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

Figures & data

Figure 1. PRISMA flow chart for this study.

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

Figure 2. Year of Publication.

Figure 3. Continent of Publication.

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

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).

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.

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097

 PubMed Web of Science ®Google Scholar

Chen, Y., & Gan, N. (2021). Sustainable development of employability of university students based on participation in the internship promotion programme of Zhejiang province. Sustainability, 13(23), 13454. https://doi.org/10.3390/su132313454

 Web of Science ®Google Scholar

Di Meglio, G., Barge-Gil, A., Camiña, E., & Moreno, L. (2022). Knocking on employment’s door: Internships and job attainment. Higher Education, 83(1), 137–161. https://doi.org/10.1007/s10734-020-00643-x

 Web of Science ®Google Scholar

Ebner, K., Soucek, R., & Selenko, E. (2021). Perceived quality of internships and employability perceptions: The mediating role of career-entry worries. Education + Training, 63(4), 579–596. https://doi.org/10.1108/ET-02-2020-0037

 Web of Science ®Google Scholar

Gault, J., Redington, J., & Schlager, T. (2000). Undergraduate business internships and career success: Are they related? Journal of Marketing Education, 22(1), 45–53. https://doi.org/10.1177/0273475300221006

 Google Scholar

Jackson, D. (2015). Career choice status among undergraduates and the influence of work-integrated learning. Australian Journal of Career Development, 24(1), 3–14. https://doi.org/10.1177/1038416215570043

 Google Scholar

Nunley, J. M., Pugh, A., Romero, N., & Seals, R. A., Jr, (2016). College major, internship experience, and employment opportunities: Estimates from a résumé audit. Labour Economics, 38, 37–46. https://doi.org/10.1016/j.labeco.2015.11.002

 Web of Science ®Google Scholar

Karakiraz, A., Üstündağ, A., Karataş, A., & Özdemir, Y. (2021). From realizable dreams to sustainable facts: An empirical study on the role of internships in students’ career plans in a Turkish Business School. SAGE Open, 11(1), 215824402199741. https://doi.org/10.1177/2158244021997417

 Web of Science ®Google Scholar

Robinson, R. N., Ruhanen, L., & Breakey, N. M. (2016). Tourism and hospitality internships: Influences on student career aspirations. Current Issues in Tourism, 19(6), 513–527. https://doi.org/10.1080/13683500.2015.1020772

 Web of Science ®Google Scholar

Rothman, M., & Sisman, R. (2016). Internship impact on career consideration among business students. Education + Training, 58(9), 1003–1013. https://doi.org/10.1108/ET-04-2015-0027

 Web of Science ®Google Scholar

Silva, P., Lopes, B., Costa, M., Seabra, D., Melo, A. I., Brito, E., & Dias, G. P. (2016). Stairway to employment? Internships in higher education. Higher Education, 72(6), 703–721. https://doi.org/10.1007/s10734-015-9903-9

 Web of Science ®Google Scholar

Warinda, T. (2013). Accounting students’ evaluation of internship experiences from a skills perspective. International Journal of Asian Social Science, 3(3), 783–799.

 Google Scholar

Silva, P., Lopes, B., Costa, M., Melo, A. I., Dias, G. P., Brito, E., & Seabra, D. (2018). The million-dollar question: Can internships boost employment? Studies in Higher Education, 43(1), 2–21. https://doi.org/10.1080/03075079.2016.1144181

 Web of Science ®Google Scholar

Rolston, C. P., & Herrera, D. (2000). The critical role of university-sponsored internships for entry into the professional music business: A report of a national survey. The Journal of Arts Management, Law, and Society, 30(2), 102–112. https://doi.org/10.1080/10632920009601289

 Web of Science ®Google Scholar

Taylor, A. R., & Hooley, T. (2014). Evaluating the impact of career management skills module and internship programme within a university business school. British Journal of Guidance & Counselling, 42(5), 487–499. https://doi.org/10.1080/03069885.2014.918934

 Web of Science ®Google Scholar

Hunt, W., & Scott, P. (2020). Paid and unpaid graduate internships: Prevalence, quality and motivations at six months after graduation. Studies in Higher Education, 45(2), 464–476. https://doi.org/10.1080/03075079.2018.1541450

 Web of Science ®Google Scholar

Cord, B., Bowrey, G., & Clements, M. D. (2010). Accounting students’ reflections on a regional internship program. Australasian Accounting, Business and Finance Journal, 4(3), 47–64.

 Google Scholar

Beck, J. E., & Halim, H. (2008). Undergraduate internships in accounting: What and how do Singapore interns learn from experience? Accounting Education, 17(2), 151–172. https://doi.org/10.1080/09639280701220277

 Google Scholar

Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: The employers’ perspective. Education + Training, 52(1), 76–88. https://doi.org/10.1108/00400911011017690

 Google Scholar

Di Meglio, G., Gil, A. B., Centeno, E. C., & Martín, L. M. (2018). The impact of internships on job attainment: An applied analysis (pp. 1–30). Working Paper, Universidad Complutense de Madrid.

 Google Scholar

Jackling, B., & Natoli, R. (2015). Employability skills of international accounting graduates: Internship providers’ perspectives. Education + Training, 57(7), 757–773. https://doi.org/10.1108/ET-08-2014-0093

 Web of Science ®Google Scholar

Jackson, D., & Wilton, N. (2017). Career choice status among undergraduates and the influence of career management competencies and perceived employability. Journal of Education and Work, 30(5), 552–569. https://doi.org/10.1080/13639080.2016.1255314

 Web of Science ®Google Scholar

Khalil, O. E. (2015). Students’ experiences with the business internship program at Kuwait University. The International Journal of Management Education, 13(3), 202–217. https://doi.org/10.1016/j.ijme.2015.05.003

 Google Scholar

Kattiyapornpong, U., & Almeida, S. (2022). An examination of comparative perspectives on international internships. Education + Training, 64(1), 41–55. https://doi.org/10.1108/ET-02-2021-0072

 Web of Science ®Google Scholar

Pinto, L. H., & Pereira, P. C. (2019). ‘I wish to do an internship (abroad)’: Investigating the perceived employability of domestic and international business internships. Higher Education, 78(3), 443–461. https://doi.org/10.1007/s10734-018-0351-1

 Web of Science ®Google Scholar

Ali, A., & Khushi, A. (2018). Understanding the role of internship as an activity based learning: A case study. Journal of Education and Educational Development, 5(2), 92–106. https://doi.org/10.22555/joeed.v5i2.1864

 Google Scholar

Gerken, M., Rienties, B., Giesbers, B., & Könings, K. D. (2012). Enhancing the academic internship learning experience for business education: A critical review and future directions. In P. Van den Bossche, W. Gijselaers, & R. Milter (Eds.), Learning at the crossroads of theory and practice: Advances in business education and training (Vol. 4, pp. 7–22). Springer. https://doi.org/10.1007/978-94-007-2846-2_2

 Google Scholar

Maelah, R., Aman, A., Mohamed, Z. M., & Ramli, R. (2012). Enhancing soft skills of accounting undergraduates through industrial training. Procedia - Social and Behavioral Sciences, 59, 541–549. https://doi.org/10.1016/j.sbspro.2012.09.312

 Google Scholar

Neelam, N., Bhattacharya, S., Kejriwal, V., Bhardwaj, V., Goyal, A., Saxena, A., Dhawan, D., Vaddi, A., & Choudaha, G. (2019). Internship in a business school: Expectation versus experience. Higher Education, Skills and Work-Based Learning, 9(1), 92–106. https://doi.org/10.1108/HESWBL-03-2018-0025

 Web of Science ®Google Scholar

Paisey, C., & Paisey, N. J. (2010). Developing skills via work placements in accounting: Student and employer views. Accounting Forum, 34(2), 89–108. https://doi.org/10.1016/j.accfor.2009.06.001

 Google Scholar

Ranabahu, N., Almeida, S., & Kyriazis, E. (2020). University-led internships for innovative thinking: A theoretical framework. Education + Training, 62(3), 235–254. https://doi.org/10.1108/ET-02-2019-0031

 Web of Science ®Google Scholar

Russo, A., Warren, L., Neri, L., Herdan, A., & Brickman, K. (2022). Enhancing accounting and finance students’ awareness of transferable skills in an integrated blended learning environment. Accounting Education, 31(1), 67–91. https://doi.org/10.1080/09639284.2021.1961087

 Web of Science ®Google Scholar

Roznowski, J., & Wrigley, B. J. (2003). Sign me up! Undergraduate expectations of internship programs. Journal of Advertising Education, 7(1), 21–31. https://doi.org/10.1177/109804820300700105

 Google Scholar

Swindle, C. B., & Bailey, E. R. (1984). Determining the feasibility of an internship program in public accounting. Journal of Accounting Education, 2(1), 155–160. https://doi.org/10.1016/0748-5751(84)90034-4

 Google Scholar

Wright, N. D., & Clarke, I. (2010). Preparing marketing students for a global and multicultural work environment: The value of a semester-long study abroad program. Marketing Education Review, 20(2), 149–162. https://doi.org/10.2753/MER1052-8008200206

 Google Scholar

Maelah, R., Mohamed, Z. M., Ramli, R., & Aman, A. (2014). Internship for accounting undergraduates: Comparative insights from stakeholders. Education + Training, 56(6), 482–502. https://doi.org/10.1108/ET-09-2012-0088

 Google Scholar

Hite, R., & Bellizzi, J. (1986). Student expectations regarding collegiate internship programs in marketing. Journal of Marketing Education, 8(3), 41–49. https://doi.org/10.1177/027347538600800309

 Google Scholar

Weible, R., & McClure, R. (2011). An exploration of the benefits of student internships to marketing departments. Marketing Education Review, 21(3), 229–240. https://doi.org/10.2753/MER1052-8008210303

 Google Scholar

Cuyler, A. C., & Hodges, A. R. (2015). From the student side of the ivory tower: An empirical study of student expectations of internships in arts and cultural management. International Journal of Arts Management, 68–79.

 Web of Science ®Google Scholar

Bilsland, C., Carter, L., & Wood, L. N. (2019). Work integrated learning internships in transnational education: Alumni perspectives from Vietnam. Education + Training, 61(3), 359–373. https://doi.org/10.1108/ET-07-2017-0094

 Web of Science ®Google Scholar

Swanson, S. R., & Tomkovick, C. (2011). Perspectives from marketing internship providers. Marketing Education Review, 21(2), 163–176. https://doi.org/10.2753/MER1052-8008210206

 Google Scholar

Ahmad, N. N. (2020). Accounting students’ internship satisfaction on the work from home experience during internship. Global Business and Management Research, 12(4), 12–23.

 Google Scholar

Gupta, P., Burns, D. J., & Schiferl, J. S. (2010). An exploration of student satisfaction with internship experiences in marketing. Business Education & Administration, 2(1), 27–37.

 Google Scholar

Maini, R., Sachdeva, S., & Mann, G. K. (2021). Unveiling business school interns’ satisfaction toward online summer internship program amid COVID-19. Higher Education, Skills and Work-Based Learning, 11(5), 1210–1223. https://doi.org/10.1108/HESWBL-10-2020-0226

 Web of Science ®Google Scholar

Mensah, C., Azila-Gbettor, E. M., Appietu, M. E., & Agbodza, J. S. (2021). Internship work-related stress: A comparative study between hospitality and marketing students. Journal of Hospitality & Tourism Education, 33(1), 29–42. https://doi.org/10.1080/10963758.2020.1726769

 Web of Science ®Google Scholar

Qu, H., Leung, X. Y., Huang, S. S., & He, J. (2021). Factors affecting hotel interns’ satisfaction with internship experience and career intention in China. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100311. https://doi.org/10.1016/j.jhlste.2021.100311

 Web of Science ®Google Scholar

Sawani, Y., Abdillah, A., Rahmat, M., Noyem, J. A., & Sirat, Z. (2016). Employer’s satisfaction on accounting service performance: A case of public university internship program. Procedia - Social and Behavioral Sciences, 224, 347–352. https://doi.org/10.1016/j.sbspro.2016.05.386

 Google Scholar

To, W. M., & Lung, J. W. (2020). Factors influencing internship satisfaction among Chinese students. Education + Training, 62(5), 543–558. https://doi.org/10.1108/ET-01-2020-0023

 Web of Science ®Google Scholar

Rothman, M. (2003). Internships: Most and least favored aspects among a business school sample. Psychological Reports, 93(3 Pt 1), 921–924. https://doi.org/10.2466/pr0.2003.93.3.921

 PubMed Web of Science ®Google Scholar

Jawabri, A. (2017). Exploration of internship experience and satisfaction leading to better career prospects among business students in UAE. American Journal of Educational Research, 5(10), 1065–1079. https://doi.org/10.12691/education-5-10-8

 Google Scholar

Ebied, H. (2004). An empirical investigation of the impact of the student accounting internships on subsequent academic performance: The case of UAE university. Journal of Economic and Administrative Sciences, 20(2), 33–44. https://doi.org/10.1108/10264116200400006

 Google Scholar

Jones, C. M., Green, J. P., & Higson, H. E. (2017). Do work placements improve final year academic performance or do high-calibre students choose to do work placements? Studies in Higher Education, 42(6), 976–992. https://doi.org/10.1080/03075079.2015.1073249

 Web of Science ®Google Scholar

Knechel, W. R., & Snowball, D. (1987). Accounting internships and subsequent academic performance: An empirical study. Accounting Review, 64(4), 799–807.

 Google Scholar

Leal-Rodríguez, A. L., & Albort-Morant, G. (2019). Promoting innovative experiential learning practices to improve academic performance: Empirical evidence from a Spanish Business School. Journal of Innovation & Knowledge, 4(2), 97–103. https://doi.org/10.1016/j.jik.2017.12.001

 Web of Science ®Google Scholar

Strayhorn, T. L. (2020). Measuring the influence of internship participation on Black business majors’ academic performance at Historically Black Colleges and Universities. Journal of African American Studies, 24(4), 573–585. https://doi.org/10.1007/s12111-020-09501-7

 Google Scholar