Stepping stones or trapdoors? Paid and unpaid graduate internships in the creative sector

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-03-13 DOI:10.1080/01425692.2023.2187309

Will Hunt, P. Scott

引用次数: 0

Abstract

Abstract Policy discourse on graduate internships rests on the assumption that, paid or unpaid, they improve the employability of interns. Employing data from a survey of UK creative and mass communications graduates, surveyed two to six years after graduation, this article examines the impact of graduate internships on subsequent job prospects. While paid internships are associated with better pay and increased chances of having a creative or graduate-level job, unpaid internships are not, and are associated with lower pay in the short to medium term. Findings contribute to theory by challenging the ‘stepping stone’ view of unpaid internships and much policy discussion about these. Results reinforce, with enhanced specificity about the role internships play in the graduate labour market, theories that characterise the graduate labour market as a ‘positional’ hierarchy of opportunities rather than a labour market that is essentially meritocratic in nature.

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垫脚石还是活板门？创意部门的带薪和无薪毕业生实习

摘要关于研究生实习的政策讨论基于这样一种假设，即无论带薪还是无薪，实习都能提高实习生的就业能力。本文采用了一项针对英国创意和大众传播专业毕业生的调查数据，该调查在毕业后两到六年进行，研究了毕业生实习对后续工作前景的影响。虽然带薪实习与更高的薪酬和获得创造性或研究生级别工作的机会增加有关，但无薪实习则不然，而且在中短期内与更低的薪酬有关。研究结果对无薪实习的“垫脚石”观点提出了质疑，并对这些观点进行了大量政策讨论，从而为理论做出了贡献。研究结果进一步明确了实习在毕业生劳动力市场中所扮演的角色，强化了将毕业生劳动力市场描述为机会的“位置”层次结构的理论，而不是本质上任人唯贤的劳动力市场。

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

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.