The public relations internship experience: A comparison of student and site supervisor perspectives

Internships are seen as valuable learning experiences for students by the public relations academy, including the Commission on Public Relations Education, the Public Relations Society of America, and the Accrediting Council on Education in Journalism and Mass Communication. Still, with all the importance placed on experiential-learning experiences for public relations, journalism, and mass communication students, scant literature exists on the subject. Much of the literature is anecdotal or descriptive in nature. Few studies address the underlying feelings and expectations of the two major participants in the internship process: students and their site supervisors. This study focused on this interrelationship as a means of understanding underlying expectations so that internship experiences can be improved. In order to understand the underlying expectations and perspectives of the internship experience for the two groups of participants – 223 public relations interns and 183 of their site supervisors – a phenomenological method of inquiry was used. When comparing results, students wanted more skill development and hands-on training, while site supervisors saw their role as more holistic by exposing students to the public relations field.

► Three management styles for internship site supervisors emerged in this study: nurturers, providers, and team players.
► Nurturers are the most effective facilitators of student learning. Students do not seem ready for a “team player” because they must first learn the game before they can play. “Providers” provide opportunities if students are capable of identifying those opportunities. Interns, however, may lack the experience to identify opportunities placed in front of them.
► The findings support that interns will seize opportunities if they can recognize them. Perhaps a more experienced or exceptional student is best matched with a “provider.” “Nurturers,” however, appear to present opportunities to interns, explain the meaning and importance of those opportunities, and guide students in ways to seize those opportunities that enhance their learning.
► Determining and matching management styles of site supervisors with interns would be a difficult task for an already overloaded faculty member. However, site supervisors appeared to understand their role as teachers/mentors and felt the need to spend more time with their interns.