Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism

IF 2.4 Q3 MANAGEMENT
Shiva Kakkar, Swati Ghulyani, Samvet Kuril, Manosi Chaudhuri
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引用次数: 0

Abstract

Purpose

This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.

Design/methodology/approach

Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.

Findings

The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.

Research limitations/implications

The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.

Practical implications

The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.

Originality/value

This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.

了解影响远程实习参与度的因素:机构沟通、教师支持和实习生愤世嫉俗的作用
目的 本研究旨在通过调查远程实习期间教师支持、机构沟通、实习生愤世嫉俗情绪、专业效能和工作投入之间的关系,了解影响实习生在远程环境中投入的因素。研究结果表明,机构沟通在减少实习生的愤世嫉俗情绪和提高专业效能方面发挥了重要作用,并最终提高了实习生的参与度。然而,研究发现,教师支持主要解决的是愤世嫉俗问题,并没有显著提高实习生的职业效能感。此外,与机构沟通相比,教师支持在促进工作投入方面发挥着更重要的作用。研究局限/意义本研究结果强调了机构因素在决定实习生工作投入中的独特作用,从而为工作需求-资源理论和工作效率文献做出了贡献。研究结果表明,机构应优先考虑以任务为导向的沟通实践,因为这有助于提高实习生的职业效能。本研究的独创性在于它对远程实习这一未被充分探索的领域进行了研究,提供了可操作的见解,为制定旨在加深远程实习参与度的干预措施提供了参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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