Exploring supervisor and organizational support as predictors of commitment, satisfaction and conversion intention of business interns: testing a mediated path
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This article presents results of an empirical analysis examining student perceptions of supervisor support and organizational support as predictors of intern organizational commitment, internship job satisfaction and conversion intention. Design/methodology/approach The study involved surveying 160 students serving as interns who are enrolled in business programs at a Midwest US university. This research examined the perceived level of support that students experienced during their internship and the relationships that different types of support had on key outcomes. Findings Results from partial least squares path modeling indicate significant direct effects that perceived supervisor and organizational support have on the aforementioned outcomes. Moreover, perceived organizational support fully mediated the relationship between perceived supervisor support and the outcomes. This research demonstrates that organizations may leave a larger impression on students than do supervisors during business internships (i.e. temporary employment). Originality/value Results add to contemporary literature by concluding that the positive supporting influence that supervisors have on internship outcomes is augmented by organizational support, which can aid employers and faculty in their design of internship programs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it