PurposeThere is evidence of country-level contextual variations regarding the benefits of practical experience acquired by students during higher education. This paper, therefore, analyses the benefits of student internships in the Ghanaian context.Design/methodology/approachIn Study 1, two structured but distinct surveys were distributed to senior members and students of six specialised technical education institutions (TIs). Study 2 involved in-depth interviews with the heads of organisations in the tertiary education sector, including trade groups, industries and government agencies.FindingsInternship provides soft skills, confidence, career development, sense of responsibility, employability, income, knowledge sharing and networking for students/interns. For TIs, it contributes to the professional development of faculty supervisors and helps them to update the content they teach. For employers, it unveils talented and promising students who can be employed immediately after graduation at a relatively cheaper cost.Research limitations/implicationsThere is still the need for additional research in different contexts: both developed and developing economies to clear doubts on the controversies surrounding the relevance of internship in the 21st century.Practical implicationsTIs should continue to champion student internship programmes. This study highlights the need for employers to place internship students in areas that relate to their fields of study. It also underscores the need for students to embrace internship since it is the cornerstone to their employability in the labour market.Social implicationsUndeniably, student internships provide a critical platform for career beginners.Originality/valueThis paper contributes to knowledge by offering contextual literature in Ghana on the benefits of student internship programme for interns/students, TIs and employers, all together.

Purpose: This paper seeks to ascertain the regulations governing students’ internship programmes in Selected Technical Universities in Ghana. Design/Methodology/Approach: The sequential explanatory mixed methods approach was utilised. Two separate structured questionnaires were administered to 481 students and 299 senior members (lecturers and administrators) of six selected technical universities (TUs); whereas members of industry, executives of business associations and government regulatory bodies in the tertiary sector of Ghana’s education system were interviewed, using an interview guide. Data was analysed through descriptive statistics (mean and standard deviation) and Constant Comparative Analysis. Findings: There was no well-defined enforceable law requiring TUs to secure internship placement for students, although, some regulatory bodies insisted that TUs showed evidence of their ability to secure placements for their students for industrial training before awarding programme accreditation. Research Limitation/Implication: The study focuses on regulations governing student internship programmes in Ghana. The study concentrated on selected Technical Universities in Ghana. Practical Implication: The knowledge advanced in this study underscores the need for proper synergy between Technical Universities regarding regulation governing student internship which should be spearheaded by the government of Ghana through the Ministry of Education, Ghana Tertiary Education Commission acting as a facilitator, creating interfaces and providing funding and incentives. Social Implication: The Government of Ghana can allow companies some tax exemptions or make the environment business-friendly for companies so that they can expand their operation to accept more interns. Originality/Value: This paper synchronises the perspectives of multiple actors on the regulations governing student internship programmes.

This paper seeks to ascertain the regulations governing student internship programme in Ghana.  The sequential explanatory mixed methods approach was utilised. Two separate structured questionnaires were administered to students and senior members (lecturers and administrators) of six selected technical universities (TUs); whereas members of industry, executives of business associations and government regulatory bodies in the tertiary sector of Ghana’s education system were interviewed, using an interview guide. This paper found that no clear legal and regulatory framework govern student internship in Ghana. Specifically, there was no Industrial Training Fund Act in Ghana that promoted and encouraged the acquisition of skills in industry and commerce. Industries were not obliged to accept students for internship. Travel to and from work by interns were not covered by insurance. Students on internship were not covered by the host company’s collective bargaining agreement. There was no well-defined enforceable law requiring TUs to secure internship placement for students, although, some regulatory bodies insisted that TUs showed evidence of their ability to secure placements for their students for industrial training before awarding programme accreditation. There were no penalties levelled TUs who failed to secure internship placements. Interns were largely not covered by any special health insurance package by employers during in cases of injury, theft or death. This paper synchronises the perspectives of multiple actors on the regulations governing student internship programme, presenting useful suggestions which provides information to government, business associations, employers, and TUs for policy planning, formulation and implementation of student internship in Ghana.

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