Thematic, research design and theory application of business internship research: a systematic review

Abstract

This study provides a comprehensive review of the research design, themes, and theoretical development of internship literature in the context of business students. One hundred and ninety-two (192) articles retrieved from Scopus, Google Scholar, and the Web of Science databases and published from 1979 to 2022 were analysed. Information on bibliographic data and research design was presented using frequencies while research themes and the theoretical approach were content analysed. The findings reveal that, though business internship research is about four decades old, the knowledge domain is underdeveloped with respect to theory application, examination of relationships between antecedent, outcome, mediating and moderating variables and use of multivariate analysis. The study found previous studies were more focused on the interns’ career development, prospects, satisfaction, and employability, the benefits and role of internships, and the impact of internships on students’ academic performance. The findings highlight the vital need for a more balanced approach to business student internship research, moving beyond quantitative methodologies and towards a broader understanding through qualitative and mixed-methods investigations, ensuring sample adequacy, and exploring workplace variables.

Keywords:

• Internship
• business students
• systematic literature reviews
• research design
• theory
• research themes

REVIEWING EDITOR:

• Darwin Stephen, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Education Policy & Politics
• Higher education
• Education - social sciences

Introduction

Over five decades ago, Bloom et al. (1956) underscored the value of training students on how to apply the knowledge and concepts they acquired in the classroom in a work setting. This call was deemed necessary due to a perceived apparent gap between the practical demands of the corporate world and the theoretical and abstract learning provided by higher educational institutions (Arts et al., 2006; Khalil, 2015). Ever since, there has been increasing pressure on business schools within higher educational institutions to turn out highly competent graduates who can adapt to the increasingly complicated requirements of today’s labour market (Ackerman et al., 2003; King, 2003; Sleezer et al., 2008).

Student internship programmes, also called experiential learning, have been adopted by higher education institutions as a critical curriculum option to address the industry requirement challenge (Baert et al., 2021; Coco, 2000; Gault et al., 2000; Hergert, 2009; Kim et al., 2012). An internship provides a ‘bridge link between theory and practice’ (Gault et al., 2010, p. 1) or a ‘short-term practical work experience in which students receive training and gain experience in a specific field or career area of interest’ (Zopiatis, 2007, p. 65). Students’ internship programmes come in several forms, including field experience, internships, cooperative education, and community-based learning, among others (Aggett and Busby, 2011; Green & Farazmand, 2012; Gupta et al., 2010). The benefits of students’ internships have been documented in the literature (Alpert et al., 2009). Generally, internships have been acknowledged to offer valuable educational experiences that allow students to apply what they have learned in a classroom setting (Beggs et al., 2008). Additionally, internships have also proven useful in assisting students in securing their career direction by heightening their self-awareness and exposing them to actual professional settings (Alawamleh & Mahadin, 2022; Callanan & Benzing, 2004).

Just like other academic disciplines, evidence from existing literature suggests internship studies in the context of business students have received considerable academic interest. The burgeoning study aims to provide business school graduates with the knowledge and support and assist to bridge a seamless transition between higher education qualifications and the labour market (Coco, 2000). From the perspective of the stakeholders, such as students, employers, and higher education institutions, understanding how an internship programme will provide the promised benefits is a matter of interest. Despite the proliferation of studies on business internships, a review of existing business internships is lacking, except for the work of Sanahuja Vélez and Ribes Giner (2015). Sanahuja Vélez and Ribes Giner’s (2015) work is based on 54 articles published over a 10-year period (May 2003–May 2013) and evaluates the influence of business internships on employers, students, and higher education institutions. However, the review has the following limitations: Firstly, the range of literature used left out several articles published before 2003 and, more significantly, additional works that have been published after 2013. Secondly, the information provided on research themes and design is devoid of recent trends incorporated in current works after 2015. The goal of the present study is to consolidate the various research streams by providing a comprehensive review of studies on business internships by principally addressing the following research questions:

• RQ1. What is the descriptive overview of studies on business internship studies?

• RQ2. Which research designs were adopted in business internship studies?

• RQ3. What theories were applied in business internship studies?

• RQ4. What are the core thematical areas examined in business internship studies?

Methods

Review approach

The study adopted a systematic literature review (SLR) approach to examine existing scholarly articles on internships among business students. The choice of this SLR is informed by the fact that it provides transparent and standard protocols with which academics critically search for and examine the field of relevant studies (Mallett et al., 2012; Tian et al., 2018). The SLR followed a 3-stage structured process, including (i) planning the review, (ii) conducting the review, and (iii) reporting of findings (Mayring, 2003; Tranfield et al., 2003). During stage 1, the goals and the protocols of the review were established. During stage 2, an extensive literature search was conducted, and appropriate material was retrieved from the selected research papers. Finally, the results derived from the gathered data are synthesised and displayed in stage 3 (Azila-Gbettor et al., 2024; Azila-Gbettor et al., 2022; Mensah et al., 2023; Azila-Gbettor et al., 2018).

Database and keywords

Three key databases, including Google Scholar, Scopus, and the Web of Science, were used to conduct searches for articles related to internships among business students. While the individual databases have their own strengths (Aria et al., 2020; Bramer et al., 2013; Crossan & Apaydin, 2010), using a fusion of the three databases ensures a more exhaustive and all-encompassing search is conducted, hence guaranteeing the inclusion of a wide array of relevant academic papers. It also enhances the rigour and completeness of the article search process. Due to the absence of a comprehensive SLR on internship among business students, there was no limitation on the timeframe of the study. The search for related articles was conducted between March and November 2022 using the following search terms: ‘business students’, ‘accounting students’, ‘marketing student’, ‘management students’, ‘finance students’, etc. AND/OR ‘internship’, ‘placement’, ‘industrial attachment’, and ‘experiential learning’ in the keywords, abstracts, and titles of academic articles. Additionally, the reference lists of the selected articles were examined to identify any additional relevant sources that may have been missed in the initial search.

Inclusion and exclusion criteria

Only scholarly peer review articles published before March 2023, and only in the English language, were used in the study. The basis for using peer reviewed journals is that it ensures a high standard of quality, reliability, and validity in the information used to draw conclusions and make informed recommendations or decisions (Kraus et al., 2020; Tranfield et al., 2003). The review excludes graduate theses, working papers, conference papers, books and book chapters, research notes, editorials, letters, commentaries, and erratum. The appropriateness of the inclusion and exclusion criteria used in this study was deemed suitable, as they provide a reliable representation of relevant academic literature (Block et al., 2020; Williams et al., 2023).

Data screening

The research returned 310 articles, 163 from Google Scholar, 84 from Scopus, and 63 from the Web of Science databases. After the removal of 75 duplicates, 235 studies were evaluated for legibility based on their abstracts. A total of 45 studies, made up of theoretical, review, graduate thesis, conference and working papers, editorials, letters, commentaries, and non-English articles, were further excluded from the study. Additional 2 studies were added, after cross-checking the reference list of eligible articles resulting in 192 studies. The information on eligibility assessment using the PRISMA procedure is presented in Figure 1 (Moher et al., 2009; Page et al., 2021).

Figure 1. PRISMA flow chart for this study.

Source: Adapted from Moher et al. (2009).

Data analysis

A data extraction form was generated in Microsoft Excel and used throughout the process of information retrieval. The selected articles were separately and independently examined and coded based on a subject matter including publication year and continent, research design, theory application, key findings and themes of student internships. Guided by the objectives of the study, the data derived from the excel template were subsequently summarised using frequency (research designs) and figures (Year and continent of publications).

Results

Descriptive overview of studies

The descriptive overview presents the yearly and continental productivity of scholarship with the aim of identifying trends and patterns over time and providing insights into the global academic landscape. Productivity of business internship articles in terms of year and continent is reported in Figures 2 and 3, respectively. Since the first publication of business internship in 1979, research output in the field has been sluggish in the early years but picked up after 2010. The years preceding 2000 witnessed the passive attention of scholars towards research in business internships. The highest proportion of articles was published between 2015-2019 (31%), followed by 22.4% between 2010-2014. Regarding continental production, North America 62 (32%) has the largest concentration of publications, followed by Europe 49 (26%) and Asia 43(23%) with Africa 8(4%) having the least number of articles published on business internships (Figure 2).

Figure 2. Year of Publication.

Figure 3. Continent of Publication.

Research design

A majority (63%) of the studies used a quantitative approach, 88.1% used a cross-sectional design, and 69.5% of the studies were examined at the individual level. Regarding sampling design, the majority of the studies adopted the non-probability sampling method (87.2%). Convenience sampling was the most used method (67.2%), followed by purposive sampling method (19.2%). Likewise, sample sizes of ≥300 (23.7%) and 101-150 (25.4%) were commonly used by the researchers. Exactly 94.6% of the data collected were primary and were collected using questionnaires (80.3%) of various forms, including self-reported (43.5%) and online (24.9%) surveys. Furthermore, approximately 23.2% of the data was collected using interviews, either alone (11.3%) or in combination with an online or self-reported questionnaire (11.9%).

With regards to analytical tools, 58.2% adopted descriptive statistics, with the mean (35.0%) receiving the highest attention. Approximately 44.1% of the articles used either parametric or non-parametric tests. In this category, 18.6% used a t-test for dependent or independent, followed by ANOVA (10.7%). However, multivariant analysis received limited attention. Exactly 5.1% applied structural equation modelling, and 20.3% used regression analysis such as OLS regression (15.3%) and hierarchical regression (4.5%). Given that the scales used were quite old and some were adapted, 9.6% of the articles used CFA and EFA to validate the measures. Finally, 26.0% used content analysis, and 5.6% adopted thematic analysis (Table 1).

Table 1. Research Design.

Description	Frequency	Percentage
Type of Article
Quantitative approach	121	63.0
Qualitative approach	35	18.2
Mixed approach	21	10.9
Review	15	7.8
Unit of Analysis
Individual level	123	69.5
Organisational level	20	11.3
Multi-level	34	19.2
Research Design
Cross-sectional design	156	88.1
Longitudinal design	21	12.0
Sampling Technique
Convenience sampling	119	67.2
Purposive sampling	34	19.2
Simple sampling	12	6.8
Snowball sampling	1	0.6
Stratified sampling	2	1.1
Mixed sampling	9	5.1
Sample Size
b/n 1-50	31	17.5
b/n 51-100	25	14.1
b/n 101-150	45	25.4
b/n 151-200	13	7.3
b/n 201-250	9	5.1
b/n 251-300	12	6.8
above 300	42	23.7
Data Collection Method
Online questionnaire	44	24.9
Self-reported questionnaire	77	43.5
Report	10	5.6
Interview	20	11.3
Focus group discussion	4	2.3
Observation	1	0.6
Interview & online/Self-reported questionnaire	21	11.9
Data Analysis
Descriptive analysis	103	58.2
Mean	62	35.0
Percentages & Frequency	41	23.2
Parametric & non-parametric test	78	44.1
T-test	33	18.6
Anova	19	10.7
Manova	5	2.8
Chi-square	13	7.3
Man-Whitney U-test	8	4.5
EFA & CFA	17	9.6
Modeling	45	25.4
OLS regression	27	15.3
Bivariate regression	1	0.6
Hierarchical regression	8	4.5
SEM PLS	9	5.1
Content analysis	46	26.0
Thematic analysis	10	5.6

Theories

Out of the total of 192 studies, 15 studies, which account for 7.8% of the total, applied theoretical frameworks to support their research outcomes. A total of 12 theories have been applied in quantitative studies, while three theories were employed in qualitative studies. The stakeholder theory was used in three studies (Bilsland et al., 2019; Hoyle & Goffnett, 2013; Ranabahu et al., 2020). This theory is founded on the premise that organisations must consider the interests and concerns of their stakeholders and handle their interactions in a manner that achieves a harmonious balance of their interests (Jones & Wicks, 1999). Advocates of the stakeholder theory contend that considering the concerns of all stakeholders can result in sustained longevity, ethical decision-making, and enhanced organisational efficacy (Ren et al., 2023; Parmar et al., 2010; Valentinov & Chia, 2022). The stakeholder theory was used to explain the role of stakeholders in designing and implementing successful internships. Considering the requirements and anticipations of all pertinent stakeholders’ aids in creating a conducive and advantageous milieu for interns, resulting in a more successful and mutually beneficial experience for all entities concerned.

Two studies used Goleman’s theory of emotional intelligence. According to Goleman’s theory of emotional intelligence, emotional competencies such as self-awareness, self-regulation, motivation, empathy, and social skills are essential for comprehending and enhancing emotional intelligence. These competencies serve as a foundation for success in various areas of life (Ho et al., 2023; Serrat, 2017; Skipper & Brandenburg, 2013). In this review, for instance, Beck and Halim (2008) used Goleman’s theory of emotional intelligence to elucidate the process of learning during an internship and interns’ future career expectations. The theory aids in comprehending how interns develop their emotional competencies, establish robust professional relationships, and establish an enduring foundation for their expected careers.

The social learning theory was used in two studies. The social learning theory underscores the significance of social factors in moulding behaviour and stresses the significance of observation, modelling, and reinforcement in the process of acquiring knowledge (Bandura, 1986; Koutroubas & Galanakis, 2022; Zeb et al., 2023). In the review, for instance, Anjum (2020) and Maini et al. (2021) used the social learning theory to explain how interns learn and develop during their internship experience.

Regarding single theories, Leal-Rodríguez and Albort-Morant (2019) used experiential learning theory to explain how innovation during experiential learning enhances interns’ academic performance; Cook et al. (2015) adopted knowledge transfer theory to explain students’ perceptions of their experiences during internship; and Neelam et al. (2019) applied expectation confirmation theory and leader-member exchange theories to assess interns pre- and post-internship experiences.

Thematic analysis

A thematic classification of articles reveals four major research themes in the sphere of business internship research, as presented in Table 2. The first major theme examines ‘career development, prospect, and employability’ of business interns (Chen & Gan, 2021; Di Meglio et al., 2022; Ebner et al., 2021) and accounts for 24.5% of business internship publications. Most of these studies confirm that internships influence students career choice (Cord et al., 2010; Jackson, 2015; Karakiraz et al., 2021), career self-management (Jackson & Wilton, 2017), career adaptability (Kattiyapornpong & Almeida, 2022), and future professional development (Beck & Halim, 2008). Other studies found internships enhanced graduate employability (Chen & Gan, 2021; Silva et al., 2016, 2018; Taylor & Hooley, 2014), perceived self-employment (Ebner et al., 2021), and increased applicants interview prospects (Nunley et al., 2016). However, an unpaid internship compared to a paid internship is more likely to lead to underemployment and less favourable career development (Hunt & Scott, 2020).

Table 2. Thematic presentation of business internship research.

Major Themes	Authors	Summary of selected Findings
Career development, prospect and employability	Chen & Gan, 2021; Di Meglio et al., 2022; Ebner et al., 2021; Gault et al., 2000; Jackson, 2015; Nunley et al., 2016; Karakiraz et al., 2021; Robinson et al., 2016; Rothman & Sisman, 2016; Silva et al., 2016; Warinda, 2013; etc.,	Majority of students confirmed their expectations of career fit (Rothman and Sisman, 2016). Students have significantly enhanced their skills during in areas crucial to their employment prospects (Ellis, 2000). Business internship experiences increase applicants interview prospects (Nunley et al., 2016). Internship integrated programmes significantly enhance graduates’ employability (Silva et al., 2016, 2018). Respondents highly rated internship in obtaining entry level jobs (Rolston & Herrera, 2000). Structured work experience significantly promotes graduate job employment (Taylor and Hooley, 2014). Internships without compensation tend to result in underemployment and less optimal career growth. Internships undertaken after graduation seem less beneficial in terms of long-term employment prospects compared to work experience gained prior to graduation (Hunt and Scott, 2020). A positive correlation between the internship experience and employability (Chen & Gan, 2021). Graduates to continues careers in the sectors they did their internship and duration of employment after internship was shorter (Karakiraz et al., 2021). Internship has advanced student learning and provide focus in terms of their chosen professional career (Cord et al., 2010). Internships contributed to graduates’ self-perceived employability (Ebner et al., 2021). Lessons learnt during internship prepared them for their first job and would support future professional development (Beck and Halim, 2008). High intern performance results in enhanced employer perceived value of the internship program and receive full-time compared to non-interns (Gault et al., 2010). Internships improves the chances of employment earning higher salaries (Di Meglio et al., 2018). Interns have not been able to show themselves as ‘work ready’, lacking familiarity with business culture, the ability to deal with unexpected issues, and proficient communication skills (Jackling and Natoli, 2015). Placement experience influenced interns career choice and career self-management. (Jackson, 2015; Jackson and Wilton, 2017; Khalil, 2015). Internships enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective (Kattiyapornpong and Almeida, 2022). Nonparticipation in internships results in the worst rates of job suitability and employability skills (Pinto & Pereira 2019).
Benefits and role of internship	Ali & Muhammad, 2018; Gerken et al., 2012; Maelah et al., 2012; Neelam et al., 2019; Paisey & Paisey, 2010; Ranabahu et al., 2020; Russo et al., 2022; Roznowski & Wrigley, 2003; Swindle & Bailey, 1984; Wright & Clarke, 2010; etc.,	Support students develop various soft skills including time management, oral communication and working in group (Maelah et al., 2012). Internship provides students technical and soft skills required in the marketplace (Maelah et al., 2014). Students transfer their knowledge from the business school to the company, but also learn from the company and transfer this knowledge back to the business school (Gerken et al., 2012) Students gather both professional work experience and innovative skills (Ranabahu et al., 2020). A positive expectation disconfirmation between pre-and-post perceived internship value (Neelam et al., 2019). Students reported gaining of ‘real life’ experience to be an important benefit of undertaking a work placement (Paisey and Paisey, 2010). Internship is a valuable learning experience that supplement academic work (Hite and Bellizi, 1986). Internship experience was a very valuable learning experience in their preparation for an accounting career (Swindle and Bailey, 1984). Benefits from internship programs, includes early hiring, improved classroom discussions, increased enrollment, and enhanced department reputation (Weible and McClure, 2011). Internships aid students in developing a more international perspective, enhancing their cross-cultural and transnational communication abilities, and fostering greater understanding and appreciation for diverse cultures (Wright & Clarke, 2010). Industrial internships serve as a practical approach to facilitate university students’ learning and development. This includes areas like setting objectives, fostering intrinsic motivation, building confidence, instilling punctuality, promoting consistency, and nurturing an understanding of responsibility, all of which contribute to personality development (Ali and Muhammad). Students’ personal traits affect their perceptions, and a properly structured blended learning approach can modify these perceptions and enhance their writing abilities (Russo et al., 2022). Respondents believed that internship is a valuable learning experience that supplemented their coursework (Cuyler & Hodges, 2015). Students construct new, more realistic meanings about work and work life (Barnett, 2012). Interns reported to have gain personal and interpersonal skills and less of technical skills (Beck & Halim, 2008). Internship is considered as transformational learning journeys, rather than simply as pathways to post-graduate jobs (Bilsland et al., 2019). The worth of participating in an internship is seen as more than just a complementary activity to academic coursework. It seems that students regard the internship experience as a unique and crucial element required for their smooth transition from college to the professional world (Roznowski & Wrigley, 2003). It provides opportunity for the company to evaluate potential employees, satisfy short-term staffing requirements, and obtain new ideas and skills for the firm (Swanson and Tomkovick, 2011).
Internship satisfaction	Ahmad, 2020; D’abate et al., 2009; Gupta et al., 2010; Maini et al., 2021; Mensah et al., 2021; Qu et al., 2021; Rothman, 2003; Sawani et al., 2016; etc.,	Support from supervisors and the perceived social value both have a direct and substantial effect on the satisfaction derived from an internship (To and Lung, 2020). The satisfaction derived from an internship is boosted by the readiness of faculty mentors, the preparedness of industry mentors, the intern’s receptiveness towards online internships, and the intern’s proficiency in using the Internet (Maini et al., 2021). Stress was related to lower internship satisfaction (Mensah et al., 2021). Lack of challenge, boring, tedious, or lack of work, seem to account time management accounts interns dissatisfaction (Rothman, 2003). Students have a moderate and low level of satisfaction in their internship program (Ahmad, 2020). Nature of the internship experience and the benefits received significantly influenced satisfaction with the internship (Gupta et al., 2010). Employers were satisfied with the trainee’s performance in relation to job competency responsibility and compliance with working requirements (Sawani et al., 2016). Students who were satisfied with their internship experience were observed to have a more optimistic and eager outlook regarding their future career opportunities (Jawabri, 2017). Characteristics of the job and characteristics of the work environment were the best predictors of internship satisfaction (D’abate et al., 2009). The level of student satisfaction with their internships and their career aspirations are influenced by several factors. These include the success they achieve during their internship, the quality of mentorship and feedback received, the interpersonal relationships formed, the remuneration provided, the characteristics of the hotel in case of hospitality internships, the structure of the hotel’s internship program, and the demands of their academic curriculum (Qu et al., 2021).
Impact of internship on students’ academic performance	Ebied, 2004; Jones et al., 2017; Knechel & Snowball, 1987; Leal-Rodríguez & Albort-Morant, 2019; Strayhorn, 2020; etc.,	Grades did not vary between intern and non-intern students (Strayhorn, 2020) Average performance across all courses did not differ significantly between intern and non-intern students (Knechel and Snowball, 1987). Internship students performed significantly better than the non-internship students in accounting courses, and in overall GPA subsequent to the internship semester (Ebied, 2004). There is a relative effect of student placement on student performance (Jones et al., 2017).

The second thematic area investigates the benefits and role of business internship programmes. Approximately 28.8% of studies were published on this theme. The benefits of business internships vary across studies, such as the development of technical and soft skills (Beck & Halim, 2008; Maelah et al., 2012; Maelah et al., 2014) and the transfer of knowledge across industry and classroom (Gerken et al., 2012). Other studies found internships to produce globally minded students (Wright & Clarke, 2010), provide valuable learning experiences that supplement students’ coursework (Cuyler & Hodges, 2015; Hite & Bellizi, 1986; Paisey & Paisey, 2010; Swindle & Bailey, 1984), likewise increase student enrolment and enhance institutional reputation (Weible & McClure, 2011), and provide an opportunity for the company to evaluate potential employees and satisfy short-term staffing requirements (Swanson & Tomkovick, 2011).

The third stream focused on the satisfaction of business student interns. Studies in this domain evaluated general factors influencing business students’ levels of satisfaction. For instance, supervisor support and perceived social value (To & Lung, 2020), faculty, industry mentors’ preparedness, and interns’ readiness (Maini et al., 2021), the nature of the internship experience and the benefits received (Gupta et al., 2010), job characteristics, and characteristics of the work environment (D’abate et al., 2009). Contrarily, stress, lack of adequate challenge, boredom, and poor time management account for interns’ dissatisfaction (Mensah et al., 2021; Rothman, 2003).

The fourth stream of studies examined the impact of internships on students’ academic performance. Findings from studies in this stream were sharply divided. While Strayhorn (2020) and Knechel and Snowball (1987) found average performance did not differ, other studies (Ebied, 2004; Jones et al., 2017) reported better academic performance of interns compared to non-interns.

Other streams of studies also considered complementary topics related to attitudes of students towards internship (Cook et al., 2015; Hernández-Díaz et al., 2016), challenges faced by students (Anderson & Novakovic, 2017), values students placed on internship (Swanson & Tomkovick, 2012), comparative evaluation of internship by students and supervisors (Marks et al., 2018), assessment of integration of internship into curriculum (Caza et al., 2015; Kim et al., 2012), perceived effectiveness of internship programmes (Adler & Stringer, 2018; Marinaș et al. 2018; McHugh, 2017), selection process or placement criteria (Bronfman et al., 2015; Richardson et al., 2013; Wang & Crawford, 2019), remuneration (Blau & Lopez, 2020), role of employers (Elijido-Ten & Kloot, 2015), and international internships (Hermann et al., 2021; Khalil, 2015; Rothman & Sisman, 2016).

Discussions

Recent evidence suggests there has been a proliferation of scholarly work in the field of business internships. This article provides an overview of existing knowledge on business internships undertaken over five decades through the exploration and exhaustive analysis of 192 articles gathered from Google Scholar, Scopus, and the Web of Science databases.

The scholarly work has shown fluctuating productivity since its inception. The first period (1979–pre-2000s) demonstrates a lethargic production, suggesting a restricted academic focus on internships among business students. This implies either a dearth of enthusiasm or maybe an undervaluation of its significance in the scholarly landscape during that period. However, it is important to note that the lack of emphasis on internships among business students during this period may have been influenced by other factors, such as limited industry partnerships or a lack of awareness about the potential benefits of internships. Additionally, the academic focus during this time might have been more centred around theoretical knowledge than practical experience (Jones et al., 2012). The years between 2000 and 2010 experience passive engagement by scholars. The period post-2010 is a pivotal moment, signifying an increasing acknowledgement of the significance of business internships in academics. This time correspond with the growing focus on practical experience and the incorporation of industry in educational programmes. As the job market becomes more competitive, students and educational institutions have recognised the importance of bridging the gap between theory and practice (Kornelakis & Petrakaki, 2020; Oviawe et al., 2017). Business internships provide students with valuable hands-on experience and allow them to apply their knowledge in real-world settings. Additionally, the collaboration between academia and industry through internships helps ensure that educational programmes are aligned with current industry trends and demands (Zeidan & Bishnoi, 2020). The period between 2015 and 2019 documents the highest number of publications in internships among business students, indicating a zenith in academic curiosity and publishing productivity, maybe attributable to a confluence of diverse causes such as the growing significance placed on experiential education and the increasing demand for practical skills in the job market (Browne et al., 2020; Chitema, 2021). Additionally, advancements in technology and access to online platforms may have also played a role in facilitating the dissemination of research findings, further fuelling the surge in internship publications during this period (Rauch & Ansari, 2022; Thomas et al., 2021).

Studies from North America and Europe lead the pack with the highest concentration of publications. This might also indicate the robust prevalence of business schools and corporate affiliations that facilitate study in this particular area. Furthermore, the strong presence of research funding and resources in North America and Europe could contribute to the high concentration of publications. Additionally, the collaborative nature of academia and industry in these regions may encourage knowledge exchange and research partnerships, further driving the prevalence of studies in this area. Asia also provides a considerable contribution, with Africa having the least contribution.

Regarding research objective 2, an overwhelming majority of researchers (63%) favour a quantitative approach, with cross-sectional designs (88.1%) being widely preferred. Research mostly focuses on analysis at the individual level (69.5%). The substantial dependence on quantitative methodologies suggests a predilection for numerical data analysis in lieu of qualitative investigation. This phenomenon might oversimplify the outcomes of internship studies among business students and ignore the richness and depth of student experiences or the intricate nuances that qualitative studies might capture. Non-probability sampling (87.2%) is common, often using convenient (52.5%) methods and purposive (19.2%) sampling. The prevalence of non-probability sampling might influence generalisability. Primary data collection is prevalent (94.6%), with questionnaires (80.3%) accounting for a significant portion. This suggests a significant reliance on self-reported data from surveys. The reliance on self-reported data from surveys may introduce potential biases and limitations, as individuals may not always provide accurate or complete information. Additionally, the use of questionnaires for primary data collection may limit the depth and richness of the data obtained, as they typically rely on closed-ended questions with predetermined response options. Mean and standard deviation (58.2%) are commonly used, along with parametric and nonparametric inferential statistics (44.1%) with limited usage of structural equation modelling (5.1%). Limited utilisation of advanced statistical techniques like SEM might limit the depth of analysis and interpretation.

Regarding research question 3, the review suggests the field is heavily guided by four major theoretical frameworks, including stakeholder theory, theory of emotional intelligence, social learning theory, knowledge transfer theory, and experiential learning theory, to explain the phenomenon of internships among business students. The diverse application of theories demonstrates the multidisciplinary nature of understanding internships and further demonstrates that internships are not just focused on acquiring skills but rather include intricate interactions and learning processes that encompass psychology, sociology, management, and organisational behaviour. The use of stakeholder theory underscores the need to consider the requisites and concerns of diverse stakeholders, including interns, organisations, and educational institutions, in formulating and executing efficacious internship programmes. This suggests that fostering a harmonious balance among these stakeholders is crucial for a beneficial and sustainable internship experience. Conversely, comprehending and cultivating emotional intelligence might have a crucial impact on influencing the learning experiences, professional relationships, and future career opportunities of interns. The application of the social learning theory emphasises the significance of social factors, such as observation, modelling, and positive reinforcement, in influencing the learning and growth of interns. This implies that internships include more than simply the development of specific skills; they also encompass social interactions and the opportunity to learn from others within a professional setting.

In terms of research objective 4, the findings suggest that internship programmes among business students provide substantial benefits to all stakeholders. For example, internships play a crucial role in fostering the development of various skills, including both technical and soft skills, among business students. It also facilitates the transfer of knowledge, promotes the cultivation of a global mindset, and enhances learning experiences that extend beyond the confines of traditional classrooms. Internships were also reported to significantly influence the career choices, self-management, adaptability, and future professional development of students. In addition, internship programmes offer advantages to educational institutions, such as a boost in student enrolment and an enhancement of institutional reputation. Simultaneously, they serve as a viable solution for companies seeking temporary staffing support. For educational institutions, the findings emphasize the need for them to integrate experiential learning more effectively into their curriculum. Businesses and employers should tailor internship experiences to not only meet immediate staffing needs but also contribute to the long-term professional development of interns, potentially identifying future talents for the organisation.

Theoretical contribution and future research directions

The review makes the following contributions to the internship literature. First, dissimilar to the work of Sanahuja Vélez and Ribes Giner (2015), this review captures earlier empirical studies ignored by Sanahuja Vélez and Ribes Giner (2015) and further includes studies that were published after their review. In doing this, the study provides wholistic and comprehensive information and harmonises key issues for discourse and further development of the field. Second, the review complements existing reviews of student internships from other academic disciplines. It allows to compare topical issues that are receiving attention across different disciplines and, therefore, direct research focus. Finally, the research findings on themes, theory application, and research design provide new information that was not the focus of the earlier review conducted by Sanahuja Vélez and Ribes Giner (2015). These findings can help refine and strengthen future research on business students’ internships.

The review further uncovers empirical and theoretical future research directions worth mentioning (Table 3). This literature review demonstrates an overemphasis on quantitative research in comparison to qualitative and mixed methods in the field of business internship research. This imbalance is worrying since a holistic understanding of the student experience may be lacking. As opposed to quantitative studies, which often overlook important details, qualitative research allows for a more in-depth comprehension of the results of a study (Shonin & Van Gordon, 2015) and permits an in-depth analysis of human behaviour, which encompasses interaction, thinking, reasoning, composition, and norms (Lichtman, 2012). In comparison to positivistic inquiries, the data gathered from qualitative research is grounded in human experience and is robust and convincing (Anderson, 2010). This study contend that internship experiences are patterns of behavioural processes that can best be explained using an in-depth approach. Future research must therefore strive to employ a more qualitative approach that would ensure the collection of real-life and hypothetical scenarios about business students (De Vaus, 2013; Leedy & Ormrod, 2014). For instance, internship periods are considered a lifetime experience for defining business students’ experiences and establishing career learning and identity (Arthur & Rousseau, 1996; LaPointe, 2010; Valcour & Ladge, 2008). It is the result of a type of learning that depends on observing and participating in the actions of other people (LaPointe, 2010). It is critical to comprehend the concerns, struggles, and difficulties that interns have while on this journey. A qualitative approach would provide a comprehensive explanation of an intern’s complex career identity formation process compared to a quantitative method. Besides, researchers should extend the use of a mixed-method approach in the study of business internships. The use of mixed methods provides harmony between contradictions in quantitative and qualitative data, expands the evidence base of the study (Shorten & Smith, 2017; Wisdom & Creswell, 2013), and increases confidence in the findings (O’Cathain et al., 2007). It further provides participants with the opportunity to have a strong voice, share their experiences throughout the study, and evaluate studies from different perspectives (Regnault et al., 2017).

Table 3. Summary of research gap and future research directions.

	Research gap	Future research directions
1	Overemphasis on quantitative research in comparison to qualitative and mixed methods.	Strive to employ a more qualitative and mixed methods.
2	Overemphasis on cross-sectional data.	Longitudinal studies especially in the domain of qualitative and quantitative studies.
3	Sample inadequacy-use of small sample size.	Use large sample size.
4	Dependence on first-generation statistical methods- descriptive and inferential statistics.	Use on third-generation statistical methods including SEM-PLS, AMOS etc.
5	Restricted number of studies pertaining to a direct correlation between antecedent and outcome variables and moderating and mediating factors.	Consider direct relationships, mediating and moderating workplace variables.
6	Overemphasis on unpaid internship.	Consider paid internships and comparison between paid and unpaid internships.
7	Overemphasis on traditional on-site internship.	Consider virtual internships.
8	Limited study on internships.	Consider studies in unique areas of international internships
9	Inadequate use of theories to support findings.	Incorporate theoretical frameworks to support research findings.

Another line of future research may consider longitudinal studies in the domain of qualitative and quantitative studies. The implementation of a longitudinal design can facilitate the measurement and comprehension of the enduring impacts of student internship engagement. Moreover, it furnishes more substantial evidence for causal inferences regarding the impacts of internships (Tu, 2022). Additionally, future studies may consider longer periods in the longitudinal design to comprehend the effects of business internships on internship outcomes across a longer period.

Sample adequacy is a key consideration in the assessment of the quality and trustworthiness of research outcomes (Robinson, 2016). Future studies should endeavour to use appropriate sample size and composition (Vasileiou et al., 2018), which was identified as a key problem in the studies reviewed. This will support a valid statistical conclusion and the validity and generalisation of the findings (Garavan et al., 2018; Trochim & Donnelly, 2008). The current review indicates the majority of the studies adopted first-generation statistical methods in the context of business internship education research, suggesting fewer strides were made in the application of analytical tools. It is imperative for future research efforts to incorporate advanced statistical tools such as multiple linear regression analysis and structural equation modelling (SEM) to enhance the field of business internship research.

The analysis revealed a restricted number of studies pertaining to a direct correlation between antecedent and outcome variables within the domain of business internship literature. Likewise, there was a lack of research examining moderating and mediating factors. Although perplexing, this phenomenon can be elucidated by the research emphasis of prior investigations. The bulk of previous research has primarily concentrated on analyzing the benefits and drawbacks of internships for students, higher education institutions, and organisations, while disregarding workplace variables. Subsequent research endeavours ought to broaden the scope of business internships by examining direct relationship between workplace variables in the context of business internship and incorporating mediation and moderation frameworks that is derived from the organisational context (Mensah et al., 2023).

Another stream of studies worth consideration is the comparison of paid and unpaid internships from the perspective of a myriad of issues. Possible areas of future research consideration include exploring the influence of different compensation packages and levels on interns’ motivation, engagement, and productivity; investigating the disparities in access to paid and unpaid internships among different demographic groups; investigating the long-term career outcomes of individuals who have completed paid or unpaid internships; and delve into the perspectives and motivations of employers in offering paid or unpaid internships. Comprehending the above research themes helps to foster equal access to internship opportunities, provide insights into the value and impact of internship experiences, and inform the development of internship policies and practices that align with the needs and goals of both employers and interns.

Virtual business internships have emerged as a viable alternative to traditional on-site internships, offering unique benefits and challenges. Further research in this area can contribute to a deeper understanding of the impact of virtual internships on skill development, collaboration strategies, program design, and organizational performance. By addressing these research directions, organisations, educators, and policymakers can enhance the effectiveness and value of virtual business internships in the evolving world of work.

Also worthy of consideration for future research is international internships among business students, since the review suggests that researchers have paid insufficient attention to this particular area of study. Likely areas for examination should include: exploring how international internships enhance the development of cross-cultural competencies in business students; influencing students’ comprehension of global business practices, international markets, and the intricacies of conducting business in diverse cultural settings; exploring the unique set of skills gained through international internships and their versatility and transferability across different industries, countries, and job positions; Explore the relationship between international internship experiences and their impact on employability, career growth, and entrepreneurial endeavours among business students; gain insights into the viewpoints of host organisations regarding the value, difficulties, and consequences of hosting international business interns; and explore the impact of gender and diverse backgrounds on the experiences and outcomes of international internships for business students.

It is common practice to base research studies on theoretical frameworks, as noted by Qian et al. (2019). However, concerning this review, most of the articles lack theoretical frameworks. The present circumstances are incongruous with prior research that has identified a growing inclination towards the implementation of theoretical frameworks in specific domains of inquiry within the realm of business research (Qian et al., 2019). The dearth of research based on theoretical frameworks can be accounted for by the prior emphasis on business internship research. This study contends that the incorporation of workplace variables into the scope of study may provide an opportunity to introduce multiple theories into business internship research. It is recommended that forthcoming inquiries incorporate theoretical frameworks such as social learning theory, expectancy theory, transactional leadership theory, psychological contract theory, organisational learning theory, and resource base view theory, among others. The social learning theory can be applied to explore how interns acquire new knowledge and skills through interactions and observation with professionals in the work environment (Bandura, 1977). The expectancy theory can be adopted to explain how interns’ expectations regarding learning opportunities, compensation, and future job prospects influence their motivation and performance (Vroom, 1964). The transactional leadership theory may be applied to investigate how transactional leadership behaviours, including rewarding performance, providing feedback, and setting clear goals, affect interns’ performance, job satisfaction, and other work attitudes and outcomes (Burns, 1978). The theory of psychological contract explores the way interns perceive and negotiate their roles, responsibilities, and rewards with the organisation and examines how these perceptions impact their attitudes and behaviours (Rousseau, 1989). The organisational learning theory can be used to study how interns contribute to the learning process within organisations by bringing fresh perspectives, new ideas, and the application of academic knowledge to real-world problems (Argote & Ingram, 2000). Finally, the resource-based view theory can be used to explore how interns’ skills, knowledge, networks, and experiences can serve as valuable resources for organisations, potentially leading to improved firm performance (Barney, 1991).

Furthermore, it is worth contemplating for future investigation the nature of the university, levels, or years at which internship programmes are implemented and the specific ways the internship programmes are executed, as no studies have provided any insights on these details. For the nature of the university, it is worth examining variations in internship programmes among diverse categories of universities, such as private and public, teaching focused and research intensive, small and large universities, and how the resources and support provided at various categories of institutions affect the level of quality and effectiveness of internship experiences for students. In terms of the level of implementation of internship programmes, future studies can evaluate the efficacy of internship programmes, considering factors such as coordination, integration with the academic curriculum, and administrative assistance. For execution strategies, future studies can identify and analyse strategies used by universities to effectively implement internship programmes, such as programme structure, methods of recruitment, models of supervision, and procedures of evaluation. Additionally, nascent trends in the implementation of internship programmes, such as remote internships, cross-disciplinary partnerships, and community engagement initiatives, are worth examining.

Conclusions

This article offers a thorough examination of academic research on business internships spanning five decades. It analyses a total of 192 articles sourced from Google Scholar, Scopus, and Web of Science databases. The research indicates a substantial increase in business internship studies since 2010, predominantly concentrated in Asia, Europe, and North America. Quantitative methods, such as surveys, individual-level analysis, and cross-sectional design, are commonly used in business internship research. Self-reported questionnaires and descriptive data analysis are commonly used for data collection and analysis, respectively, while multivariant analyses like regression, PLS-SEM, and SEM are infrequently employed. It is worth noting that there is a noticeable absence of theories supporting business internship research. This can be attributed to the prevalence of exploratory studies and a dearth of research on relationships between workplace variables. This absence has led to the non-application of specific theories or frameworks. However, a few studies have utilised theories such as stakeholder theory and Goleman’s theory of emotional intelligence to explain their findings. Thematic areas of focus encompass the advantages and functions of business internship programmes for students, businesses, and educational institutions. Career development, employability, and satisfaction of interns are significant aspects explored. Overall, the research highlights a growing interest in business internships, but there’s a need for more theoretical grounding and exploration of established business concepts in this field.

Limitations of the study

The study is not free of limitations. For instance, the data retrieval process employed exclusion criteria that may have resulted in the exclusion of articles that were not published by the database accessed. Furthermore, documents such as conference papers, dissertations, and non-English language papers were excluded from the analysis. The level of comprehensiveness of the dataset under review is uncertain. However, it should be noted that the three databases used offer sufficient coverage of the necessary literature.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Edem Maxwell Azila-Gbettor

Edem M. Azila-Gbettor is an Associate Professor in Management at the Department of Management Sciences, Ho Technical University. His research interests are in the fields of: family business; workplace behaviours; higher education; human resource management; leadership; academic dishonesty; and well-being.

Christopher Mensah

Christopher Mensah is an Associate Professor in Hospitality and Tourism at the Department of Hospitality and Tourism Management, Ho Technical University. His research interests are in the fields of: sexual harassment in hospitality and tourism/customer satisfaction; hospitality human resource management; academic dishonesty; festivals and trade fairs; and hospitality education.

Abigail Nana Konadu Quarshie

Abigail Nana Konadu Quarshie is an assistant lecturer at the Department of Management Sciences at Ho Technical University. Her research interests include workplace and organizational behaviour, mining and climate change.

Martin K. Abiemo

Martin K. Abiemo is a principal technician within the Department of Management Sciences at Ho Technical University. His research domains span Human Resource Management (HRM) practices, employee well-being, education and management, organisational behaviour, entrepreneurship, and aspects of student well-being and psychology.