Undergraduate Internships in Accounting: What and How do Singapore Interns Learn from Experience?

Abstract

This paper reports on an exploratory study to elicit the impact of internships on accounting students: what interns had learnt; the process by which they learnt; the effect of what had been learnt on their expectations of the accounting profession; and their choice of a future career. The methodology involved qualitative data, with quantitative analysis and testing of hypothesis. The sample was 250 accounting students in Singapore who have completed eight weeks of internship. Interns reported a number of significant learning outcomes of which the most significant were personal and interpersonal skills. Of lesser importance were technical skills. Learning by reflection was the key to supporting these outcomes. The student believed that what they had learnt would support their future professional development, that the internship had prepared them for their first job and that it helped them to choose their career. The framework of Goleman's (1995) theory of Emotional Intelligence (New York: Bantam Books) was used to explain the results.Internships, career determination, internships, experiential learning, reflective learning, emotional intelligence, Singapore,

Pre-Service Teachers’ Evaluation on their Student Internship Program

“…A substantial number of studies stressed how vital is internship program among students before their college graduation. Student internship program creates an avenue for students to learn more about their profession and also generating values and substance in their skills (Hussein & La Lopa, 2018;Sojkin & Michalak, 2018;Ylagan, 2013;Edward Beck & Halim, 2008). More importantly, internship program for students serves as an instrument for increasing employability after their graduation.…”

Career adaptability and mediated social network process linking achievement goal orientation to behavior

“…Considering that self‐regulation ability is a cognitive strategy, cognitive motivational variables were explored. As occupational engagement is a learning process for career exploration that integrates the knowledge gained by experiencing the workforce, such as via jobs and organizations, into a self‐concept (Beck & Halim, 2008), it is necessary to study motivational variables related to learning. Furthermore, career adaptability is explained as having malleable characteristics changing according to the environment, whereas studies on environmental variables were insufficient.…”

Listening to student views on the transition from work placement to the final year

“…A third area for attention is related to this but focuses more specifically on the development of skills for employment (Arnold, Loan-Clarke, Harrington & Hart, 1999;Brooks, 2012;Brooks & Youngson, 2014;Gallagher, 2015;Hall, Higson & Bullivant, 2009;Smith, Lennon & Robinson, 2010). The fourth area treats the placement itself as a forum or strategy for learning (Beard, 2007;Beck & Halim 2008;Howison, 2006;Murakami, Murray, Sims & Chedzey, 2009;Pang, 2015;Sykes & Dean, 2013).…”