Internship Not Hardship
What Makes Interns in Startup Companies Satisfied
Bibliographic Data
| ID | 21634658 |
|---|---|
| Authors | Yossi Maaravi (0000-0001-5490-4513, Reichman University, corresponding author), Ben Heller (0000-0003-0805-8170, Reichman University), Guy Hochman (0000-0001-7486-8265, Reichman University), Yaniv Kanat-Maymon (0000-0001-6144-4690, Reichman University) |
| Year | 2021 |
| Volume | 44 |
| Issue | 3 |
| Pages | 257-276 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1053825920966351 |
| OpenAlex | W3096963985 |
| Language | EN |
| Citations received | 2 |
| References cited | 54 |
Background: Job satisfaction is a key factor in organizational growth and success. Intern satisfaction, on the contrary, has not received much attention, despite its effect on all relevant players. Purpose: The purpose of this study is to examine factors affecting intern satisfaction in startup companies through the lens of the Job Characteristics Model (JCM) and additional work environment characteristics. Methodology/Approach: A total of 434 undergraduate students—participating in an unpaid internship for 10 weeks—filled out a 20-item survey regarding their experience. Items were designed to measure core job characteristics, the consequent experienced psychological states, work environment characteristics, and participants’ satisfaction. Findings/Conclusions: Factors affecting intern satisfaction corresponded to predictions of the JCM as evidenced by three mediation models. Core job characteristics predicted hypothesized psychological states, which then predicted intern satisfaction. Learning opportunities, supervisor support, and organizational atmosphere contributed significantly in explaining additional satisfaction variance. Implications: Internship programs in startups potentially benefit all sides: students, institutions, and companies. In coordinating and planning these programs, both the universities and the companies would do best to consider the psychological factors that best predict the intern’s satisfaction—feelings of responsibility, meaning, and knowledge of work results—in addition to offering learning opportunities, supervisory support, and a positive organizational atmosphere
Feeling · Internship · Job satisfaction · Management · Mediation · Medical education · Supervisor · Applied Psychology · Emotional Intelligence and Performance · Engineering · Higher Education and Employability · Job Satisfaction and Organizational Behavior · Medicine · Psychology · Social Psychology
The Relationship between Entrepreneurship Education and Entrepreneurial Intentions
The Emergence of Entrepreneurship Education
The Impact of an Entrepreneurship Education Program on Entrepreneurial Competencies and Intention
The Impact of Entrepreneurship Education in Higher Education
Learning Styles and Learning Spaces
The End of Business Schools? Less Success Than Meets the Eye
Common Method Variance in Is Research
Burst Bubbles or Build Steam? Entrepreneurship Education, Entrepreneurial Self-Efficacy, and Entrepreneurial Intentions
A meta-analysis of the relation of job characteristics to job satisfaction.
Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources
The effects of employees' creative self-efficacy on innovative behavior
Competing models of entrepreneurial intentions
Entrepreneurship Education: Known Worlds and New Frontiers
Development of the Job Diagnostic Survey.
The theory of planned behavior
Entrepreneurial universities
Internships
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |