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Bear upon of internship programs on professional person and personal development of business students: a case study from Islamic republic of pakistan

Hereafter Business Journal volume 6, Article number:2 (2020) Cite this article

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Abstract

This study aims to evaluate the impact of internship programs on the professional person equally well every bit on personal development and skills of business students in Pakistan. The data of the study consisted of 800 undergraduating concern students of 4-year degree programs from xv universities of Pakistan. The study used structured questionnaire (35 shut-concluded questions assessed using v-point Likert scale) comprised of 6 parts: Part I: Demographic information, Role II: Reasons for participation in internship, and Role Three to VI: Assessment of information related to professional and personal growth and skills. The study employed descriptive analysis to evaluate demographic information and central tendencies of the responses. Furthermore, scale measurement analysis is used to check distribution normality of study data and reliability of the questionnaire. The results of the study describe the touch on of internship programs on the professional and personal growth and skills of the concern students of Pakistan.

Introduction

The change of life stages from a student to a professional is not always very simple. Students accept to face many challenges when they enter into professional life. They have to adjust themselves according to the professional environs by implementing their conceptual knowledge in the new earth of work. Unremarkably, business organisation students use their skills and theoretical business organisation knowledge in their first jobs [two, 44]. By integrating conceptual knowledge and training through academic internship programs, students tin can exist facilitated to ameliorate implement their concepts at the workplace [62]. According to Gault et al. [23], academic internships are a bridge to link the theory and practice by taking office in supervised and scheduled work. These internship programs not but improve students personal skills but also polish their professional growth and experience. 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, eighteen, 32]. For students, internships are experience of practical work [l]. Every bit companies adopt those business organisation graduates who have required skills and practical knowledge [42], internships supply valuable employees and competent job applicants to the companies [xv]. Internship programs enable students to go training during their course programs and save companies' supervision and training costs past providing them trained employees [31].

Now the questions that come into the minds regarding internships are: Why internships are of import? and Why business concern students do internships? The respond to every question related to internship programs is that they are curt-term workplace practical feel which provide opportunities to the students to enter the job market during and after their undergraduation class programs [47]. Internships are excellent source of practical feel [19, 20, 22, 33, 51], learning team work [53], for polishing resumes [63], for building personal and professional relationships and for earning real coin [16]. Oehlert et al. [49] stated that more than attention should be paid on the internship programs to see the needs of growing competitive job marketplace. But what is the exact value of an internship program for business concern students, educational institutes and employers? Unfortunately, to answer this question not much quantitative or qualitative literature work is bachelor.

We are living in the before stage of xx-first century in a global world. In under developing countries like Pakistan, educational activity system is still in improvement process. Here, although teachers are facilitated, they are not directed to enhance practical knowledge of their students with conceptual knowledge during a class plan. Inappropriate teaching methodology may be 1 of the reasons due to which students detect it hard to implement conceptual knowledge in solving their daily lives issues. This trouble can exist solved with the assistance of internship programs. In Islamic republic of pakistan, information technology is supposed the internship programs would exist benign and helpful to meliorate the performance of the kinesthesia members and to heighten the workplace experience of the students during the grade work of their degrees.

Purpose and objectives of the study

The primary purpose of this study is to make up one's mind how much internship programs are beneficial for the undergraduating business students for their future career development, professional and personal growth. This study too aims to evaluate the impact of internship programs on the improvement of the professional and personal skills of concern students of Pakistan later on the completion of their internship period. The following objectives are gear up past the report in order to reach and achieve the purpose of the study:

  • To determine the groundwork and rationale of engagement of business students in internship programs.

  • To determine the impact of internship programs on professional also as personal growth and skills of the undergraduating business students.

  • 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 feel 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 development and expansion. And then it is necessary to grow such capabilities in the students that will aid them to deal with the modern world of work [25]. For this, at that place is a need to reform the educational system of Pakistan past improving pedagogy methods, curriculum evolution, involving more research and providing applied training to the students. Internship programs create a link between classroom concepts and real workplace experience. Students are the future of whatever country. It is the requirement of the time that if Pakistan wants to be a developed state, it should focus more on the applied training of the business organization students so that they tin outperform in the real globe of progress.

This detailed examination of internship programs is the prior inquiry inside Islamic republic of pakistan to evaluate the bear upon of internship on career preparation of the business organization students as well as on their professional person and personal growth. This study is important because it supplies valuable recommendations to the companies, educational institutes and students regarding the advancement 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 [four] and extended by Lave and Wenger [39]. Social learning theory is a cerebral process that is assail the notion of changes in beliefs, concepts and noesis and improves professional and personal learning process through participation in real work environment. The motive of the present study is to evaluate the impact of internship programs on the professional person and personal growth of the business organisation students of Islamic republic of pakistan.

Review of the literature

Work-related learning and practical grooming in the class 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, most of the research works until recently accept focused on the advancement of students knowledge and advantages of an internship program after its completion [57]. There is limited corporeality of research piece of work on how internship programs aid in professional person and personal growth and skills of concern students peculiarly in underdeveloped countries like Pakistan. Much attention is paid on cognition of facts in formal educational classes. If a student works hard, pays attention in class and learns the classroom material by heart, he will definitely pass the examinations [3]. In formal classes, the major focus is on what students know, but in an internship program, the major focus is on what students do. Ronnestad and Skovholts ([53], pp. xx–22) stated that practicality of knowledge depends upon what students already know and how they associate their information with the situations they face in the real earth of the work. Raskin ([51], p. 18) indicated through an empirical research that at that place is a huge gap between the linkage of classroom noesis and practical work. Students and bookish faculty members pay very trivial attention on gaining full do good from internship opportunities. Sometimes, students just discover the internship piece of work environment without applying their classroom knowledge to the situations they see there, and sometimes, educational advisors or kinesthesia members do not properly guide their students to get full advantage from the internship opportunities [21]. Harrison and Kennedy [27] believed that an internship programme can exist made successful for students through proper recognition of internship plans and relevant manufacture participants, picking out motivational pupil interns, internship program evaluation, monitoring and feedback. They likewise identified that educational institutes and academic advisors should play a vital role in the implementation of an internship program.

Many previous studies take proved that internship programs amend the academic and professional person operation of the business 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 business students to gain fruitful feel past implementing their classroom concepts in the real work settings [8, 26, 45]. Internship feel then has an bear upon on the professional growth and success of business students and helps them to receive good financial earnings in their start job [13, 24, 37]. Students also learn required skills caused for their professional success [6, 38]. Moreover, internship helps business students to develop good personal qualities and working habits every bit well every bit appreciable conviction level [1, 24, 41, 55, 60]. Internship opportunities make the students able to receive high-quality chore offers sooner [38, 43, 54]. They help them to directly interact with corporate professionals and thus build a strong network for their first task [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. As feedback is considered as a vital element in upgrading and maintaining the functioning, quality of internship programs and professional learning of the concern students, a proper feedback should be provided by company and bookish supervisor to bank check the intern's progress [12, 34, 46].

Corporates usually favor the job applicants with work experience and applied noesis. Therefore, they sometimes have an eye on their interns to select them every bit their future employees [5, 7, 14, 24, 43]. In this mode, companies also save their hiring and training costs [v]. Interns provide role-time help and innovative ideas and substitution other knowledge with the business firms [5, 61, 64]. On the other paw, the major disadvantages of internships for the organizations are that they have to provide guidance, extensive back up, training and feedback to the interns at every stage in guild to brand them productive for the organizations [10].

Furthermore, internship programs assist educational institutions to get reputation by strengthening their bonds with business globe, availability of enquiry grants, receive positive feedback from corporates on their curriculum and increase task opportunities for their students [five, 14, 24, 42, 43, 64]. Although the existing literature provides a good overview of the benefits of internship programs for the business students, there is a lack of such empirical research in the context of underdeveloped countries like Islamic republic of pakistan. This study will give the overview of internship pros to the business concern students of Pakistan.

Hypotheses

The hypotheses of the written report are as follows:

H 1

Internship programs have an touch on the professional person development of the business concern students.

H 2

Internship programs have an bear on on the professional person skills of the business students.

H iii

Internship programs have an impact on the personal growth of the business organization students.

H four

Internship programs have an bear on on the personal capabilities of the business students.

Methods

This section of the written report elaborates methods of data drove, population and sampling procedures, analysis of information and the research pattern. This study was submitted to and approved by Advanced Studies and Inquiry Committee of Authorities College University.

Collection of information

The study collected principal data from the terminal year concern students of iv-year degree programs who did internships of 2–iv months from 15 prestigious educational institutes of Karachi, Lahore and Islamabad, namely Pakistan Institute of Development Economics, Islamabad; Bahria University, Islamabad, National University of Mod Languages, Islamabad; Air University, Islamabad; Quaid-i-Azam University, Islamabad; University of Engineering and Technology, Lahore; UCP, Lahore; COMSAT, Lahore; Punjab University, Lahore; Lahore University of Management Sciences; Iqra University, Karachi; Karachi Establish of Economics and Engineering science; Aga Khan University, Karachi; Plant of Business Management, Karachi; and Hamdard University, Karachi. "Appendix A" further shows pct and frequency analysis of these universities. The data were collected in May and June 2019. In total, 800 questionnaires were distributed comprising of Part I: Demographic data, Office 2: Reasons for participation in internship, Part III–Part Six: Assessment of data regarding professional and personal growth and skills improvement with 35 close-ended questions. The questionnaires were distributed and collected both physically and electronically. "Appendix B" shows sample of questionnaire.

Population and sampling procedures

The fourth-year business organisation students of Pakistani universities were considered as the population of the study. As a big number of students laissez passer out (90,682 business concern students equally per current report of Higher Education Commission of Pakistan), sample of the written report consisted of 800 business students from xv Pakistani universities.

Methodology

This study is a quantitative research, merely in club to ameliorate embrace strengths and weaknesses of internship programs in Pakistan, some qualitative research elements were likewise utilized. The report employed both descriptive and statistical analyses to evaluate the impact of internship programs on the professional and personal growth and skills of Pakistani business organisation students. Descriptive technique of the study consisted of pct and frequency analysis of demographic characteristics of the participants and central tendency measurement of their responses, whereas statistical technique comprised of scale analysis including normality and reliability tests. Reliability of the questionnaire was tested using Cronbach's alpha, and normality was evaluated employing univariate and multivariate normality of skewness and kurtosis. Structured questionnaire technique was used, comprising of six parts, i.east., Role I: Demographic data, Part Ii: Reasons for participation in internship, Role Iii–Part VI: Assessment of information regarding professional and personal growth and skills improvement with 35 close-ended questions. Each variable of the questionnaire was assessed using 5-point Likert scale, where one is strongly disagree, 2 is disagree, 3 is neutral, 4 is concur and 5 is strongly concur.

Results

This section consists of empirical findings and their estimations. This section is divided into two parts, i.e., descriptive assay and scale analysis.

Descriptive analysis

This section highlights the demographic characteristics of the respondents and cardinal 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 one and 2 point the findings.

Table 1 Percent and frequency distribution of demographic characteristics

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Table 2 Pct and frequency distribution of reasons for participation in internship

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The results show that among 800 respondents, 744 (93%) were 26 or less years of historic period and 56 (seven%) were in between 27 and 30 years of historic period. 396 (49.v%) were males and 404 (50.5%) were females. 180 (22.5%) were students of bookkeeping and finance program, 244 (30.5%) were from BBA (Hons) caste, 99 (12.4%) were from accounting (Hons) caste, and 277 (34.half-dozen%) were B.Com (Hons) students. 177 (22.1%) were working equally an intern in finance departments, 189 (23.6%) in marketing departments, lxxx (x%) in homo resource departments, 144 (18%) in production departments, 190 (23.eight%) in client relationship departments, and twenty (2.5%) in other departments of different business organizations. 492 (61.v%) interns participated in an internship program for half dozen or less weeks, 298 (37.iii%) worked for 7–xvi weeks, and 10 (1.two%) worked for 17–25 weeks.

These results draw that 10 (1.2%) respondents did internship in spring semester, 759 (94.9%) did in summertime, 9 (1.1%) participated in an internship program in fall semester, 12 (i.5%) worked as an intern in spring/summer semester, and x (ane.2%) did internship in summertime/fall semester. 710 (88.7%) were interested to work in the field of business, and 90 (eleven.3%) were not interested at all in business field before their internship. 190 (23.seven%) respondents participated in an internship programme every bit it was a departmental course requirement, 44 (5.5%) did internship because advisor recommended it as an elective form, and 566 (70.8%) participated in an internship to proceeds practical experience. 177 (22.1%) considered that internship is important to consummate academic credit, 289 (36.ane%) thought that an internship is important equally it links classroom concepts with real work environment, 258 (32.3%) believed that it provides direction toward independent life, and 76 (ix.5%) considered its importance for purposes other than stated above. 639 (79.9%) participants agreed that their internships helped them in obtaining their electric current jobs, whereas 161 (xx.i%) lacked this belief. 569 (71.1%) agreed that internship programs influence the time to come job promotion, whereas 231 (28.ix%) did not concord. 610 (76.2%) received incentives from companies while being in internship, while 190 (23.7%) did not receive such incentives. 455 (56.9%) received award while being in internship, while 345 (43.1%) did not receive whatsoever award.

Measurement of primal tendencies

This part deals with the findings of hateful and standard deviation for the items of Part Iii to Part Half dozen of the questionnaire. Table 3 shows the results.

Table 3 Measurement of primal tendencies

Full size table

These results evidence fundamental tendencies of the responses for all the items of Role III to Office Half-dozen of the questionnaire by 800 participants of the written report. The highest hateful and highest standard difference (SD) for professional development (PD) are three.3451 and 0.3217, respectively. The lowest hateful and lowest SD for PD are 2.9261 and 0.0235, respectively. The range of hateful 2.9261–3.3451 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 person skills (PS) are 3.7129 and 4.3127, while the lowest SD and highest SD are 0.0217 and 0.6133, respectively. The hateful range 3.7129–4.3127 shows positive responses of business organization students for all the items of PS. The everyman hateful and lowest SD for personal growth (PG) are iv.1209 and 0.4259, whereas the highest mean and highest SD are 4.5129 and 0.7521, respectively. The mean range iv.1209–four.5129 indicates that business organization students "agreed" with all the items of PG. The lowest and highest means for personal capabilities (PC) are 3.7121 and 4.6713, the while lowest SD and highest SD are 0.2960 and 0.7511, respectively. The mean range 3.7121–4.6713 shows positive responses of concern students for all the items of PC.

Calibration measurement

This section elaborates normality and reliability tests results, evaluated to check the normality of distribution of the data of the study and reliability of the questionnaire.

Multivariate normality test

The adequate skewness range is ± three with acceptable kurtosis range of ± x [35]. The data of the study will be normally distributed if values of kurtosis and skewness fall within this range. Tabular array 4 shows the results.

Tabular array iv Skewness and kurtosis exam

Full size table

These results show that critical values of kurtosis range from − i.6231 (PD6) to one.6337 (PS6), whereas critical values of skewness range from − 0.7176 (PG5) to 0.7621 (PC5). The results betoken that all the values of kurtosis and skewness fall in the acceptable range; therefore, the data of the written report are normally distributed.

Reliability test

The reliability of the questionnaire is checked using Cronbach'south coefficient alpha. Nunnally and Bernstein [48] described that if Cronbach's coefficient alpha is higher up 0.70, and so questionnaire becomes reliable. Table five shows the results.

Tabular array 5 Reliability analysis

Full size table

The results correspond that values of Cronbach's coefficient alpha range from 0.7113 to 0.8239. Every bit critical values fall in acceptable range, the questionnaire of the study is reliable.

Discussion

Strengths and weaknesses of internship programs in Pakistan

Comments of the business respondents suggest the following key points most the strengths of the internship programs in Pakistan: (1) Almost all business schools are focusing to encourage their students to proceeds applied experience through internships; (2) viva voce of students is conducted later the completion of their internship period in order to evaluate their practical experience; (three) regime of Pakistan is offer different internship programs at provincial level to make full the vacant task positions with right job applicants; and (iv) as companies adopt their interns as their future employees, this encourages students to participate in internship programs.

The following weaknesses are suggested by the comments of the respondents: (1) In that location is a lack of coordination between company and academic supervisors; (2) only selected assignments are given to the students by the companies with not much encouraging environment to ask what students want; and (3) proper feedback is non provided by the firms to their interns and their bookish supervisors.

Policy implications

Internship programs link classroom knowledge with the workplace realities and provide an experimental experience to the students and enable them to brand their place in the dynamic job market place of this modern era. The present study will help and encourage the business students of Pakistan to focus more than on gaining experimental cognition from real world of the work and then that they can easily get their beginning chore and future task promotions. It will also assist business organisation schools to develop proper strategies and curriculum for the promotion of internship programs and so that besides theoretical knowledge, practical knowledge can besides be provided to the business organisation students during the graduation. It volition also aid to the companies to offer effective internship programs, training and learning surroundings to their interns. In this style, they can reduce their recruitment and grooming costs to the new employees.

Future recommendations

Future research can exist conducted gathering firms and business schools perceptions near the internship programs. Hereafter studies can also be conducted by comparing internship programs of different countries.

Conclusion

The study aimed to evaluate the impact of internship programs on the professional and personal development and skills of the concern students of Pakistan. The information of the written report comprised of 800 undergraduating business students of iv-year caste programs from 15 Pakistani universities. The study got responses from the participants using structured questionnaire technique consisting of vi parts, i.due east., Part I: Demographic information; Part II: Reasons for participation in internship; Part III–Part Half dozen: Assessment of information regarding professional and personal growth and skills improvement of the business students. Each item of the questionnaire (35 close-ended questions) was assessed using 5-point Likert scale. The report employed descriptive analysis to evaluate demographic information and measured central tendencies using mean and standard deviation to evaluate the nature of the responses of the participants. Furthermore, scale measurement analysis was fabricated to check the normality of distribution of the study information and reliability of the questionnaire.

The results of cardinal trend measurement bespeak "disagree to agree," "positive" and "agreed" responses of the participants for all the items of the questionnaire. Normality test results evidence that critical values of kurtosis range from − 1.6231 to i.6337, whereas critical values of skewness range from − 0.7176 to 0.7621. As critical values of kurtosis and skewness autumn inside the acceptable range, the data of the report are commonly distributed. Moreover, reliability test results using Cronbach's coefficient blastoff indicate that all critical values of Cronbach'southward alpha exceed 0.70, and so the questionnaire of the study is reliable. The overall results draw that internship programs take an impact 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 data and materials

The data volition be provided on request.

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Acknowledgements

I verify that this article "Impact of internship programs on professional and personal development of business students: a instance study from Pakistan" is my original piece of work, has non received whatever prior publication and is not under consideration for publication elsewhere.

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This research did non receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.

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  1. Section of Commerce and Finance, Regime College University, House# 90, Gillani Street# 4, Sadaqat Park Sanda Khurd, Lahore, 54000, Pakistan

    Sadia Anjum

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SA is the just writer of the manuscript and the sole contributor.

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Appendices

Appendix A

Frequency and percent of demographic feature: universities

Variable (Universities) Frequency Per centum (%)
Pakistan Institute of Development Economics, Islamabad lxx eight.seven
Bahria University, Islamabad 80 ten
National Academy of Modern Languages, Islamabad 50 half-dozen.2
Air University, Islamabad 60 7.5
Quaid-i-Azam University, Islamabad 80 10
University of Technology and Technology, Lahore seventy 8.7
UCP, Lahore 80 10
COMSAT, Lahore 60 seven.5
Punjab Academy, Lahore 50 half dozen.2
Lahore Academy of Direction Sciences 40 5
Iqra University, Karachi 40 5
Karachi Found of Economics and Engineering science 30 3.7
Aga Khan University, Karachi 30 iii.vii
Institute of Business Management, Karachi 30 3.vii
Hamdard University, Karachi 30 3.7
  1. Source: adult for the study

Appendix B

figure a
figure b

Part Iii: professional development

Please indicate your level of agreement with each of the post-obit statements near internship impact. Please check the suitable response.

Items Questions Strongly disagree Disagree Neutral Concord Strongly agree
PD1 My internship program changed me professionally one 2 iii 4 v
PD2 Internship programme fabricated clear my career goals 1 2 3 4 v
PD3 I have practical my classroom noesis during my internship 1 2 3 4 five
PD4 Internship helped me to gain practical work experience in my field of interest i 2 3 4 5
PD5 Internship helped me to place the skills needed to get a job in my field of interest 1 2 3 4 5
PD6 I faced some bug to seek and have work assignments during internship i 2 3 4 5

Role IV: professional skills

Practice you lot believe internship program contributed to your professional skills development? Please check the suitable response.

Items Questions Strongly disagree Disagree Neutral Concur Strongly concord
PS1 Internship improved my communication and interpersonal team skills 1 2 three four 5
PS2 It enhanced my decision making and problem solving skills 1 2 3 4 five
PS3 It improved my skills to work as a squad 1 two iii 4 5
PS4 It enhanced my disquisitional thinking one 2 3 four 5
PS5 It improved my estimator skills 1 two 3 4 5
PS6 Information technology improved my skills in technical field of accounting and finance business ane 2 3 4 5

Part Five: personal growth

Questions in this department bargain with personal growth related to internship experiences. Please check the suitable response.

Items Questions Strongly disagree Disagree Neutral Agree Strongly agree
PG1 Internship programme fabricated me mature professionally and personally 1 2 3 iv 5
PG2 It changed my personal career goals 1 two iii iv five
PG3 Information technology positively changed my interest in bookkeeping and finance related business organisation 1 2 3 4 5
PG4 I developed a habit to attain my task before the set target after internship 1 2 3 4 5
PG5 My internship practically improved my classroom concepts 1 2 3 iv 5
PG6 Internship changed my personal aspirations in some means 1 two 3 4 5

Part VI: personal capabilities

Practise you believe the post-obit characteristics are positively influenced past internship programme? Please check the suitable response.

Items Questions Strongly disagree Disagree Neutral Agree Strongly agree
PC1 Internship improved my conscientiousness and ethics i ii 3 4 5
PC2 Information technology polished my addiction to take a respect for people different from myself 1 ii 3 4 5
PC3 It taught me how to learn ane 2 iii 4 5
PC4 It improved my skills to manage my time and money one ii 3 four v
PC5 It improved my social relationships ane 2 3 4 five
PC6 It enhanced my initiative taking i 2 3 4 v

Give thanks Y'all Very Much!!!

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Anjum, S. Bear upon of internship programs on professional and personal development of business students: a case study from Pakistan. Futur Bus J 6, 2 (2020). https://doi.org/10.1186/s43093-019-0007-three

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Keywords

  • Internship programs
  • Business students
  • Professional development
  • Personal growth
  • Pakistan

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