Impact

The “National Survey of College Internships (NSCI),” conducted by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin–Madison, provides comprehensive insights into internship experiences among U.S. college students. The 2021 pilot study surveyed 12,130 students across 17 institutions, focusing on three key areas: prevalence and purpose, quality, and equitable access to internships. 

Prevalence and Purpose 

• Participation Rate: Only 21.5% of surveyed students had completed an internship, indicating limited engagement in such experiences. 

• Travel Distance: Students traveled an average of 315 miles from their home to an internship, suggesting potential geographic and financial barriers. 

• Intent vs. Participation: A significant number of respondents, 67.3% of non-interns (6,407 students) had expressed interest in internships but were unable to participate, highlighting a gap between desire and opportunity.  

Quality of Internships 

The NSCI utilized the Internship Scorecard to assess internship quality, focusing on: 

• Supervision: The level and effectiveness of guidance provided during internships.  

• Skill Development: Opportunities for interns to acquire and enhance relevant skills.  

• Alignment with Career Goals: The extent to which internships supported students' professional aspirations.  

Findings indicated variability in these quality measures, emphasizing the need for standardized, high-quality internship experiences.  

Equitable Access 

The study revealed disparities in internship access based on demographics:  

• Barriers Identified: 67.3% of students faced obstacles such as heavy course loads, financial constraints, lack of childcare, and insufficient information about opportunities. 

• Demographic Disparities: Underrepresented groups, including first-generation students, students of color, and students with limited resources, encountered more significant challenges in securing internships. CCWT

Data Collection and Participant Profile 

• Methodology: An online survey was administered to 16,191 students, with a 23.5% response rate (3,809 students). After data cleaning, 3,579 complete responses were analyzed. 

• Participant Criteria: Students in the latter half of their degree programs (juniors and seniors at four-year institutions; second-year students at two-year institutions) were targeted. 

• Incentives: Participants received a $5 cash incentive to encourage survey completion. 

Conclusion: 

The NSCI findings highlight significant gaps in internship participation, quality, and access, with many students—particularly from underrepresented backgrounds—facing structural and financial barriers. These insights point to the urgent need for more equitable, well-supported, and purposefully designed internship programs that align with students’ career goals and life circumstances. 

The June 2024 "Building Better Internships: Understanding and Improving the Internship Experience" report from the Strada Education Foundation offers an in-depth analysis of the current state of internships in higher education. With data from the 2023 National Survey of College Internships, the report provides an in-depth analysis of the various factors related to student access to internships. Key factors from this report include the following:

Financial Barriers:

• • Unpaid Internships: A significant portion of internships are unpaid (31% for four-year students, 50% for two-year students), making them inaccessible for students who need income. Unpaid internships are disproportionately undertaken by low-income students, students of color, and female students.
  • Need to Work Existing Job: Many students who wanted an internship reported that needing to work at their current job prevented them (33% of four-year, 40% of two-year students). This was less likely to be a barrier for male and continuing-generation students [1].
  • Insufficient Pay: Even for paid roles, low pay was a barrier for many (25% of four-year, 20% of two-year students). This was also less likely to be cited by male and continuing-generation students.

Time Constraints: Carrying a heavy course load was reported as a major obstacle by a large percentage of students (58% of four-year, 40% of two-year students).

Lack of Information/Guidance: Many students reported being unsure how to find an internship. This was the most common barrier for two-year students (45%) compared to four-year students (28%). The report also mentions that students may lack access to networks or mentors to provide information.

Availability of Opportunities:

• • Students reported a lack of internship opportunities in their specific field of study (33% of four-year, 28% of two-year students).
  • Many students applied for internships but were not selected (38% of four-year, 18% of two-year students).

Logistical Issues: Lack of transportation was a barrier for 18% of four-year and 15% of two-year students, especially impacting Hispanic, Black, and students of other races/ethnicities.

• • Student Background: Access is not equitable across all populations. First-generation students were more likely to face financial barriers. Low-income and first-generation students often struggle due to lack of social capital.
  • Field of Study: Internship participation rates vary significantly depending on the student's major.

Conclusion:

In essence, this report highlights that while many students desire internships, significant barriers related to finances, time, information, opportunity availability, and logistics prevent participation, with these challenges often impacting specific student populations more acutely.

[1] . Continuing-generation college students are defined as students who have at least one parent who had some postsecondary education experience. (https://nces.ed.gov/)

The Business Higher Education Forum’s 2024 survey-based report, “Expanding Internships: Harnessing Employer Insights to Boost Opportunity and Enhance Learning,” highlights specific barriers that limit employers’ provision of internship and work-based learning experiences. 

Barriers 

The report highlights three types of limitations cited by employers, including: 

Operational Challenges (48% of respondents) 

• Recruitment: Difficulty in finding and attracting qualified candidates (15%). 

• Work: Lack of suitable work/tasks for interns to complete (13%). 

• Staff: Limited availability of staff to supervise interns (12%). 

• Buy-in: Low level of support from the company’s leaders and staff (8%). 

Market Uncertainty (26% of respondents) 

• Economic Conditions: Challenges with hiring new staff given financial uncertainty within the company or industry, including potential hiring freezes or reduction in force (26%). 

Design Questions (18% of respondents) 

• Model Selection: Challenges in identifying the right internship model or structure (6%). 

• Policy Compliance: Navigating laws protecting unpaid, student, or underage workers (7%). 

• Higher Education Credit Requirements: Complying with higher education credit requirements (5%). 

Solutions 

The report’s survey data identifies several types of partners and resources that can help employers overcome limitations in offering internships. 

Partners 

Education partners who provide connections to potential intern recruits include: 

• Four-Year Universities: Over half of employers felt that partnerships with four-year universities would help them scale their internship programs. These institutions can assist with recruitment, logistics, and management duties. 

• Two-Year Colleges: Partnerships with two-year colleges can help employers start or expand their internship programs, and assist in addressing known barriers such as pay, competition with other employment, and childcare needs. 

 Partners that serve as intermediaries and provide connections to peers and sector representatives include: 

• Government Workforce Entities: Connections to state or local government workforce development officials can support employers in starting or expanding internships. 

• Trade/Field Associations: These associations can provide industry-specific support and resources. 

• Peer Businesses: Collaborating with other businesses can help share best practices and resources. 

• Community-Based Organizations: These organizations can offer local support and resources. 

• Chambers of Commerce: Local or regional chambers of commerce can facilitate connections and provide support for internship programs. 

Resources 

Operational support resources sought by employers include: 

• Financial Subsidies: Nearly half of respondents selected financial support (e.g., subsidized wages, tax incentives, direct compensation, coverage of program costs) as the most attractive form of operational support. 

• Candidate Sourcing Assistance: Help with sourcing and matching qualified interns can address recruitment challenges. 

• Managing Interns/Program Operations: Support with the operational aspects of managing interns and internship programs can reduce the burden on employers. 

 Data and information needs cited by employers included: 

• Cost-Benefit Analysis: Providing employers with data on costs and benefits of internship programs can help justify the investment and improve program sustainability. 

• Future Skills Analysis: Information on future-needed skills can help employers design relevant internship programs. 

• Skills Taught at Local College: Understanding the skills taught at local institutions can help employers align their internship programs with the available talent pool. 

• Toolkits to Start/Expand Internships: Practical toolkits can guide employers in starting or expanding their internship programs. 

Conclusion: 

The “Expanding Internships” report reveals that while many employers recognize the value of internships, they face significant barriers—including operational challenges, economic uncertainty, and design complexities—that limit their ability to offer them. Strategic partnerships with educational institutions, intermediaries, and organizations, along with support resources like financial subsidies and candidate sourcing, can provide aid. By addressing employers’ needs, these collaborations can play a crucial role in scaling high-quality, equitable internship experiences. 

Equity in Internship Participation – Understanding Barriers Faced by Students

Research indicates that internships can have multiple positive effects on participating students. But access and participation across groups can vary. This summary includes multiple research sources that cite similar types of barriers that students face while pursuing an internship—and the impact that these barriers have on equitable participation, particularly for first-generation students.

Financial, Sociocultural and Institutional Barriers

This November 2019 research brief from the University of Wisconsin-Madison Center for Research on College-Workforce Transitions, titled “Closing the doors of opportunity: How financial, sociocultural and institutional barriers inhibit access to college internships" by Matthew T. Hora, Matthew Wolfgram, and Zi Chen investigates this. It identifies three different types of obstacles to equitable internship participation: financial, sociocultural, and institutional barriers. These include:

Financial

• Barriers to working students
• Unpaid or limited paid internships
• Geographic variations in the availability of experiences, including relocation costs and higher living costs in cities where opportunities exist

Sociocultural

• Limited social and professional networks and contacts
• Limited alumni and institution networks
• Lack of understanding of the value and benefit of internships

Institutional

• Limited career-related advising and services
• Limited coaching and resume development
• Reduced internship resources and postings

The report’s survey data indicated that of students who had not participated in an internship, 64% desired to do so. They also cited specific barriers to their participation:

• Need to work at a current paid job (60%)
• Heavy course load (56%)
• Lack of internships in students’ discipline or field (45%)
• Insufficient pay (33%)
• Lack of transportation (19%)
• Lack of childcare (9%)

Many students face a combination of such barriers.

The report also analyzed the ways in which these obstacles to participation varied across different student characteristics. Of note:

• 43% of students working full-time reported the barrier of insufficient pay offered by internships and 85% noted the barrier of needing to work at their current jobs
• 68% of students who are part-time at their institutions reported the obstacle of working at their current jobs
• 65% of first-generation students reported the barrier of working at their current jobs
• 60% of full-time students reported the barrier of a heavy course load
• 21% of students reported access to transportation as a problem

The report notes that while research clearly demonstrates the significant benefit and high impact of internship participation, it often fails to acknowledge the sizeable barriers associated with scaling participation. Specifically:

“…Internships are more akin to study abroad programs (which are also a [high impact practice]) in that they are largely inaccessible to students who may not have sufficient financial capital, social networks, and especially free time outside of work or familial obligations” (p. 26).

Conclusion:

The research brief demonstrates that internships offer valuable benefits, yet many students—especially those who are first-generation, working, or low-income—face substantial financial, sociocultural, and institutional barriers to participation. These include the need to maintain paid employment, lack of compensation or transportation, and limited advising or access to internship networks. Despite high interest in internships, access remains inequitable, showing the need for reform and for support structures to ensure all students can benefit from these experiences.

Intersectional Amplification of Barriers to College Internships

A May 2020 study from the University of Wisconsin’s Center for Research on College Workforce Transitions, “On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis” by Matthew Wolfgram, Brian Vivona, and Tamanna Akram, draws from literature identifying complex barriers to internship participation. These barriers are amplified for underrepresented groups and for students facing financial challenges. It also provides qualitative case studies to illustrate. It cites barriers and contextual factors that intersect to increase challenges that include:

• Financial, including low or unpaid internships
• Other work responsibilities and the inability to forgo such wages
• Familial obligations
• Geographic factors that impact time, travel, and relocation costs
• Social and cultural factors including social networks, knowledge of how to access internships, and feelings of insecurity
• Institutional factors, including limited resources to support internships and readiness

Conclusion:

This study highlights how barriers to college internship participation are not only numerous but often compounded for students from underrepresented groups, particularly those who are low-income. Financial pressures, work and family responsibilities, limited social capital, and inadequate institutional support intersect and increase obstacles. These overlapping challenges emphasize the need for more inclusive internship models and support systems that account for students’ diverse lived experiences.

The 2017 report titled “What Do We Know About the Impact of Internships on Student Outcomes?" by Matthew T. Hora, Matthew Wolfgram, and Samantha Thompson from the Center for Research on College-Workforce Transitions identify best practices for designing impactful internship programs.  

Purpose of the Report 

The primary objectives of the report are to:  

• Evaluate the current empirical evidence on how internships influence student outcomes such as employability, academic performance, and career development.  

• Identify key design characteristics of internships that contribute to positive student experiences and outcomes.  

• Highlight gaps in the existing research and suggest areas for future study to inform policy and practice. 

Key Findings on Student Outcomes 

• Positive Impacts with Caveats: Internships are generally associated with improved employability, enhanced academic outcomes, and clearer career goals. However, the evidence regarding long-term effects on employment and wages is mixed, and more rigorous studies are needed to establish these relationships conclusively.  

• Importance of Internship Design: Specific features of internships—such as effective job-site mentoring, opportunities for autonomy, appropriate compensation, and engagement in meaningful tasks—are crucial for maximizing student satisfaction and motivation to pursue related careers.  

• Need for Standardization: There is a lack of a universally accepted definition of what constitutes an "internship," leading to inconsistencies in program implementation and evaluation across different institutions and disciplines.  

• Institutional and Employer Roles: Successful internship programs often involve careful planning, robust institutional support systems, coordination between academic programs and job-site mentors, and a network of employers committed to hosting interns.  

• Scaling Challenges: Efforts to expand internship programs should ensure the availability of adequate staff, funding, and willing participants to maintain program quality and effectiveness. 

Recommendations for Future Research and Practice 

• Conduct Rigorous Studies: There is a pressing need for mixed-methods longitudinal research to better understand the long-term impacts of internships on various student outcomes.  

• Develop Clear Definitions: Establishing standardized definitions and frameworks for internships can facilitate more consistent program design and evaluation.  

• Enhance Program Design: Institutions should focus on designing internships that incorporate key elements such as mentorship, meaningful work, and appropriate compensation to enhance student learning and development.  

• Strengthen Institutional Support: Colleges and universities should invest in support systems that facilitate effective coordination between academic programs and employers, ensuring that internships are integrated into the broader educational experience.  

Conclusion: 

In summary, while internships hold significant potential for enhancing student outcomes, their effectiveness largely depends on thoughtful design and implementation. Addressing the identified gaps and challenges can lead to more equitable and impactful internship experiences for students. 

The October 2024 report titled “Navigating Barriers to Access Internships Challenges for Thwarted Interns Across Institution Types & Student Demographics” by Hee Song and Matthew Hora, published by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin–Madison, surveyed students at two- and four-year institutions who were interested but unable to secure an internship  , in order to understand the obstacles they faced. This population, referred to as "thwarted interns," comprises 2,083 students surveyed as part of the National Survey of College Internships (NSCI) administered in Spring 2023. 

Key Findings: 

Disparities in Internship Participation and Interest: 

• While 27% of surveyed students had participated in internships, a significant portion, 73%, had not. 

• Among the non-interns, 55% expressed a strong interest in pursuing an internship, highlighting a substantial gap between interest and opportunity.  

Institution-Specific Challenges: 

• Students at two-year institutions reported difficulties balancing heavy course loads with work commitments in addition to information gaps regarding securing internships. 

• In contrast, students at four-year institutions primarily struggled with heavy course loads. 

• Lack of childcare emerged as a more significant barrier for students at two-year institutions compared to those at four-year institutions. 

Structural Barriers for Underrepresented Students: 

• First-generation students and students with limited resources faced challenges such as time management issues, which were exacerbated by structural barriers like insufficient pay and lack of transportation. These factors led them to prioritize immediate compensation over internship opportunities, which could hinder long-term career development. 

Barriers Across Demographics and Majors: 

• The report identifies that the nature and extent of barriers varied across different student demographics and academic majors, suggesting that interventions need to be tailored to specific groups to be effective. 

Conclusion: 

The findings demonstrate the need for targeted strategies to improve access to internships, particularly for underrepresented and students with additional responsibilities. Addressing institutional and structural barriers, providing better information and support, and designing policies that consider the diverse needs of students are crucial steps toward enhancing internship opportunities and, by extension, post-graduate career success. 

Handshake, a widely-used internship platform, released a 2025 report titled “Internships Index”. This survey of students identified a number of factors impacting students’ access to internships, particularly for first-generation students.   

Factors: 

Time Constraints: Many students report being unable to pursue internships because they are already too busy with coursework and other commitments (like part-time or full-time jobs). First-generation students and those attending inclusive schools are more likely to face this barrier. Handshake uses the terms “inclusive” and “selective” based on the selectivity data field for four-year institutions from Carnegie Classification, which defines “inclusive” schools as those that are more inclusive with respect to admissions rates and first year test scores.   

Lack of Opportunity / High Competition: Competition has significantly increased, with fewer internship postings and more applications per opening compared to previous years. Competition is particularly intense in industries like technology and professional services.    

Financial Constraints: A notable share of students cannot pursue internships due to financial limitations, including needing comparable pay to current jobs or being unable to afford relocation costs. Students at inclusive schools are more likely to cite finances as a primary barrier.  

Geographic Limitations / Location: Proximity to school or hometown is a key factor for many students, particularly first-generation students and those at inclusive schools. The need to remain in their location due to other commitments or the inability to afford relocation can limit options. Students at inclusive schools also show a stronger preference for fully remote internships.    

Demographics and School Type:  

• First-generation students and students attending inclusive schools participate in internships at lower rates than their peers. 

• These groups are more affected by time, financial, and geographic constraints. 

• Students at inclusive schools are also less likely to apply for internships compared to those at selective schools.    

Complex Hiring Timelines: The internship application process is complicated by varying hiring timelines across different employer sizes and industries, making it potentially challenging for students. Larger employers and certain industries (such as technology, finance, professional services) tend to recruit earlier and in concentrated periods (fall/winter), while smaller employers and other industries may recruit year-round or later into the spring. 

Conclusion: 

The 2025 “Internships Index” draws attention to uneven internship access, with first-generation students and those at inclusive institutions facing increased barriers – including time constraints, financial limitations, geographic immobility, and heightened competition for fewer opportunities. These students are also less likely to apply for internships, partially due to complex hiring timelines and early recruitment cycles in high-demand industries. Addressing these systemic obstacles is essential to ensuring equitable access to career-building experiences.