Effects of Internship Predictors on Successful Field Experience

Internships have become a necessity for mass communication students making the transition from college to career. Researchers note this necessity: Kosicki and Becker (1995) report that 80 percent of journalism and mass communication undergraduates serve as interns. Rowland (1994) found that an internship is the "deciding factor" for most entry-level jobs, and Horowitz (1997) found that students' assessments of internship quality are significant predictors of future job satisfaction. Mass communication programs recognize this necessity with most assisting students in locating internships (Basow & Byrne,1993) and many offering academic credit. The Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) recognizes the legitimacy of internship credit, allowing credit for up to 10 percent of a student's course work (ACEJMC,1997). However, there is little empirical evidence to assess the quality of internships, to provide schools with predictors of quality internships, or to determine the relative importance of various predictors in assuring successful internships. This study deals with such evidence. Its purpose is to assess the relationship between two sets of linearly related variables: predictors of internship success and outcomes of successful internships. The characteristics of advertising and public relations interns and their internships are used as predictors. Interns' evaluations of the success of their internships are used as outcomes, or criterions. Focusing on the nature and strength of the relationships between predictors and outcomes, this study seeks to determine what needs to occur during an internship in order for beneficial outcomes to be realized. Predictors Six important predictors of internship success are suggested in the literature. These include: (a) academic preparedness, (b) proactivity/aggressiveness, (c) positive attitude, (d) quality of worksite supervision, (e) organizational practices and policies, and (fl compensation. Academic preparedness. Several researchers note that successful interns are well prepared academically (Basow & Byrne, 1993; Beard, 1997; Campbell & Kovar, 1994). For many programs, academic preparation includes a specific number of completed credits, including a number of mass communication courses with an acceptable grade point average. Bourland-Davis, Graham and Fulmer (1997) note that interns should at least have "an understanding of the field, its key concepts, and basic technological skills, especially writing" (p. 27). The importance of academic preparedness is emphasized by Basow and Byrne (1993), who warn that some students should be cautioned "against attempting some internships prematurely" (p. 52). Similarly, Beard (1997) notes that one of the most significant findings from his study of interns is "that academic preparation leads to more and better opportunities on most internships" (p. 8). Proactivity/aggressiveness. The literature indicates that students are more likely to have successful internships if they demonstrate initiative (Basow & Byrne,1993; Beard,1997) and are aggressive in making their wants and needs known. Basow and Byrne, for instance, recommend that students be encouraged to be aggressive by volunteering for assignments and asking questions. Similarly, Beard (1997) notes that there is an "almost universal assumption" among interns and their supervisors that interns should demonstrate initiative by finding things to do and asking questions (p.10). Beard also found that when interns make their wants and needs known, their supervisors generally respond positively. Positive attitude. The literature suggests that students will more likely have a successful internship if they have a positive attitude toward it as both a learning and occupational experience. In his study of interns and their supervisors, Beard (1997) found that both groups emphasized the importance of interns treating almost any task as a potential learning experience. …