Publications

Literature Reviews


Psychosocial Factors and Outcomes of College Internships: An Integrative Review

Iseult Gillespie, Jiahong Zhang, and Matthew Wolfgram
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison

Literature Review #3
This review identifies key features of psychosocial factors and outcomes associated with internship participation for college students. The review examined 42 studies, the majority being quantitative and cross-sectional in design. Results indicate that a) since 2010 there has been an increase in the number of empirical studies of the psychosocial factors and outcomes of college internships in the education research, psychology and career development fields; b) The studies commonly focused on internships in business, tourism, and sport management fields; c) The authors cite a broad range of theoretical frameworks, including career construction theory (Ocampo et al., 2020; Pan et al., 2018), social learning theory (Anjun, 2020) and the job characteristics model (Stansbie et al., 2013); d) This review of the research identified several student psychosocial characteristics that may influence internship experiences and outcomes, such as emotional intelligence, proactivity, self-efficacy, and conscientiousness; e) there were positive relationships between internship participation and a number of psychological outcomes. These included psychological outcome measures such as increases in self-perception, perception of surroundings, and mental health indicators, career development outcome measures such as professional development, career adaptability, career commitment, and career exploration, and learning outcome measures such as GPA and skill development. These findings indicate that internships have profound psychosocial ramifications that should be taken into account in their design and assessment. The review may be beneficial to researchers, educators and policy-makers seeking to optimize student internships from a psychosocial perspective. Recommendations for future research and practice are suggested. Complete report.


Community-Based Participatory Action Research

Baily Smolarek & Matthew Wolfgram
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison

Literature Review #2
The Center for Research on College-Workforce Transitions is conducting three student-led Community-Based Participatory Action Research (CBPAR) projects which involve our staff mentoring students of color in the social science research process, to develop a research inquiry into how students of color experience college and the transition to work. One CBPAR projects is with African American students at University of Wisconsin-Whitewater, another is with students with immigrant backgrounds at Madison College, and the third project is with HMoob American students at the University of Wisconsin-Madison. The studies at UW-Whitewater and Madison College are in their preliminary stages, whereas the study at UW-Madison with HMoob American students is concluding a round of data collection and starting analysis of the data. To illustrate how CBPAR works in action, in the following sections, we describe how we have used it at UW-Madison with HMoob American undergraduate students. Complete report.


Workplace Training and Cognitive, Intra- and Inter-personal Skills: A Literature Review

Sophia Slocum & Matthew T. Hora
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison

Literature Review #1
This summary of the research literature on workplace training activities focused on cognitive, inter- and intrapersonal skills is the first in a series of literature reviews published by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin-Madison. These brief summaries of the empirical literatures are intended to provide scholars and professionals engaged in research, policymaking and practice on college-work issues with insights into the nature and scope of research on topics central to contemporary college-workforce debates and strategies. Complete report.