Article Preview
Top1. Introduction
The concept of the modern internship emerged in the medical field in the 1920s (Taylor Research Group, 2014) and has since gained widespread adoption in academia across the globe. Internships, essentially a modern form of professional apprenticeships that originated in the trade guilds of Europe in the 11th and 12th centuries (Forbes, 2009), saw a surge due to the expansion of the Internet in the 1990s, providing more opportunities for student participation. The growing IT sector, particularly the application of information communication technology (ICT) for socioeconomic development, led to increased investment in developing nations (Fry et al., 2008).
Internships include any professional work experience related to a student’s academic major. Students partner with organizations, engaging in work that benefits both parties (Friesenborg, 2002). The governments of developing countries have established internship programs in universities to help students understand how ICT can be integrated into society (Crossley et al., 2012). Universities’ emphasis on internships supports economic growth by facilitating students’ acquisition of the essential skills needed to compete in demanding and evolving national and global economic environments (Schambach & Dirks, 2002).
To enhance learning, educators frequently employ experiential learning pedagogies (Leary & Sherlock, 2020). However, for an internship to be effective, students must consciously engage and not simply view it as a job or potential gateway into future full-time employment (Cannon & Geddes, 2019).
The aim of internship programs is to help the transition of students from academia to a professional work environment (Nicho et al., 2021). During internships, students have opportunities to acquire extensive hands-on experience in a variety of business situations (Crossley et al., 2012). These experiences allow them to put abstract concepts and derived knowledge to practical use (Fry et al., 2008), expanding their subject knowledge (Leary & Sherlock, 2020). Internships also allow them to establish connections with global businesses and industries, strengthening their capacity to recognize opportunities and repurpose their knowledge (Aldianto et al., 2018).
From an industry perspective, the managers of 94.9% of companies in one worldwide survey described internships as a crucial component of all students’ training, crucial for shaping their personalities and preparing them for the workplace (Elad, 2022). Internships also introduce young professionals with new ideas and ways of thinking into businesses, increasing the competitiveness of the workforce. Thus, an internship can be described as a structured form of academic and interdisciplinary knowledge acquisition that is both challenging and largely practice-oriented (Agnew & Kahn, 2014).
The global higher education sector has increasingly turned to experiential learning pedagogies, including internships and service-learning opportunities, to complement teacher-centered knowledge-transfer approaches. This approach actively involves students in the learning process (A. Kolb & D. Kolb, 2006). Meanwhile, digital technologies offer new resources to help individuals’ engagement in professional contexts and the development of new skills for navigating the challenges posed by the information age (Bowen, 2012). While internships have been associated with concrete experience, reflective observation, abstract conceptualization, and active experimentation (McMullan & Cahoon, 1979), these areas must now be adapted for the 21st-century workplace.