Summer research internships for undergraduate students – a win-win

The idea of research internships for students is not new (and in place in several institutions, (e.g. Lancaster University), but may be underused in business schools. In this case study by Dr Kamilya Suleymenova, Associate Professor, Birmingham Business School and co-authored with two of her students, they present the argument that a research internship (RI) is beneficial to students, academic colleagues, and generally to the building of a business school community. Research internship schemes could be particularly interesting for research-led schools, but do not need to be exclusively so.

A few years ago, the Birmingham Business School, in an initiative led by Professor Finola Kerrigan and supported since by Dr Yao Yao, launched a scheme supporting hiring of research interns selected from our pool of Under Graduates (UG) and PGT (Post Graduate Taught) students to work over the summer period.

Generally, the benefits of placements and internships for students are well documented (see Binder et al. (2015) for academic benefits or Gault et al. (2000) for employability). More specifically, involving students in research work from an early stage, when carefully curated at an appropriate level, provides them with valuable skills and confidence to develop new knowledge. Early exposure to research methodologies and critical thinking helps students develop a deeper understanding of research process and, where appropriate, their field of study (see also Adebisi, 2022). It also encourages a sense of curiosity and a passion for discovery, which are essential traits for any aspiring academic or professional.

Our scheme also gives students an interesting work experience, developing practical skills such as time management, ability to lead on a particular strand of the project and develop own processes, as well as teamwork.

However, we must be careful not to encourage inappropriate practices: not only the level of research tasks needs to be appropriate, but the paid work hours need to commensurate with the targets and fairly remunerated. It is also important students’ contributions as RIs. Although work on subsequent publications may continue for some time after the conclusion of the internship, Principal Investigators (PIs) were asked to commit to including the interns on subsequent publications, keeping them informed of the developments and ensuring that they are happy for their names to be included as authors.

Scheme description:

Academic and professional services colleagues design a short project (which may be part of a large one), providing a description of the tasks and skills needed in the spring semester. The projects need to be designed so that a variety of students may be able to apply; the design needed to take into account that this scheme aims to develop students as part of the process. Students apply to one or more particular projects; the short-listing is undertaken by our Birmingham Business School Careers (BBS Careers) Team and then short-listed candidates are interviewed by the project lead. In our scheme each project was allocated up to two Ris with about 100h of work each over the summer. The process allows for a wide range or targeted approach, where specific groups of students may be particularly encouraged to apply.

Project lead reflection:

The tasks for RIs on my project were designed predominantly around data collection / data cleaning, followed by RIs own research into a particular point. Reflecting on the scheme, it is evident that providing a structured, yet flexible roadmap is crucial. It is essential not to underestimate learning time and embed this in the tasks. A detailed plan ensures that student interns can follow the steps without feeling lost or wasting time. However, it is equally important to allow sufficient scope for individual interns to express their research interests and make their own attempts. This balance is essential for fostering a productive and enriching learning environment.

The project had a co-creating aspect, as RIs were required to investigate how History of Economic Thought (HET) is taught in UK, USA, and Australian Universities. I believe that this project was of interest also as it was relatable, but on reflection I should have given more scope and time for RIs own suggestions. I will aim to continue this type of approach in the future with more emphasis on the co-creation aspect (whether the project is related to education or not).

Lessons learned and taking forward

We strongly believe that research internships carry great benefits to all stakeholders: students, project supervisors, career team and wider community. A shared activity leads to a better understanding of different roles in the business school community; enables students to develop and provides significant help to project supervisors. However, as discussed in the conceptual framework developed by Narayanan et al. (2010), it’s important to recognise the variety of goals and to design the scheme taking into account these different directions. We argue that at even at the design stage of the projects, potential supervisors need to build in students’ skills development as one of the tasks, in addition to other goals of the projects (e.g. data collected, research output, etc.).

It is particularly important to have a scaffolded approach for UG students who have less experience in research projects relatively to the more common research assistants operating at postgraduate or doctoral student level. Regular interactions, clear direction, supportive environment should be accompanied by sufficient space given to students to explore their own directions. As we hope to continue to develop this scheme, we will continue to listen to RIs’ voices and their reflections to achieve higher level outcomes for students and supervisors.

Reflections from previous participants

Sadia Jawed (BSc Mathematical Economics and Statistics, Birmingham Business School Alumni):

The internship equipped me with the skills to conduct targeted research both working independently under deadlines and collaboratively with my peer by understanding each other’s strengths and personal goals. This allowed me to collaborate with another intern to sift through information to pick out the relevant data and deliver them under a timeframe. It also significantly improved my presentation of data as I used Excel to create a clear, concise and meaningful representation of the journey of the data collected. 

In terms of content learnt, having been a student on the HET module, I could develop on my own interests within the field: this being the lack of female and South Asian economists mentioned. I have learnt that Economics today is a much more diverse subject, as it is broad, but this diversity still needs to be further explored in the History of Economic Thought and its teaching. 

My advice to future interns is to set personal deadlines, especially for remote work, and to communicate with other interns and your supervisor. Being able to ask for help when needed but also sharing your success is important to improve.

Runze Zhang (BSc Accounting and Finance, Birmingham Business School student) 

During my internship in the History of Economic Thought, I gained a deep understanding of various HET modules offered by universities in the US and Australia. This involved analysing the course syllabus and gaining insights into the leading textbooks, which helped me map a clear timeline of economists from different periods and schools of thought by the timeline. Additionally, I delved into the contributions of economists like Thomas Tooke, focusing on his price theory and monetary policy. Throughout this experience, I developed skills in data analysis by organising HET modules and creating Excel spreadsheets, enhanced my reading skills by categorising critical economists mentioned in the textbooks and improved my teamwork abilities through collaboration with my peer.

In terms of content learned, throughout the investigation in the HET module, I could develop my own interests within the field. I have learnt that Economics today is a much more diverse subject, as it is broad, but this diversity still needs to be further explored in the History of economic thought and its teaching. 

For future interns, I recommend starting with a solid foundation of field knowledge, maintaining clear communication with your partner to enhance efficiency at work, setting personal deadlines, especially for remote work, and communicating with other interns and your supervisor. It is important to be able to ask for help when needed but also share your success to improve.  

References

Adebisi, Y. A. (2022). “Undergraduate students' involvement in research: Values, benefits, barriers and recommendations”. Annals of medicine and surgery, 81, 104384.

Binder, J. F., Baguley, T., Crook, C., & Miller, F. (2015). “The academic value of internships: Benefits across disciplines and student backgrounds”. Contemporary Educational Psychology, 41, 73-82.

Gault, J., Redington, J., & Schlager, T. (2000). “Undergraduate business internships and career success: are they related?”. Journal of marketing education, 22(1), 45-53.

Narayanan, V. K., Olk, P. M., & Fukami, C. V. (2010). “Determinants of internship effectiveness: An exploratory model”. Academy of Management Learning & Education, 9(1), 61-80.