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Bear upon of internship programs on professional and personal evolution of business students: a case report from Pakistan
Future Business organisation Journal volume half-dozen, Commodity number:two (2020) Cite this article
Abstract
This written report aims to evaluate the touch on of internship programs on the professional as well as on personal evolution and skills of business students in Pakistan. The data of the study consisted of 800 undergraduating business students of four-year degree programs from 15 universities of Pakistan. The study used structured questionnaire (35 close-ended questions assessed using 5-point Likert scale) comprised of six parts: Part I: Demographic information, Part Ii: Reasons for participation in internship, and Office Iii to VI: Cess of data related to professional and personal growth and skills. The study employed descriptive analysis to evaluate demographic data and central tendencies of the responses. Furthermore, scale measurement assay is used to check distribution normality of study data and reliability of the questionnaire. The results of the report describe the touch of internship programs on the professional person and personal growth and skills of the concern students of Islamic republic of pakistan.
Introduction
The change of life stages from a student to a professional is not e'er very simple. Students have to face many challenges when they enter into professional life. They have to suit themselves according to the professional environs by implementing their conceptual knowledge in the new world of work. Usually, business students utilise their skills and theoretical business knowledge in their first jobs [2, 44]. By integrating conceptual noesis and training through academic internship programs, students can be facilitated to meliorate implement their concepts at the workplace [62]. According to Gault et al. [23], academic internships are a bridge to link the theory and practise by taking part in supervised and scheduled piece of work. These internship programs non only improve students personal skills simply also smoothen their professional person growth and feel. Today, educational institutes, students and business recruiters are well aware of the importance of internship programs [28, 1, 11, 30, 40]. Internship programs are the opportunities for educational institutes to upgrade the students enrollment and set their curriculum [9, 18, 32]. For students, internships are experience of practical work [50]. As companies prefer those concern graduates who have required skills and practical noesis [42], internships supply valuable employees and competent job applicants to the companies [15]. Internship programs enable students to go training during their form programs and save companies' supervision and training costs by providing them trained employees [31].
At present the questions that come into the minds regarding internships are: Why internships are important? and Why business organization students practice internships? The answer to every question related to internship programs is that they are short-term workplace practical feel which provide opportunities to the students to enter the chore market place during and after their undergraduation course programs [47]. Internships are excellent source of applied experience [nineteen, xx, 22, 33, 51], learning team work [53], for polishing resumes [63], for building personal and professional relationships and for earning real money [16]. Oehlert et al. [49] stated that more than attention should be paid on the internship programs to encounter the needs of growing competitive job market place. But what is the exact value of an internship plan for business organisation students, educational institutes and employers? Unfortunately, to answer this question not much quantitative or qualitative literature work is available.
We are living in the before stage of xx-outset century in a global world. In under developing countries like Pakistan, pedagogy organisation is all the same in improvement process. Here, although teachers are facilitated, they are not directed to heighten practical knowledge of their students with conceptual knowledge during a class program. Inappropriate education methodology may be one of the reasons due to which students find it difficult to implement conceptual knowledge in solving their daily lives problems. This trouble can be solved with the help of internship programs. In Islamic republic of pakistan, information technology is supposed the internship programs would be beneficial and helpful to improve the performance of the faculty members and to enhance the workplace experience of the students during the class piece of work of their degrees.
Purpose and objectives of the report
The main purpose of this study is to determine how much internship programs are beneficial for the undergraduating business students for their future career development, professional person and personal growth. This written report also aims to evaluate the impact of internship programs on the improvement of the professional and personal skills of business organisation students of Pakistan later on the completion of their internship catamenia. The following objectives are prepare by the written report in order to achieve and reach the purpose of the study:
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To determine the groundwork and rationale of appointment of business organization students in internship programs.
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To determine the impact of internship programs on professional too as personal growth and skills of the undergraduating concern students.
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To identify the strengths and weaknesses of internship programs existing in Pakistan.
Need and importance of the study
A big number of educational institutes are coming to the opinion that internship programs are an excellent source for career and professional preparation of the students. They provide work-related experience to the students. On the other hand, they brand it easy for the companies to select flexible, experienced and highly qualified job applicants. So internship programs are rewarding to the students, educational institutes and employers [29, 52, 59]. This is the era of innovations and technological evolution and expansion. So information technology is necessary to grow such capabilities in the students that volition assist them to bargain with the modernistic world of work [25]. For this, there is a demand to reform the educational arrangement of Islamic republic of pakistan by improving teaching methods, curriculum evolution, involving more inquiry and providing applied training to the students. Internship programs create a link between classroom concepts and real workplace experience. Students are the future of any country. It is the requirement of the time that if Pakistan wants to be a developed country, information technology should focus more on the practical training of the concern students so that they can outperform in the existent world of progress.
This detailed test of internship programs is the prior enquiry within Pakistan to evaluate the touch on of internship on career training of the business students as well as on their professional and personal growth. This study is important considering it supplies valuable recommendations to the companies, educational institutes and students regarding the advocacy of internship programs to improve personal skills, professional growth, leadership skills and work-related experience of the Pakistani students.
Theoretical framework
This section deals with the explanation of the theoretical framework, review of the prior literature and conceptual framework of the study.
Social learning theory is related to this study priorly developed by Bandura [4] and extended by Lave and Wenger [39]. Social learning theory is a cognitive procedure that is assault the notion of changes in beliefs, concepts and knowledge and improves professional and personal learning process through participation in real work surroundings. The motive of the nowadays report is to evaluate the impact of internship programs on the professional and personal growth of the business organisation students of Islamic republic of pakistan.
Review of the literature
Work-related learning and practical training in the grade of internship programs are vital for business students for their personal and professional development and to build their potent connections with the leading business organizations. However, almost of the research works until recently have focused on the advocacy of students knowledge and advantages of an internship plan later on its completion [57]. There is limited amount of research piece of work on how internship programs aid in professional and personal growth and skills of business concern students especially in underdeveloped countries like Pakistan. Much attention is paid on knowledge of facts in formal educational classes. If a educatee works difficult, pays attending in grade and learns the classroom material by centre, he will definitely pass the examinations [3]. In formal classes, the major focus is on what students know, only in an internship plan, the major focus is on what students do. Ronnestad and Skovholts ([53], pp. 20–22) stated that practicality of knowledge depends upon what students already know and how they associate their data with the situations they confront in the real world of the work. Raskin ([51], p. 18) indicated through an empirical enquiry that there is a huge gap between the linkage of classroom knowledge and practical work. Students and bookish faculty members pay very little attention on gaining full benefit from internship opportunities. Sometimes, students just observe the internship work surround without applying their classroom knowledge to the situations they encounter at that place, and sometimes, educational advisors or faculty members practice not properly guide their students to get total advantage from the internship opportunities [21]. Harrison and Kennedy [27] believed that an internship plan tin exist made successful for students through proper recognition of internship plans and relevant industry participants, picking out motivational educatee interns, internship program evaluation, monitoring and feedback. They also identified that educational institutes and bookish advisors should play a vital part in the implementation of an internship plan.
Many previous studies have proved that internship programs amend the academic and professional operation of the business organisation students who follow an internship program during or after the completion of their institutional degree [17, 36, 58]. Internship programs provide the opportunity to the concern students to gain fruitful experience by implementing their classroom concepts in the real work settings [8, 26, 45]. Internship feel so has an impact on the professional growth and success of business students and helps them to receive expert financial earnings in their first job [13, 24, 37]. Students besides larn required skills acquired for their professional success [6, 38]. Moreover, internship helps business students to develop good personal qualities and working habits besides as appreciable confidence level [1, 24, 41, 55, sixty]. Internship opportunities make the students able to receive loftier-quality job offers sooner [38, 43, 54]. They assist them to straight interact with corporate professionals and thus build a strong network for their commencement job [24, 56]. But different studies have shown that to reach all the above-mentioned advantages related to internship, appropriate feedback is needed from both the corporate supervisor and the institutional supervisor of the student. Equally feedback is considered as a vital chemical element in upgrading and maintaining the functioning, quality of internship programs and professional learning of the business students, a proper feedback should be provided by company and academic supervisor to bank check the intern's progress [12, 34, 46].
Corporates usually favor the job applicants with work experience and practical knowledge. Therefore, they sometimes accept an heart on their interns to select them as their time to come employees [v, 7, fourteen, 24, 43]. In this manner, companies besides save their hiring and training costs [v]. Interns provide part-time aid and innovative ideas and commutation other knowledge with the business concern firms [5, 61, 64]. On the other hand, the major disadvantages of internships for the organizations are that they accept to provide guidance, all-encompassing support, training and feedback to the interns at every stage in order to make them productive for the organizations [x].
Furthermore, internship programs help educational institutions to become reputation by strengthening their bonds with business world, availability of research grants, receive positive feedback from corporates on their curriculum and increment job opportunities for their students [5, 14, 24, 42, 43, 64]. Although the existing literature provides a proficient overview of the benefits of internship programs for the business students, in that location is a lack of such empirical research in the context of underdeveloped countries similar Islamic republic of pakistan. This report will requite the overview of internship pros to the concern students of Pakistan.
Hypotheses
The hypotheses of the study are equally follows:
H 1
Internship programs have an impact on the professional person evolution of the business students.
H two
Internship programs accept an touch on on the professional skills of the business students.
H 3
Internship programs have an impact on the personal growth of the business students.
H 4
Internship programs have an impact on the personal capabilities of the business organisation students.
Methods
This section of the study elaborates methods of data drove, population and sampling procedures, analysis of information and the inquiry design. This report was submitted to and approved past Avant-garde Studies and Research Committee of Regime Higher Academy.
Collection of information
The written report collected master data from the final year business students of four-year caste programs who did internships of ii–4 months from 15 prestigious educational institutes of Karachi, Lahore and Islamabad, namely Pakistan Establish of Development Economics, Islamabad; Bahria Academy, Islamabad, National Academy of Mod Languages, Islamabad; Air University, Islamabad; Quaid-i-Azam University, Islamabad; University of Engineering and Applied science, Lahore; UCP, Lahore; COMSAT, Lahore; Punjab Academy, Lahore; Lahore University of Management Sciences; Iqra University, Karachi; Karachi Establish of Economics and Technology; Aga Khan University, Karachi; Establish of Business organization Management, Karachi; and Hamdard Academy, Karachi. "Appendix A" further shows percentage and frequency analysis of these universities. The data were collected in May and June 2019. In total, 800 questionnaires were distributed comprising of Role I: Demographic information, Role 2: Reasons for participation in internship, Role III–Office VI: Cess of data regarding professional and personal growth and skills improvement with 35 shut-ended questions. The questionnaires were distributed and collected both physically and electronically. "Appendix B" shows sample of questionnaire.
Population and sampling procedures
The quaternary-yr concern students of Pakistani universities were considered as the population of the report. As a large number of students laissez passer out (90,682 business students equally per current report of Higher Teaching Committee of Islamic republic of pakistan), sample of the study consisted of 800 business students from fifteen Pakistani universities.
Methodology
This study is a quantitative research, but in lodge to better comprehend strengths and weaknesses of internship programs in Pakistan, some qualitative research elements were also utilized. The study employed both descriptive and statistical analyses to evaluate the impact of internship programs on the professional person and personal growth and skills of Pakistani business students. Descriptive technique of the study consisted of per centum and frequency analysis of demographic characteristics of the participants and primal tendency measurement of their responses, whereas statistical technique comprised of calibration analysis including normality and reliability tests. Reliability of the questionnaire was tested using Cronbach'southward alpha, and normality was evaluated employing univariate and multivariate normality of skewness and kurtosis. Structured questionnaire technique was used, comprising of six parts, i.eastward., Office I: Demographic information, Part 2: Reasons for participation in internship, Function III–Office VI: Cess of information regarding professional person and personal growth and skills comeback with 35 close-ended questions. Each variable of the questionnaire was assessed using 5-point Likert scale, where 1 is strongly disagree, two is disagree, 3 is neutral, 4 is hold and 5 is strongly agree.
Results
This section consists of empirical findings and their estimations. This section is divided into ii parts, i.e., descriptive analysis and scale assay.
Descriptive analysis
This section highlights the demographic characteristics of the respondents and central tendency measurement of their responses.
Demographic characteristics
This section of the study elaborates the findings of two parts of the questionnaire, i.e., demographic information and reasons for participation in an internship program. Tables 1 and ii indicate the findings.
The results show that among 800 respondents, 744 (93%) were 26 or less years of age and 56 (vii%) were in between 27 and 30 years of age. 396 (49.5%) were males and 404 (fifty.5%) were females. 180 (22.v%) were students of accounting and finance programme, 244 (thirty.v%) were from BBA (Hons) degree, 99 (12.4%) were from bookkeeping (Hons) degree, and 277 (34.6%) were B.Com (Hons) students. 177 (22.1%) were working as an intern in finance departments, 189 (23.6%) in marketing departments, 80 (10%) in human resource departments, 144 (18%) in product departments, 190 (23.8%) in customer human relationship departments, and twenty (ii.v%) in other departments of dissimilar business organizations. 492 (61.v%) interns participated in an internship plan for six or less weeks, 298 (37.iii%) worked for 7–16 weeks, and x (1.2%) worked for 17–25 weeks.
These results depict that 10 (1.2%) respondents did internship in spring semester, 759 (94.9%) did in summer, nine (one.1%) participated in an internship program in fall semester, 12 (1.5%) worked as an intern in bound/summer semester, and 10 (1.2%) did internship in summer/fall semester. 710 (88.7%) were interested to work in the field of business, and ninety (11.three%) were not interested at all in business organisation field earlier their internship. 190 (23.7%) respondents participated in an internship program as information technology was a departmental course requirement, 44 (5.v%) did internship because advisor recommended it as an elective course, and 566 (seventy.eight%) participated in an internship to gain applied feel. 177 (22.1%) considered that internship is important to complete academic credit, 289 (36.1%) thought that an internship is of import as it links classroom concepts with existent piece of work environment, 258 (32.3%) believed that it provides direction toward independent life, and 76 (ix.v%) considered its importance for purposes other than stated above. 639 (79.nine%) participants agreed that their internships helped them in obtaining their electric current jobs, whereas 161 (20.1%) lacked this belief. 569 (71.ane%) agreed that internship programs influence the hereafter chore promotion, whereas 231 (28.9%) did not agree. 610 (76.2%) received incentives from companies while being in internship, while 190 (23.seven%) did non receive such incentives. 455 (56.ix%) received honour while being in internship, while 345 (43.i%) did not receive whatever award.
Measurement of central tendencies
This part deals with the findings of mean and standard deviation for the items of Function III to Part Vi of the questionnaire. Table three shows the results.
These results testify central tendencies of the responses for all the items of Part Iii to Part VI of the questionnaire by 800 participants of the study. The highest mean and highest standard departure (SD) for professional development (PD) are 3.3451 and 0.3217, respectively. The lowest mean and lowest SD for PD are two.9261 and 0.0235, respectively. The range of mean 2.9261–three.3451 depicts that responses of business students are moving from "disagree" to "concord" for all the items of PD. The lowest and highest means for professional skills (PS) are 3.7129 and 4.3127, while the lowest SD and highest SD are 0.0217 and 0.6133, respectively. The mean range 3.7129–iv.3127 shows positive responses of business organization students for all the items of PS. The lowest hateful and lowest SD for personal growth (PG) are iv.1209 and 0.4259, whereas the highest hateful and highest SD are 4.5129 and 0.7521, respectively. The mean range four.1209–4.5129 indicates that concern students "agreed" with all the items of PG. The lowest and highest ways for personal capabilities (PC) are three.7121 and 4.6713, the while lowest SD and highest SD are 0.2960 and 0.7511, respectively. The mean range 3.7121–four.6713 shows positive responses of business students for all the items of PC.
Scale measurement
This section elaborates normality and reliability tests results, evaluated to check the normality of distribution of the information of the report and reliability of the questionnaire.
Multivariate normality test
The adequate skewness range is ± 3 with adequate kurtosis range of ± 10 [35]. The data of the study will exist normally distributed if values of kurtosis and skewness fall within this range. Table 4 shows the results.
These results show that critical values of kurtosis range from − 1.6231 (PD6) to i.6337 (PS6), whereas critical values of skewness range from − 0.7176 (PG5) to 0.7621 (PC5). The results signal that all the values of kurtosis and skewness fall in the acceptable range; therefore, the data of the written report are ordinarily distributed.
Reliability test
The reliability of the questionnaire is checked using Cronbach's coefficient alpha. Nunnally and Bernstein [48] described that if Cronbach's coefficient alpha is in a higher place 0.70, and so questionnaire becomes reliable. Table 5 shows the results.
The results represent that values of Cronbach's coefficient alpha range from 0.7113 to 0.8239. As critical values autumn in acceptable range, the questionnaire of the study is reliable.
Discussion
Strengths and weaknesses of internship programs in Pakistan
Comments of the business organization respondents suggest the post-obit key points about the strengths of the internship programs in Pakistan: (1) Almost all business organisation schools are focusing to encourage their students to gain practical experience through internships; (2) viva voce of students is conducted after the completion of their internship period in club to evaluate their practical experience; (3) government of Pakistan is offering different internship programs at provincial level to make full the vacant job positions with right job applicants; and (four) equally companies adopt their interns every bit their future employees, this encourages students to participate in internship programs.
The post-obit weaknesses are suggested by the comments of the respondents: (ane) At that place is a lack of coordination between visitor and academic supervisors; (2) only selected assignments are given to the students past the companies with non much encouraging environment to enquire what students want; and (3) proper feedback is non provided past the firms to their interns and their academic supervisors.
Policy implications
Internship programs link classroom knowledge with the workplace realities and provide an experimental experience to the students and enable them to make their place in the dynamic task market place of this modernistic era. The present study will help and encourage the business organisation students of Pakistan to focus more on gaining experimental knowledge from real world of the piece of work so that they tin easily go their first chore and future job promotions. It will also assistance business organization schools to develop proper strategies and curriculum for the promotion of internship programs so that besides theoretical cognition, applied knowledge tin also be provided to the business organization students during the graduation. Information technology volition also help to the companies to offer effective internship programs, training and learning environment to their interns. In this way, they tin can reduce their recruitment and grooming costs to the new employees.
Future recommendations
Hereafter enquiry can be conducted gathering firms and business schools perceptions well-nigh the internship programs. Future studies can also exist conducted by comparing internship programs of different countries.
Conclusion
The written report aimed to evaluate the impact of internship programs on the professional and personal development and skills of the business students of Pakistan. The data of the study comprised of 800 undergraduating business students of 4-year degree programs from xv Pakistani universities. The study got responses from the participants using structured questionnaire technique consisting of 6 parts, i.e., Part I: Demographic information; Part Two: Reasons for participation in internship; Part Iii–Part VI: Cess of information regarding professional and personal growth and skills improvement of the business students. Each particular of the questionnaire (35 close-concluded questions) was assessed using 5-point Likert calibration. The report employed descriptive assay to evaluate demographic data and measured central tendencies using hateful and standard deviation to evaluate the nature of the responses of the participants. Furthermore, calibration measurement assay was made to bank check the normality of distribution of the written report data and reliability of the questionnaire.
The results of central tendency measurement betoken "disagree to agree," "positive" and "agreed" responses of the participants for all the items of the questionnaire. Normality exam results testify that critical values of kurtosis range from − i.6231 to one.6337, whereas critical values of skewness range from − 0.7176 to 0.7621. As critical values of kurtosis and skewness autumn within the acceptable range, the data of the study are unremarkably distributed. Moreover, reliability test results using Cronbach's coefficient blastoff signal that all disquisitional values of Cronbach's alpha exceed 0.70, so the questionnaire of the study is reliable. The overall results depict that internship programs take an touch on on the professional growth and skills of the business students of Pakistan, affecting their personal development, skills and capabilities. The results are consistent with English and Koeppen [17], Hall et al. [26], Gault et al. [24], Weible [64], McDonald et al. [42].
Availability of information and materials
The information volition exist provided on request.
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Appendices
Appendix A
Frequency and pct of demographic characteristic: universities
| Variable (Universities) | Frequency | Pct (%) |
|---|---|---|
| Pakistan Found of Development Economics, Islamabad | 70 | 8.seven |
| Bahria University, Islamabad | 80 | x |
| National University of Modern Languages, Islamabad | 50 | half dozen.two |
| Air Academy, Islamabad | 60 | 7.5 |
| Quaid-i-Azam University, Islamabad | fourscore | 10 |
| University of Engineering science and Engineering science, Lahore | 70 | eight.7 |
| UCP, Lahore | 80 | 10 |
| COMSAT, Lahore | 60 | seven.5 |
| Punjab University, Lahore | 50 | vi.2 |
| Lahore Academy of Management Sciences | twoscore | 5 |
| Iqra University, Karachi | twoscore | 5 |
| Karachi Constitute of Economics and Applied science | xxx | three.7 |
| Aga Khan University, Karachi | 30 | 3.7 |
| Institute of Business Management, Karachi | 30 | 3.7 |
| Hamdard University, Karachi | 30 | three.7 |
Appendix B
Part Three: professional evolution
Please indicate your level of agreement with each of the following statements nigh internship bear on. Please check the suitable response.
| Items | Questions | Strongly disagree | Disagree | Neutral | Hold | Strongly hold |
|---|---|---|---|---|---|---|
| PD1 | My internship programme changed me professionally | 1 | ii | 3 | 4 | v |
| PD2 | Internship programme made articulate my career goals | one | two | 3 | 4 | v |
| PD3 | I have practical my classroom knowledge during my internship | 1 | 2 | 3 | 4 | v |
| PD4 | Internship helped me to proceeds practical piece of work experience in my field of interest | 1 | 2 | 3 | 4 | five |
| PD5 | Internship helped me to identify the skills needed to get a job in my field of involvement | 1 | ii | 3 | 4 | 5 |
| PD6 | I faced some problems to seek and accept work assignments during internship | 1 | two | three | 4 | 5 |
Part 4: professional skills
Do yous believe internship program contributed to your professional skills development? Please check the suitable response.
| Items | Questions | Strongly disagree | Disagree | Neutral | Concord | Strongly hold |
|---|---|---|---|---|---|---|
| PS1 | Internship improved my advice and interpersonal team skills | i | 2 | 3 | 4 | 5 |
| PS2 | Information technology enhanced my conclusion making and problem solving skills | i | 2 | 3 | 4 | five |
| PS3 | It improved my skills to work every bit a team | i | 2 | iii | four | 5 |
| PS4 | It enhanced my critical thinking | one | 2 | 3 | 4 | 5 |
| PS5 | Information technology improved my figurer skills | i | ii | iii | 4 | 5 |
| PS6 | It improved my skills in technical field of bookkeeping and finance business organization | 1 | 2 | 3 | four | v |
Part V: personal growth
Questions in this section deal with personal growth related to internship experiences. Please cheque the suitable response.
| Items | Questions | Strongly disagree | Disagree | Neutral | Agree | Strongly concur |
|---|---|---|---|---|---|---|
| PG1 | Internship plan made me mature professionally and personally | 1 | 2 | 3 | 4 | 5 |
| PG2 | It changed my personal career goals | 1 | 2 | 3 | 4 | 5 |
| PG3 | It positively inverse my involvement in accounting and finance related business | 1 | 2 | 3 | iv | five |
| PG4 | I developed a addiction to accomplish my task before the set target after internship | one | 2 | 3 | 4 | v |
| PG5 | My internship practically improved my classroom concepts | 1 | 2 | 3 | 4 | 5 |
| PG6 | Internship inverse my personal aspirations in some ways | 1 | 2 | iii | 4 | 5 |
Part VI: personal capabilities
Do you believe the following characteristics are positively influenced past internship plan? Please bank check the suitable response.
| Items | Questions | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
|---|---|---|---|---|---|---|
| PC1 | Internship improved my conscientiousness and ethics | one | 2 | 3 | 4 | five |
| PC2 | It polished my addiction to have a respect for people unlike from myself | 1 | 2 | 3 | 4 | five |
| PC3 | It taught me how to learn | ane | 2 | 3 | iv | five |
| PC4 | It improved my skills to manage my fourth dimension and coin | ane | 2 | three | 4 | v |
| PC5 | It improved my social relationships | 1 | 2 | 3 | iv | v |
| PC6 | It enhanced my initiative taking | one | 2 | three | 4 | 5 |
Thank You Very Much!!!
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Anjum, S. Impact of internship programs on professional person and personal development of business students: a example report from Pakistan. Futur Omnibus J half-dozen, 2 (2020). https://doi.org/10.1186/s43093-019-0007-3
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DOI : https://doi.org/10.1186/s43093-019-0007-three
Keywords
- Internship programs
- Business students
- Professional development
- Personal growth
- Pakistan
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