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Job outlook for leadership interns in the United States
Are leadership internship jobs in demand?
Leadership internship job and salary trends over time
Leadership internship jobs over time
Leadership internship job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,835 | 0.00% |
| 2020 | 1,737 | 0.00% |
| 2019 | 1,706 | 0.00% |
| 2018 | 1,591 | 0.00% |
| 2017 | 1,531 | 0.00% |
Average leadership internship salary over time
Leadership internship salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $39,660 | $19.07 | +2.4% |
| 2024 | $38,717 | $18.61 | +0.6% |
| 2023 | $38,502 | $18.51 | +0.8% |
| 2022 | $38,180 | $18.36 | +2.3% |
| 2021 | $37,332 | $17.95 | +1.4% |
Leadership internship jobs by state
Most common states for leadership interns
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 273 | 44% |
| 2 | Wyoming | 579,315 | 217 | 37% |
| 3 | Delaware | 961,939 | 317 | 33% |
| 4 | District of Columbia | 693,972 | 209 | 30% |
| 5 | South Dakota | 869,666 | 253 | 29% |
| 6 | North Dakota | 755,393 | 211 | 28% |
| 7 | Maine | 1,335,907 | 338 | 25% |
| 8 | Montana | 1,050,493 | 259 | 25% |
| 9 | Alaska | 739,795 | 185 | 25% |
| 10 | Idaho | 1,716,943 | 410 | 24% |
| 11 | New Hampshire | 1,342,795 | 307 | 23% |
| 12 | Rhode Island | 1,059,639 | 245 | 23% |
| 13 | Nebraska | 1,920,076 | 343 | 18% |
| 14 | Massachusetts | 6,859,819 | 1,118 | 16% |
| 15 | Connecticut | 3,588,184 | 525 | 15% |
| 16 | Iowa | 3,145,711 | 466 | 15% |
| 17 | Oregon | 4,142,776 | 545 | 13% |
| 18 | Utah | 3,101,833 | 412 | 13% |
| 19 | Kansas | 2,913,123 | 368 | 13% |
| 20 | Hawaii | 1,427,538 | 187 | 13% |
Most common cities for leadership interns
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Frankfort | 2 | 7% | $37,326 |
| 2 | Annapolis | 2 | 5% | $42,470 |
| 3 | Hartford | 4 | 3% | $42,053 |
| 4 | Alpharetta | 2 | 3% | $32,608 |
| 5 | Dover | 1 | 3% | $37,851 |
| 6 | Englewood | 1 | 3% | $43,142 |
| 7 | Lansing | 2 | 2% | $34,737 |
| 8 | Thousand Oaks | 2 | 2% | $46,358 |
| 9 | Dearborn | 1 | 1% | $34,736 |
| 10 | Minneapolis | 2 | 0% | $41,664 |
| 11 | Anaheim | 1 | 0% | $46,079 |
| 12 | Baton Rouge | 1 | 0% | $37,458 |
| 13 | Boston | 1 | 0% | $47,888 |
| 14 | Chicago | 1 | 0% | $38,434 |
| 15 | Denver | 1 | 0% | $43,148 |
| 16 | Indianapolis | 1 | 0% | $38,112 |
| 17 | Madison | 1 | 0% | $37,956 |
Leadership Internship job outlook: Expert opinions
Our panel of leadership internship experts
Northern Kentucky University
University of Notre Dame
Milwaukee School of Engineering
Wisconsin School of Business
University of Illinois at Urbana-Champaign
Bethel University
Yaw Frimpong-Mansoh Ph.D.
Professor of Philosophy and Acting ChairNorthern Kentucky University
Department of Sociology, Anthropology, and Philosophy
What general advice would you give to a Leadership Internship?
Yaw Frimpong-Mansoh Ph.D.: The current education systems need to aim at equipping students with transdisciplinary transferable competencies (e.g. innovative and creative thinking skills) that prepare them to suitably adapt to, and function effectively and efficiently, in the fast-paced changing world in which we live now. Many people hardly stay on the same job for long time, either through transfer to new fields or further training (and sometimes retraining). Also, students do not necessarily work in the fields that they originally studied or majored in. The trend now is that students use the qualities they learned and apply them anywhere to become highly successful. Having a college degree is less about the degree itself and more about proving to an employer that you not only have the skills necessary to complete the tasks but you also have the ability to adapt and function effectively and efficiently in a constantly changing world. A survey of employers conducted recently by the Hart Research Associates on behalf of the Association of American Colleges and Universities (2013) reveals that "Employers are highly focused on innovation as critical to the success of their companies and they report that the challenges their employees face today are more complex and require a broader skill set than in the past." Notably, the survey indicates that employers prioritize a job candidate's demonstrated capacity for "critical thinking, complex problem-solving, written and oral communication, and applied knowledge in real-world settings" when making hiring decisions. These are some of the highly desirable distinctive core career competencies and benefits that liberal arts students from the disciplines in the humanities, such philosophy, sociology, anthropology, history, English, World Languages and Literature, vitally contribute to the current corporate world. Whereas the knowledge learned in some of the specialized professional fields may be superseded by future discoveries or made obsolete by changes of circumstances, the general transferable skills (e.g. the ability of critical thinking) acquired from the humanities do not become devalued over time. On the contrary, the transdisciplinary skills are invaluable when new situations occur. For example, the study of humanity is what will take technology into the future because it helps to see the social problems that technology is needed to help us to resolve, as well as the ways technology can hinder society's growth. Students and employees who are equipped with innovative and creative minds and skills are those who guide technology to limit these dangers while maximizing its benefits.
What technical skills for a Leadership Internship stand out to employers?
Yaw Frimpong-Mansoh Ph.D.: Here is a brief description of the top nine transferable skills that student graduates vitally need to succeed effectively and efficiently in this constantly changing world.
Analytical and Critical Thinking. Employees with these competencies recognize there may be more than one valid point of view or one way of doing things. They evaluate an issue or problem based on multiple perspectives, while accounting for personal biases. They are able to identify when information is missing or if there is a problem, prior to coming to conclusions and making decisions.
Applied Problem Solving. People with this skill recognize constraints and can generate a set of alternative courses of action. They are able to evaluate alternatives using a set of criteria in order to select and implement the most effective solution and monitor the actual outcomes of that solution. They are also able to recognize there may be more than one valid point of view or course of action.
Ethical Reasoning and Decision Making. Workers trained with these competencies can assess their own moral values and perspectives as well as those of others. They are able to integrate those values and perspectives into an ethical framework for decision making. They consider intentions and anticipate the consequences of actions, both at the personal and social levels, and understand the ethical principles that apply to a situation before making decisions.
Innovation and Creativity. People with these competencies challenge existing paradigms and propose alternatives without being constrained by established approaches or anticipated responses of others. They bring their knowledge, skills, abilities, and sense of originality to the work that they do. They are willing to take risks and overcome internal struggle to expose their creative self in order to bring forward new work or ideas.
Digital Literacy. People with this competency have expertise in evaluating sources of information for accuracy, relevance, purpose, and bias. They respond quickly and creatively to emerging communication technologies and to the changing uses of existing technologies. They recognize how the basics of effective communication persist as the technological landscape evolves and changes while also recognizing the opportunities created for new and innovative approaches to get a message across.
Engaging Diversity. This competency makes employees understand that diversity provides a broader perspective, giving an organization a wider range of options toward resolving challenges. Such employees have the ability to see others points of view and recognize that only seeing things through one’s own culture and experiences is an impediment to achieving goals. They possess the cultural humility to acknowledge their own biases and to manage the conflicts that are inevitable in an increasingly diverse world.
Active Citizenship and Community Engagement. Employees with this competency understand that creating change and opening paths to new futures starts with the active participation of citizens in their local communities and even spans globally. They actively engage with their communities, because they know that their contributions impact the community and that their engagement with the community in turn shapes them. Through coursework, participation in service-learning projects, and volunteering, they have developed and fine-tuned their awareness of social and cultural differences, of the dynamics and needs of the local as well as global communities and are active citizens who engage with their communities to find new futures.
Teamwork and Leadership. Employees who possess this ability are able to both lead and be a part of a cohesive group. They understand their roles and responsibilities within a group, and how they may change in differing situations. They are able to influence others as leaders or as contributing members and have the willingness to take action. They leverage the strengths of the group to achieve a shared vision or objective. They effectively acknowledge and manage conflict toward solutions.
Oral and Written Communication. Employees with these vital skills have the ability to intentionally engage with various audiences to inform, persuade, and entertain. They are able to demonstrate their proficiency and expertise in various means of oral and written communication. They can create effective relationships with an audience as they keep in mind the needs, goals, and motivations of all involved. They are able to ensure that the communication they create is functional and clear to achieve a desired outcome.
Warren von Eschenbach Ph.D.
Associate Vice President and Assistant Provost for Academic Affairs (ND International) and Associate Teaching ProfessorUniversity of Notre Dame
ND International and Philosophy
What type of skills will young Leadership Interns need?
Warren von Eschenbach Ph.D.: Critical thinking and communication skills, information and quantitative literacy, teamwork and problem-solving abilities, ethical reasoning, and intercultural competency-all hallmarks of a liberal arts education-will continue to be essential skills for the future. But because of the rapid pace of technological, economic, and social change, graduates will need to possess an ability to continually learn anew, to be comfortable with ambiguity and uncertainty, and to anticipate future trends or issues.
The pandemic has also shown that many of the big issues we are facing are complex, multi-faceted, and interdisciplinary in nature. Graduates who can integrate various paradigms into a larger framework will have a distinct advantage.
What experience really stands out on Leadership Internship resumes?
Warren von Eschenbach Ph.D.: We often talk about the desirability of gaining T-shaped skills-ones that are both broad and deep. The future will require a metaphor that is more dynamic and iterative to capture the realities of the job market. Experiences that demonstrate a purposive range of activities to expand one's knowledge and abilities, such as service-learning, a professional experience, or undergraduate research, will be key for building this dynamic skill set.
What skills stand out on Leadership Internship resumes?
Julie Way: These are the most in-demand attributes year after year...
-Problem-solving skills and experience
-Ability to work on a team
-Industry-related Technical skills
-Analytical and quantitative skills
-Leadership
-Communication skills
-Strong work ethic
What experience really stands out on Leadership Internship resumes?
Carl Barlett: While good GPAs and relevant majors are all well and good, students put too much focus on them in my experience. When I interviewed potential employees, what stood out for me on resumes was always something that made me want to ask them more questions. This might have been anything from in-depth projects or simulations they had participated in, case competitions they had voluntarily taken part in, or even unique hobbies they pursued in their free time. Anything that showed a spark of intellectual curiosity was paramount to me. In my experience, those with genuine interest and the desire to continue learning about what they do will always outlast those that approach their resume or professional skills as a checklist to complete.
What are the biggest trends we'll see in the Leadership Internship job market given the pandemic?
Aaron Ebata Ph.D.: I think schools, agencies, and companies have found that there are some advantages to employees working remotely, and that the future will include some aspect of that. But an increase in remote employment (whether forced or voluntary) creates other challenges to individuals and families. This also means that there may be new opportunities for goods and services that focus on meeting these new needs. For example, new models of shared childcare or home schooling focused on someone coming into a home (or "pod" of like-minded families).
Schools and not-for-profit social service agencies may be feeling a financial crunch and may not be hiring-but the pandemic may have also let to retirements or people quitting which may open up positions.
Students who are entrepreneurial will be at an advantage.
What Leadership Internship skills would you recommend for someone trying to advance their career?
Christopher Gehrz Ph.D.: In one sense, almost any gap year activity could be helpful, since one of the skills that Aacu they value most highly is the ability "to work independently." It's hard to make the transition from K-16 education, where so much of your time and work has been structured for you, into a work environment where supervisors will expect you to set priorities, accomplish tasks, and manage time on your own. So a gap year of any sort might give you a chance to hone such skills. COVID permitting, a gap year can also be a time to travel, to develop more of the intercultural competency and facility with languages that are increasingly important in an economy where your bosses, coworkers, customers, and clients might live halfway around the world, or at least come from a very different background than yours.
What general advice would you give to a Leadership Internship?
Christopher Gehrz Ph.D.: First, be sure to sustain the life of the mind. You're no longer a college student, but you're still a learner, so you need to keep exercising those muscles. And you won't have people like me giving lectures or assigning books anymore, so you need to find your own ways to nourish your interests, sustain your passions, challenge your assumptions, and enhance your understanding.
Second, keep in touch with your college professors. Not only might you need to ask people like me for recommendations at some point down the road, but in turn, you can provide something to your alma mater more immediately meaningful than donations: helping us answer questions like these from newer students wondering how they'll connect their studies with their careers. (For example, I keep a list of several dozen alumni in various fields who have told me they'd be willing to be interviewed by first-year students wondering what they can do with a History major.)