American Research Journal of Business and Management

Background: In the United States, many businesses have pinpointed deficiencies in today’s college graduates in meeting their job requirements. According to a McGraw-Hill Education study, only four in ten college students feel prepared for a future career. Purpose: This paper considers the experiential pedagogical strategy of micro internships to develop work-ready students, meeting the expectations and requirements of prospective business employers.

Methodology/Approach: Drawing upon the theoretical concepts of Situated Learning Theory and a real-life case study example based on a higher education institution in the United States (US), the authors illustrate how micro internships can be integrated within a business curriculum and its benefits.

Findings/Conclusion: This paper utilizes a case study to demonstrate how micro-internships can be practically applied in college classrooms. In addition, the positive aspects of micro internships vs. traditional internships, student learning outcomes, and related career-readiness skills associated with micro-internships are illustrated and emphasized.

Implications: This study is significant and relevant to today’s higher education environment. It examines how Generation Z students currently enrolled in colleges and universities can be better prepared for future business employment by infusing various career readiness approaches in specific micro internships.