships extend the traditional classroom, allowing students to apply knowledge gained in their coursework to specific, practical tasks. Many public relations practitioners, faculty members, and professional associations consider internships an essential part of career preparation.

Based on the work of John Dewey (1938) and borrowing the label intern from medical schools, educational programs in many disciplines offer hands-on field experiences in which students connect abstract classroom concepts with work-based problems and, by extension, increase their marketability after graduation. As Richard Katula and Elizabeth Threnhauser (1999) discussed, internships have two main goals: (a) acquainting students with professional working environments and (b) providing opportunities for professional development.

Fred Beard and Linda Morton (1999) found six predictors of successful internships: (a) academic preparation, (b) student initiative, (c) positive outlook, (d) quality of supervision, (e) task appropriateness, and (f) compensation. Compensation traditionally has taken many forms, ranging from academic credit to tuition reimbursement to payment for service. Discussion continues regarding the most appropriate compensation, and some research indicates that paid internships are taken more seriously by both students and field supervisors. Also important is that tasks assigned to interns be both structured and rich enough to promote skill development.

Beard and Morton (1999) also pointed to five internship outcomes: (a) development of job-related skills, (b) accrual of career benefits (e.g., job prospects, mentors), (c) increased career focus (e.g., understanding requisite skills and work environments), (d) enhanced professionalism (e.g., refined interpersonal skills), and (e) tangible outcomes (e.g., portfolio materials). Both the academic and field supervisors play critical roles. Structured internship programs better enable students to connect their experiences with public relations coursework. Field supervisors who provide specific directions and feedback assist in maximizing the experience—both for the intern and the organization. Internships should be designed as much more than work for academic credit; they should be learning experiences where students are mentored while having opportunities to contribute productively to host organizations.

Most student interns, faculty supervisors, and field mentors evaluate participation positively; and professional associations, such as PRSA, recommend internship experience as important in career preparation. Based on a survey of practitioners, Gayle Pohl and Dee Vandeventer (2001) concluded that persons entering the profession must possess specific skills; thus, job-related experience, such [Page 442]as that attained through internships, is essential. Further, the Occupational Outlook Handbook (2002–2003) predicted fierce competition for entrylevel public relations positions and noted that internships are vital to securing employment.