Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism

Abstract

Purpose

This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.

Design/methodology/approach

Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.

Findings

The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.

Research limitations/implications

The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.

Practical implications

The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.

Originality/value

This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.