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Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit.

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit. [ABSTRACT FROM AUTHOR]