International Internships: A Stepping Stone to Employment?

Abstract

The term “international educational experience” is in rapid evolution in terms ofboth structure and definition (Hoffa & De Paul, 2010). The field is currently experiencingthe appearance of a new and increasingly popular genre, known as non-credit educationalabroad (Mahmoud & Fairugia, 2016). This type is expected to be one of the fastestgrowingeducation abroad areas in the field (Perlin, 2012). The aim of this study oninternational post-baccalaureate non-credit internships is threefold. First, it providesinsights into students’ perceptions throughout the internship experience: pre-programmotivations, on-the-job experience, and post program take aways. Second, it defines,from the participants’ perspective, what programmatic variables constitute a qualityinternational internship experience. Finally, the research data discovered is useful for fourkey stakeholders, namely, 1) future participants who need guidance in making informeddecisions about this option, 2) higher education institutions offering this option ofinternational experience, 3) third-party educational entities that design and provide thistype of program, and 4) researchers who can further expand on this study’s findings tostudy other programs of this genre. One of the main motivations for conducting this study is the current lack ofresearch on this internship genre. While sound research exists on the impact of studyabroad (e.g., Paige et. al, 2009), there are few retrospective tracer studies for work abroadbased on the students’ perspective. In part, this is because gathering contact data for thisgenre is challenging as participants are not linked to any educational institution as it is anon-credit option. This study surveyed 2,224 students and was facilitated by The Councilfor Educational Exchange (CIEE), who performed the recruiting for the program and maintained a contact data base for post-program quality control. This data facilitated theunique opportunity to conduct this retrospective tracer study. The study’s definition of program outcomes is informed by Bourdieu’s influentialconceptual framework. In terms of employment, this translates into what studentsperceived as having gained in social capital (e.g. professional networks) cultural capital(e.g. knowledge of Spain and its cultures) and economic capital (e.g. finding ameaningful job). The most surprising result of the findings was that students’ motivationsfor joining the program, and what they most appreciated having completed it, had little todo with employment. Students joined the program primarily for “having an internationalexperience,” and what they most appreciated having completed it was “growth inpersonal development” and “career definition”. These were unexpected findings giventhat an internship in and of itself would lead one to expect the priority of directemployment over personal goals or career orientation. Given the unanticipated nature ofthe findings, this study fulfills its mission to inform potential participants and educationalentity providers about the nature and impact of not for credit international internships.