Internship Experience: An In-Depth Interview among Interns at a Business School of a Malaysian Private Higher Learning Institution

Cheong, Andrew Lee Hock; Yahya, Naziha binti; Shen, Quek Lor; Yen, Ang Yen

doi:10.1016/j.sbspro.2014.01.1431

Cited by 38 publications

(45 citation statements)

References 10 publications

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“…The findings of this study indicate that the nature of learning going on at the workplace as experienced by TVET college business studies students reflect all the important characteristics of WIL documented in literature. These characteristics, as found in this study and corroborated by literature and earlier studies, include integration of theory into practice (Abdul Hamid, Islam & Abd Manaf, 2014); interconnectedness between theory and practice (Melender, Jonsén, Sandvik, Hilli & Salmu, 2012); preparatory role of college learning for experiential learning (Jackson, 2015); deeper learning (Cheong, Yahya, Shen & Yen, 2014) and exposure of students to multiple contexts or realities of the world (Barends & Nel, 2017). A comparative study of the WIL placement in the Marketing and Human Resources Management fields further confirms the findings of this study that WIL gives students the opportunity to put into practice the knowledge acquired in the classroom (Govender & Wait, 2017).…”

Section: Discussionsupporting

confidence: 89%

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Aderibigbe

Mosia

2020

PiE

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Increasing concern about the work readiness of graduates of higher education institutions, including Technical and Vocational Education and Training (TVET) colleges, has led to a greater focus on workplace learning as a means of preparing students for the world of work. Research suggests that work-integrated learning (WIL), as a form of experiential learning, is characterised by certain elements that give students the opportunity to acquire skills and competencies and develop aptitudes that could enhance their ability to fit into the workplace. This paper presents the findings of a focus group study that explored the perceptions of TVET business studies students regarding their experiences of the learning that takes place during WIL and the opportunity to learn presented to them by the WIL. Results from the study show that the WIL curriculum implemented in TVET business studies is characterised by the elements identified by the literature, namely, application of theory, hands-on practice, integration of theory into practice and authentic real-life experience. The TVET business studies students reported that the learning going on during WIL makes greater cognitive demands and is deeper in nature than college-based theoretical learning. The discussion section argues that experiencing a "high" and "deeper" form of learning at the workplace, even though there is a shift of focus, from the students to the organisational objective, suggests that the experience of learning may be key to learning. This idea contrasts with a focus on the student, as is prevalent in traditional, classroom-based learning. The paper concludes by advocating that the focus of learning at the workplace should be redefined and articulated, to balance the multiplicity of expectations of WIL. This process should involve multiple stakeholders.

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Section: Discussionsupporting

confidence: 89%

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Aderibigbe

Mosia

2020

PiE

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“…Interning also adds experience to the student's resume, which helps one in overcoming the entry obstacles, allowing the invaluable work experience to act as an initial thrust to career [13]. The researches in the past have also indicated student's interest in internships, where the findings showed that the students agreed that interning allowed them to surpass the traditional learning of the classroom, imparting them the sense of overall professional scenario, besides helping them develop presentation and people skills [14]. Thus, it is imperative to explore the literature regarding the determinants of internship effectiveness and the possible outcomes of such effectiveness.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploration of Internship Experience and Satisfaction Leading to Better Career Prospects among Business Students in UAE

Jawabri¹

2017

EDUCATION

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Internships have been perceived to play an important role in providing work experience to the students along with their academic coursework. Students gain a firsthand experience of working environment, and application of theoretical principles to the real world problems. The internship experiences are perceived to be formed of a number of factors, such as the supervisory support, working environment, level of tasks, and learning gained from the same. These dimensions are relatively unexplored with respect to the practice of internship in UAE, thus the present research was undertaken. The researcher found the result synonymous to previous findings, wherein the validated constructs of comfort with work environment, positive work environment ,personal traits, and developed new skills were found to have a positive impact on internship experience. Also, the satisfied students were found to be more positive and enthusiastic with respect to expectations for future job prospects.

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“…Under the pretext that learning takes place beyond the confines of the classroom, Cheong, Yahya, Shen, and Yen (2013), internship ought to be given greater focus since it gives students chance to see the bigger picture and to be more independent in their areas of specialization. In particular, the ARU one year internship is a perfect fit for students to put the dully acquired three year theory into practice among other benefits that accrue to both the student and the institution.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Internship in Fostering Learning: The Case of African Rural University

Ndibuuza¹

2016

JPR

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Internship is deemed to be a prerequisite for a 21st Century graduate to survive in the world of work. It's on the basis of this that this study sought to establish the effectiveness of internship in respect to learning in the field among undergraduates of African Rural University. The quantitative survey involved 23 students and 53 community members who filled a questionnaire and an interview guide respectively. Data analysis involved the use of percentages, means and multiple regression. The results of the study revealed that the three independent variables: cognitive, behavioral, and environmental learning experience (CLE, BLE and ELE) were not correlates of internship. It's upon this background that it was recommended that the key players of the university ought to lay undue emphasis on enhancing CLE, BLE, and ELE, rather effort should be put on other elements to learning.

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Internship Experience: An In-Depth Interview among Interns at a Business School of a Malaysian Private Higher Learning Institution

Cited by 38 publications

References 10 publications

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Exploration of Internship Experience and Satisfaction Leading to Better Career Prospects among Business Students in UAE

Effectiveness of Internship in Fostering Learning: The Case of African Rural University

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