Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students

Abstract

This study at The Open University in the United Kingdom examined the effectiveness of specifying internship opportunities for underrepresented student groups in two faculties. Our data, gathered through intern focus groups and supervisor interviews, demonstrate that the virtual internship scheme has been successful from both intern and supervisor perspectives, providing flexible and supportive opportunities which help interns to develop transferable skills and confidence. The virtual internship approach therefore provides opportunities for large-scale distance learning institutions to routinely offer work experience to their students, supported by the further development of effective remote working practices. Unexpected benefits of this program emerged through the staff-student partnerships developed in university-based internships. Future research will focus on mechanisms to further improve and scale up the virtual internship program to enhance access for underrepresented students and to explore how virtuality contributes to new perspectives of employability.

Keywords:

• virtual internships
• student-staff partnerships
• widening access and participation
• employability skills
• underrepresented groups
• post-pandemic working practices

Acknowledgments

We would like to acknowledge the work of Peter Eveling, project officer in STEM, and the Placements team from the Careers and Employability Services for their support of the virtual internships project.

Disclosure statement

No potential conflict of interest was declared by the author(s).

Funding information

The research project for this paper was supported partially by eSTEeM, The Open University center for STEM pedagogy.

Data availability statement

The data that support the findings of this study are not publicly available due to restrictions related to their containing information that could compromise the privacy of research participants.

Additional information

Notes on contributors

Kristen Reid

Kristen Reid is a senior lecturer in work-based learning in the Faculty of Business and Law at The Open University. She is interested in the design and delivery of work-integrated learning in distance and online contexts with a particular focus on widening participation and employability.

Diane L. Butler

Diane Butler is associate dean, Academic Excellence for the STEM Faculty at The Open University. Her interests are in widening participation and success for STEM students from minoritized groups.

Catherine Comfort

Catherine Comfort is academic lead, Access, Participation and Success for the Faculty of Business and Law at The Open University. Her research interests are in the value of mentoring relationships for those experiencing disadvantage.

Andrew D. J. Potter

Andrew Potter is deputy associate dean, Academic Excellence for the STEM Faculty at The Open University. His interests lie in increasing access, participation, and success for students from minoritized groups, especially in mathematics and statistics.