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Impact of internship programs on professional and personal development of business students: a case study from Pakistan

• Sadia Anjum   ORCID: orcid.org/0000-0003-3308-0935 1  

Future Business Journal volume  6 , Article number:  2 ( 2020 ) Cite this article

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This study aims to evaluate the impact of internship programs on the professional as well as on personal development and skills of business students in Pakistan. The data of the study consisted of 800 undergraduating business students of 4-year degree programs from 15 universities of Pakistan. The study used structured questionnaire (35 close-ended questions assessed using 5-point Likert scale) comprised of six parts: Part I: Demographic information, Part II: Reasons for participation in internship, and Part III to VI: Assessment of information related to professional and personal growth and skills. The study employed descriptive analysis to evaluate demographic information and central tendencies of the responses. Furthermore, scale measurement analysis is used to check distribution normality of study data and reliability of the questionnaire. The results of the study depict the impact of internship programs on the professional and personal growth and skills of the business students of Pakistan.

Introduction

The change of life stages from a student to a professional is not always very simple. Students have to face many challenges when they enter into professional life. They have to adjust themselves according to the professional environment by implementing their conceptual knowledge in the new world of work. Usually, business students use their skills and theoretical business knowledge in their first jobs [ 2 , 44 ]. By integrating conceptual knowledge and training through academic internship programs, students can be facilitated to better implement their concepts at the workplace [ 62 ]. According to Gault et al. [ 23 ], academic internships are a bridge to link the theory and practice by taking part in supervised and scheduled work. These internship programs not only improve students personal skills but also polish their professional growth and experience. Today, educational institutes, students and business recruiters are well aware of the importance of internship programs [ 28 , 1 , 11 , 30 , 40 ]. Internship programs are the opportunities for educational institutes to upgrade the students enrollment and prepare their curriculum [ 9 , 18 , 32 ]. For students, internships are experience of practical work [ 50 ]. As companies prefer those business graduates who have required skills and practical knowledge [ 42 ], internships supply valuable employees and competent job applicants to the companies [ 15 ]. Internship programs enable students to get training during their course programs and save companies’ supervision and training costs by providing them trained employees [ 31 ].

Now the questions that come into the minds regarding internships are: Why internships are important? and Why business students do internships? The answer to every question related to internship programs is that they are short-term workplace practical experience which provide opportunities to the students to enter the job market during and after their undergraduation course programs [ 47 ]. Internships are excellent source of practical experience [ 19 , 20 , 22 , 33 , 51 ], learning team work [ 53 ], for polishing resumes [ 63 ], for building personal and professional relationships and for earning real money [ 16 ]. Oehlert et al. [ 49 ] stated that more attention should be paid on the internship programs to meet the needs of growing competitive job market. But what is the exact value of an internship program for business students, educational institutes and employers? Unfortunately, to answer this question not much quantitative or qualitative literature work is available.

We are living in the earlier stage of twenty-first century in a global world. In under developing countries like Pakistan, education system is still in improvement process. Here, although teachers are facilitated, they are not directed to enhance practical knowledge of their students with conceptual knowledge during a course program. Inappropriate teaching methodology may be one of the reasons due to which students find it difficult to implement conceptual knowledge in solving their daily lives problems. This problem can be solved with the help of internship programs. In Pakistan, it is supposed the internship programs would be beneficial and helpful to improve the performance of the faculty members and to enhance the workplace experience of the students during the course work of their degrees.

Purpose and objectives of the study

The main purpose of this study is to determine how much internship programs are beneficial for the undergraduating business students for their future career development, professional and personal growth. This study also aims to evaluate the impact of internship programs on the improvement of the professional and personal skills of business students of Pakistan after the completion of their internship period. The following objectives are set by the study in order to reach and achieve the purpose of the study:

To determine the background and rationale of engagement of business students in internship programs.

To determine the impact of internship programs on professional as well as personal growth and skills of the undergraduating business students.

To identify the strengths and weaknesses of internship programs existing in Pakistan.

Need and importance of the study

A large number of educational institutes are coming to the opinion that internship programs are an excellent source for career and professional preparation of the students. They provide work-related experience to the students. On the other hand, they make it easy for the companies to select flexible, experienced and highly qualified job applicants. So internship programs are rewarding to the students, educational institutes and employers [ 29 , 52 , 59 ]. This is the era of innovations and technological development and expansion. So it is necessary to grow such capabilities in the students that will assist them to deal with the modern world of work [ 25 ]. For this, there is a need to reform the educational system of Pakistan by improving teaching methods, curriculum development, involving more research and providing practical training to the students. Internship programs create a link between classroom concepts and real workplace experience. Students are the future of any country. It is the requirement of the time that if Pakistan wants to be a developed country, it should focus more on the practical training of the business students so that they can outperform in the real world of progress.

This detailed examination of internship programs is the prior research within Pakistan to evaluate the impact of internship on career preparation of the business students as well as on their professional and personal growth. This study is important because it supplies valuable recommendations to the companies, educational institutes and students regarding the advancement of internship programs to improve personal skills, professional growth, leadership skills and work-related experience of the Pakistani students.

Theoretical framework

This section deals with the explanation of the theoretical framework, review of the prior literature and conceptual framework of the study.

Social learning theory is related to this study priorly developed by Bandura [ 4 ] and extended by Lave and Wenger [ 39 ]. Social learning theory is a cognitive process that is set on the notion of changes in beliefs, concepts and knowledge and improves professional and personal learning process through participation in real work environment. The motive of the present study is to evaluate the impact of internship programs on the professional and personal growth of the business students of Pakistan.

Review of the literature

Work-related learning and practical training in the form of internship programs are vital for business students for their personal and professional development and to build their strong connections with the leading business organizations. However, most of the research works until recently have focused on the advancement of students knowledge and advantages of an internship program after its completion [ 57 ]. There is limited amount of research work on how internship programs assist in professional and personal growth and skills of business students especially in underdeveloped countries like Pakistan. Much attention is paid on knowledge of facts in formal educational classes. If a student works hard, pays attention in class and learns the classroom material by heart, he will definitely pass the examinations [ 3 ]. In formal classes, the major focus is on what students know, but in an internship program, the major focus is on what students do. Ronnestad and Skovholts ([ 53 ], pp. 20–22) stated that practicality of knowledge depends upon what students already know and how they associate their information with the situations they face in the real world of the work. Raskin ([ 51 ], p. 18) indicated through an empirical research that there is a huge gap between the linkage of classroom knowledge and practical work. Students and academic faculty members pay very little attention on gaining full benefit from internship opportunities. Sometimes, students just observe the internship work environment without applying their classroom knowledge to the situations they encounter there, and sometimes, educational advisors or faculty members do not properly guide their students to get full advantage from the internship opportunities [ 21 ]. Harrison and Kennedy [ 27 ] believed that an internship program can be made successful for students through proper recognition of internship plans and relevant industry participants, picking out motivational student interns, internship program evaluation, monitoring and feedback. They also identified that educational institutes and academic advisors should play a vital role in the implementation of an internship program.

Many previous studies have proved that internship programs improve the academic and professional performance of the business students who follow an internship program during or after the completion of their institutional degree [ 17 , 36 , 58 ]. Internship programs provide the opportunity to the business students to gain fruitful experience by implementing their classroom concepts in the real work settings [ 8 , 26 , 45 ]. Internship experience then has an impact on the professional growth and success of business students and helps them to receive good financial earnings in their first job [ 13 , 24 , 37 ]. Students also learn required skills acquired for their professional success [ 6 , 38 ]. Moreover, internship helps business students to develop good personal qualities and working habits as well as appreciable confidence level [ 1 , 24 , 41 , 55 , 60 ]. Internship opportunities make the students able to receive high-quality job offers sooner [ 38 , 43 , 54 ]. They help them to directly interact with corporate professionals and thus build a strong network for their first job [ 24 , 56 ]. But different studies have shown that to achieve all the above-mentioned advantages related to internship, appropriate feedback is needed from both the corporate supervisor and the institutional supervisor of the student. As feedback is considered as a vital element in upgrading and maintaining the performance, quality of internship programs and professional learning of the business students, a proper feedback should be provided by company and academic supervisor to check the intern’s progress [ 12 , 34 , 46 ].

Corporates usually favor the job applicants with work experience and practical knowledge. Therefore, they sometimes have an eye on their interns to select them as their future employees [ 5 , 7 , 14 , 24 , 43 ]. In this way, companies also save their hiring and training costs [ 5 ]. Interns provide part-time help and innovative ideas and exchange other knowledge with the business firms [ 5 , 61 , 64 ]. On the other hand, the major disadvantages of internships for the organizations are that they have to provide guidance, extensive support, training and feedback to the interns at every stage in order to make them productive for the organizations [ 10 ].

Furthermore, internship programs help educational institutions to get reputation by strengthening their bonds with business world, availability of research grants, receive positive feedback from corporates on their curriculum and increase job opportunities for their students [ 5 , 14 , 24 , 42 , 43 , 64 ]. Although the existing literature provides a good overview of the benefits of internship programs for the business students, there is a lack of such empirical research in the context of underdeveloped countries like Pakistan. This study will give the overview of internship pros to the business students of Pakistan.

The hypotheses of the study are as follows:

Internship programs have an impact on the professional development of the business students.

Internship programs have an impact on the professional skills of the business students.

Internship programs have an impact on the personal growth of the business students.

Internship programs have an impact on the personal capabilities of the business students.

This section of the study elaborates methods of data collection, population and sampling procedures, analysis of data and the research design. This study was submitted to and approved by Advanced Studies and Research Committee of Government College University.

Collection of data

The study collected primary data from the final year business students of 4-year degree programs who did internships of 2–4 months from 15 prestigious educational institutes of Karachi, Lahore and Islamabad, namely Pakistan Institute of Development Economics, Islamabad; Bahria University, Islamabad, National University of Modern Languages, Islamabad; Air University, Islamabad; Quaid-i-Azam University, Islamabad; University of Engineering and Technology, Lahore; UCP, Lahore; COMSAT, Lahore; Punjab University, Lahore; Lahore University of Management Sciences; Iqra University, Karachi; Karachi Institute of Economics and Technology; Aga Khan University, Karachi; Institute of Business Management, Karachi; and Hamdard University, Karachi. “ Appendix A ” further shows percentage and frequency analysis of these universities. The data were collected in May and June 2019. In total, 800 questionnaires were distributed comprising of Part I: Demographic information, Part II: Reasons for participation in internship, Part III–Part VI: Assessment of information regarding professional and personal growth and skills improvement with 35 close-ended questions. The questionnaires were distributed and collected both physically and electronically. “ Appendix B ” shows sample of questionnaire.

Population and sampling procedures

The fourth-year business students of Pakistani universities were considered as the population of the study. As a large number of students pass out (90,682 business students as per current report of Higher Education Commission of Pakistan), sample of the study consisted of 800 business students from 15 Pakistani universities.

Methodology

This study is a quantitative research, but in order to better comprehend strengths and weaknesses of internship programs in Pakistan, some qualitative research elements were also utilized. The study employed both descriptive and statistical analyses to evaluate the impact of internship programs on the professional and personal growth and skills of Pakistani business students. Descriptive technique of the study consisted of percentage and frequency analysis of demographic characteristics of the participants and central tendency measurement of their responses, whereas statistical technique comprised of scale analysis including normality and reliability tests. Reliability of the questionnaire was tested using Cronbach’s alpha, and normality was evaluated employing univariate and multivariate normality of skewness and kurtosis. Structured questionnaire technique was used, comprising of six parts, i.e., Part I: Demographic information, Part II: Reasons for participation in internship, Part III–Part VI: Assessment of information regarding professional and personal growth and skills improvement with 35 close-ended questions. Each variable of the questionnaire was assessed using 5-point Likert scale, where 1 is strongly disagree, 2 is disagree, 3 is neutral, 4 is agree and 5 is strongly agree.

This section consists of empirical findings and their estimations. This section is divided into two parts, i.e., descriptive analysis and scale analysis.

Descriptive analysis

This section highlights the demographic characteristics of the respondents and central tendency measurement of their responses.

Demographic characteristics

This section of the study elaborates the findings of two parts of the questionnaire, i.e., demographic information and reasons for participation in an internship program. Tables  1 and 2 indicate the findings.

The results show that among 800 respondents, 744 (93%) were 26 or less years of age and 56 (7%) were in between 27 and 30 years of age. 396 (49.5%) were males and 404 (50.5%) were females. 180 (22.5%) were students of accounting and finance program, 244 (30.5%) were from BBA (Hons) degree, 99 (12.4%) were from accounting (Hons) degree, and 277 (34.6%) were B.Com (Hons) students. 177 (22.1%) were working as an intern in finance departments, 189 (23.6%) in marketing departments, 80 (10%) in human resource departments, 144 (18%) in product departments, 190 (23.8%) in customer relationship departments, and 20 (2.5%) in other departments of different business organizations. 492 (61.5%) interns participated in an internship program for 6 or less weeks, 298 (37.3%) worked for 7–16 weeks, and 10 (1.2%) worked for 17–25 weeks.

These results depict that 10 (1.2%) respondents did internship in spring semester, 759 (94.9%) did in summer, 9 (1.1%) participated in an internship program in fall semester, 12 (1.5%) worked as an intern in spring/summer semester, and 10 (1.2%) did internship in summer/fall semester. 710 (88.7%) were interested to work in the field of business, and 90 (11.3%) were not interested at all in business field before their internship. 190 (23.7%) respondents participated in an internship program as it was a departmental course requirement, 44 (5.5%) did internship because advisor recommended it as an elective course, and 566 (70.8%) participated in an internship to gain practical experience. 177 (22.1%) considered that internship is important to complete academic credit, 289 (36.1%) thought that an internship is important as it links classroom concepts with real work environment, 258 (32.3%) believed that it provides direction toward independent life, and 76 (9.5%) considered its importance for purposes other than stated above. 639 (79.9%) participants agreed that their internships helped them in obtaining their current jobs, whereas 161 (20.1%) lacked this belief. 569 (71.1%) agreed that internship programs influence the future job promotion, whereas 231 (28.9%) did not agree. 610 (76.2%) received incentives from companies while being in internship, while 190 (23.7%) did not receive such incentives. 455 (56.9%) received award while being in internship, while 345 (43.1%) did not receive any award.

Measurement of central tendencies

This part deals with the findings of mean and standard deviation for the items of Part III to Part VI of the questionnaire. Table  3 shows the results.

These results show central tendencies of the responses for all the items of Part III to Part VI of the questionnaire by 800 participants of the study. The highest mean and highest standard deviation (SD) for professional development (PD) are 3.3451 and 0.3217, respectively. The lowest mean and lowest SD for PD are 2.9261 and 0.0235, respectively. The range of mean 2.9261–3.3451 depicts that responses of business students are moving from “disagree” to “agree” for all the items of PD. The lowest and highest means for professional skills (PS) are 3.7129 and 4.3127, while the lowest SD and highest SD are 0.0217 and 0.6133, respectively. The mean range 3.7129–4.3127 shows positive responses of business students for all the items of PS. The lowest mean and lowest SD for personal growth (PG) are 4.1209 and 0.4259, whereas the highest mean and highest SD are 4.5129 and 0.7521, respectively. The mean range 4.1209–4.5129 indicates that business students “agreed” with all the items of PG. The lowest and highest means for personal capabilities (PC) are 3.7121 and 4.6713, the while lowest SD and highest SD are 0.2960 and 0.7511, respectively. The mean range 3.7121–4.6713 shows positive responses of business students for all the items of PC.

Scale measurement

This section elaborates normality and reliability tests results, evaluated to check the normality of distribution of the data of the study and reliability of the questionnaire.

Multivariate normality test

The acceptable skewness range is ± 3 with acceptable kurtosis range of ± 10 [ 35 ]. The data of the study will be normally distributed if values of kurtosis and skewness fall within this range. Table  4 shows the results.

These results show that critical values of kurtosis range from − 1.6231 (PD6) to 1.6337 (PS6), whereas critical values of skewness range from − 0.7176 (PG5) to 0.7621 (PC5). The results indicate that all the values of kurtosis and skewness fall in the acceptable range; therefore, the data of the study are normally distributed.

Reliability test

The reliability of the questionnaire is checked using Cronbach’s coefficient alpha. Nunnally and Bernstein [ 48 ] described that if Cronbach’s coefficient alpha is above 0.70, then questionnaire becomes reliable. Table  5 shows the results.

The results represent that values of Cronbach’s coefficient alpha range from 0.7113 to 0.8239. As critical values fall in acceptable range, the questionnaire of the study is reliable.

Strengths and weaknesses of internship programs in Pakistan

Comments of the business respondents suggest the following key points about the strengths of the internship programs in Pakistan: (1) Almost all business schools are focusing to encourage their students to gain practical experience through internships; (2) viva voce of students is conducted after the completion of their internship period in order to evaluate their practical experience; (3) government of Pakistan is offering different internship programs at provincial level to fill the vacant job positions with right job applicants; and (4) as companies prefer their interns as their future employees, this encourages students to participate in internship programs.

The following weaknesses are suggested by the comments of the respondents: (1) There is a lack of coordination between company and academic supervisors; (2) only selected assignments are given to the students by the companies with not much encouraging environment to ask what students want; and (3) proper feedback is not provided by the firms to their interns and their academic supervisors.

Policy implications

Internship programs link classroom knowledge with the workplace realities and provide an experimental experience to the students and enable them to make their place in the dynamic job market of this modern era. The present study will help and encourage the business students of Pakistan to focus more on gaining experimental knowledge from real world of the work so that they can easily get their first job and future job promotions. It will also assist business schools to develop proper strategies and curriculum for the promotion of internship programs so that besides theoretical knowledge, practical knowledge can also be provided to the business students during the graduation. It will also help to the companies to offer effective internship programs, training and learning environment to their interns. In this way, they can reduce their recruitment and training costs to the new employees.

Future recommendations

Future research can be conducted gathering firms and business schools perceptions about the internship programs. Future studies can also be conducted by comparing internship programs of different countries.

The study aimed to evaluate the impact of internship programs on the professional and personal development and skills of the business students of Pakistan. The data of the study comprised of 800 undergraduating business students of 4-year degree programs from 15 Pakistani universities. The study got responses from the participants using structured questionnaire technique consisting of six parts, i.e., Part I: Demographic information; Part II: Reasons for participation in internship; Part III–Part VI: Assessment of information regarding professional and personal growth and skills improvement of the business students. Each item of the questionnaire (35 close-ended questions) was assessed using 5-point Likert scale. The study employed descriptive analysis to evaluate demographic information and measured central tendencies using mean and standard deviation to evaluate the nature of the responses of the participants. Furthermore, scale measurement analysis was made to check the normality of distribution of the study data and reliability of the questionnaire.

The results of central tendency measurement indicate “disagree to agree,” “positive” and “agreed” responses of the participants for all the items of the questionnaire. Normality test results show that critical values of kurtosis range from − 1.6231 to 1.6337, whereas critical values of skewness range from − 0.7176 to 0.7621. As critical values of kurtosis and skewness fall within the acceptable range, the data of the study are normally distributed. Moreover, reliability test results using Cronbach’s coefficient alpha indicate that all critical values of Cronbach’s alpha exceed 0.70, so the questionnaire of the study is reliable. The overall results depict that internship programs have an impact on the professional growth and skills of the business students of Pakistan, affecting their personal development, skills and capabilities. The results are consistent with English and Koeppen [ 17 ], Hall et al. [ 26 ], Gault et al. [ 24 ], Weible [ 64 ], McDonald et al. [ 42 ].

Availability of data and materials

The data will be provided on request.

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I verify that this article “Impact of internship programs on professional and personal development of business students: a case study from Pakistan” is my original work, has not received any prior publication and is not under consideration for publication elsewhere.

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Frequency and percentage of demographic characteristic: universities

• Source : developed for the study

Part III: professional development

Please indicate your level of agreement with each of the following statements about internship impact. Please check the suitable response.

Part IV: professional skills

Do you believe internship program contributed to your professional skills development? Please check the suitable response.

Part V: personal growth

Questions in this section deal with personal growth related to internship experiences. Please check the suitable response.

Part VI: personal capabilities

Do you believe the following characteristics are positively influenced by internship program? Please check the suitable response.

Thank You Very Much!!!

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Anjum, S. Impact of internship programs on professional and personal development of business students: a case study from Pakistan. Futur Bus J 6 , 2 (2020). https://doi.org/10.1186/s43093-019-0007-3

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Received : 09 August 2019

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Published : 10 January 2020

DOI : https://doi.org/10.1186/s43093-019-0007-3

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• Internship programs
• Business students
• Professional development
• Personal growth

Internship Essay: Example & Complete Writing Guide [2024]

Writing an internship essay is a challenging task that plenty of people have to endure. It is essential for gaining useful experience and learning the ins and outs of a given industry. You have probably heard about the “Why do you want this internship?” essay. However, it’s not the only question that you might have to answer.

Our specialists will write a custom essay specially for you!

There are two situations in which you might need internship paper examples and tips:

• if you are applying for an internship program;
• if you have already completed one.

In the first case, you will be asked what you expect from this internship. For this, you should write an application essay. In the second, an internship report or a reflection paper.

Our experts will present helpful tips for both cases. Find them and illustrative internship essay examples in the article.

✔️ If You Have Already Completed an Internship Program

Congratulations! This was an essential step towards your career. Now you have a chance to get the job of your dreams. However, right now, you have to write an essay on your internship and talk about yours.

Internship Report Points

Such an end-of-internship essay will include the following points:

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• Place of your internship.
• Responsibilities you had.
• Difficulties you faced during your internship.
• An overall impression of this experience.
• Self-evaluation of your performance.
• Appendix with deliverables you created during your internship.

Internship Report Sample

Check out this short internship essay example:

• As a business administration student at the University of Collegetown, I participated in a three-month summer internship at Internet & More, an IT company based in Collegetown.
• I was interning at the company’s marketing department, and I primarily interacted with the Internet & More’s content creation and social media marketing specialists.
• The main task of my internship was to create a LinkedIn marketing strategy for the company, basing my recommendations on extensive market research and using LinkedIn as a promotional tool for both customers and potential employees.

This brief introduction achieves three goals:

• establishes that this report is an internship experience essay;
• it introduces the company and department where the internship took place;
• it describes the intern’s primary task.

Internship Report: Your Impression

The essay continues like this:

• Overall, the experience proved to be both enjoyable and rewarding. I found the marketing concepts and frameworks that I learned in class to be relevant and useful when working on my practical, real-world assignments.
• I did, however, encounter some difficulties working on the task. Namely, as an undergraduate student , I was used to receiving very detailed, step-by-step instructions, whereas I was given more flexibility and autonomy during my internship.
• Secondly, I needed to take some time to familiarize myself with the world of LinkedIn marketing because we never dealt with it in my university classes.

Internship Report Conclusion

This is great:

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This part of the internship essay example accomplishes two things. It gives the writer’s overall impression of the internship and discusses its advantages and challenges.

• During my internship, I was able to generate a 5,000-follower base for the company’s LinkedIn page, which allowed the Internet & More to expand their list of prospects significantly.
• Moreover, the company was able to fill two vacant positions within a matter of two days, having received over 400 resumes from highly qualified applicants.
• Thus, I was able to successfully achieve the goals set for me at the beginning of my internship. Attached, you can find the strategy development and implementation report I have created for the Internet & More.

This is the perfect internship essay conclusion!

The student provides a self-evaluation most appropriately: not merely saying that he did a great job, but by demonstrating and even quantifying how he contributed to its goals and development.

Equally crucial, the student offers an opportunity for the reader to examine his work.

Get an originally-written paper according to your instructions!

Not sure whether you can write such an impressive internship reflection essay? Our writers have mastered the art of internship report writing and will be happy to assist you.

🗺️ If You Are Trying to Get an Internship

If you are applying to an internship program, we also have to congratulate you!

You are on the right path to the career of your dreams. An internship will help you gain additional knowledge and skills , and you will also get to know a lot about your future job’s specifics.

But many students feel lost because they don’t know how to write an essay for an internship.

Internship Application: Main Purpose

Writing internship essays is very similar to writing any other application essay. Your primary purpose is to demonstrate your outstanding talents and prove that you deserve this opportunity. Besides, you should state, “Why do you want this internship”? in an essay.

Before you get down to work, find and look through some samples . You can also read our internship essay example below to learn some specific strategies.

Tips for a Succesful Internship Application

Here are more tips on how to write a successful internship essay:

• You may start with a bit of information about yourself , but make sure it relates to the internship.
• Talk about your previous education and experiences. What college did you attend? What was your major? What particular courses did you like the most?
• Describe your future goals and explain how this internship will benefit you in your essay.
• Finally, give reasons why you are the perfect candidate for this program. In this part of the internship essay, you can tell about your talents and positive characteristics.

Essentially, the two most critical questions you need to answer in your internship essay are “Why do you want this internship?” and “What do you hope to gain from this internship experience?”

Internship Application Sample

Let’s check out the internship essay example that helped our example student land his internship at Internet & More:

• I am writing to you regarding the marketing internship opportunity at your company Internet & More. I learned of this opening from your company representatives who attended the job fair at the University of Collegetown.
• I am a third-year student at the University of Collegetown, majoring in Business Administration with a specialization in Marketing and Digital Communications.
• My professional interests include content creation and social media marketing and optimization, so this opportunity naturally attracted my attention. I believe that the knowledge I gained from my Marketing Strategy and Social Media Marketing classes will be particularly beneficial for this internship.

This is fantastic:

In a very concise and modest manner , this student explains his interest in the training. He confidently establishes why he makes a great candidate for this position.

What’s next?

Internship Application: Your Career Goals

• My professional goal is to become a social media marketing specialist so I can help businesses grow their online presence. I believe that this internship is the perfect opportunity for me to apply my skills and knowledge to help a company achieve its strategic goals.
• I am also particularly excited to immerse myself in the business world and work alongside leading industry experts.
• My past qualifications and experiences make me a suitable candidate for this position, and I am looking forward to helping the Internet & More grow their LinkedIn presence and visibility.

Don’t you just want to hire this student right away?

He managed to combine professionalism and just the right amount of flattery in his internship application letter. He also did not forget to mention his career goals and objectives. You should say how this internship will benefit you in your essay.

Don’t you feel more confident about your application now that you know how to write an internship essay?

That’s it! Follow these tips, and who knows? Maybe your next internship will be with Google !

Good luck with your internship essay writing! Be sure to check out our blog for more writing wisdom and share the page with your peers.

Further reading:

• How to Make a Resume: Secrets Your Employer Won’t Tell You
• College Grad Job Market: 50+ Employment Statistics
• Top Free Online Courses from the Best Universities
• Tips for Public Speaking: Overcome Public Speaking Anxiety
• The New York Times Guide to Article Writing and Useful Tips
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Thanks for the help, the tips are really helpful.

Glad to help, Lukie!

Thank you so much for the help and mostly samples… I just applied for my first Internship, and I’m having high hopes ,,, thank you once again.

We are happy to hear that! Thank you for your feedback!

These tips are helpful to make an essay. Thank you for helping to write an essay!

Glad the article was helpful for you, Fazal.

These tips are really good and educative. Thanks!

Thanks for the feedback, Myke!

Thanks for the help. Really appreciate.

Thanks for the feedback, Nathaniel!

The tips are helpful… Bravo

Thanks, Nnadi! Appreciate your feedback.

It is a real talent to include some many helpful tips in such a short article! This is a real help with my essay on internship. Thanks!

I believe that your post on internship essay writing is invaluable to any student who is working on this academic assignment! Thanks a lot for such help!

Insights into the Internship Experience: What We’ve Learned from Our LeADERS

Quentin Cooper ePortfolio ►

Kendra Garrett ePortfolio ►

Old Dominion University’s newest strategic plan ( Forward-Focused: Where Innovation Meets Possibilities ) sets a bold target: by 2027, 100% of students will participate in internship/work-based learning opportunities before graduation (p. 58). The goal is to prepare Monarchs for their futures through intentional experiences by applying their classroom learning in professional settings. Many students already reap the benefits of participating in an internship, and it is this proven success which drives the University to expand this opportunity to all students. And what exactly is it that they are gaining from these experiences? An analysis of LeADERS ePortfolios reveals insight into the lived experiences of recent graduates.

(As a reminder, LeADERS is a graduation distinction awarded to students who successfully complete multiple high-impact learning experiences both in and out of the classroom. Since launching in fall 2018, 463 students have earned this distinction. Of these students, 272 participated in an internship or other applicable work-based learning experience.)

To keep our insights “fresh,” we looked at the ePortfolios of our three most recent cohorts of LeADERS graduates: December 2022, May/August 2023, and December 2023. Of these 123 graduates, 68 completed some form of work-based learning experience. Here’s what we learned from reviewing their ePortfolios.

Tasks and Responsibilities

The bulk of our interns were assigned responsibilities that revolved around administrative duties crucial to the smooth functioning of their workplace. These tasks encompassed a range of activities such as handling phone calls, welcoming visitors, replenishing supplies, and managing paperwork. Particularly for interns in medical or human services domains, additional responsibilities included sending timely reminders to clients and patients regarding forthcoming appointments. One of the most frequently cited assignments undertaken by our interns was aiding in the digitization of workplace records. This involved tasks like converting existing paper documents into digital formats and inputting information from hard copies into electronic databases, with a goal of streamlining processes and enhancing organizational efficiency.

Shadowing professionals was another frequently cited responsibility for our interns. Examples included observing teachers in classroom settings, following production managers on video shoots, and watching judges rule on selected proceedings. Most interns shared that they were included in various meetings related to their internship sites, which included weekly staff meetings, project-specific working group meetings, and even their site supervisors’ one-on-one meetings with senior leadership.

As internships progressed, so also did the responsibilities of our interns. For many, this meant stepping out from observational roles and becoming active participants. In clinical settings, interns began preparing patients for exams, administering initial assessments, or leading (supervised) group sessions. In educational settings, interns created lesson plans, engaged in classroom instruction, or worked with students in one-on-one or small group settings. Still other interns were given independent projects to organize, such as workshops, events, or social media campaigns.

Skills Gained

When reflecting on these tasks and responsibilities in their ePortfolio, LeADERS students were able to clearly articulate the breadth of skills gained from these experiences. Some of the skills we saw reflected across the wide variety of experiences included time management, giving and receiving feedback, communicating professionally both verbally and through writing, working in a team, and problem-solving. While some skills were much more administrative based, such as learning how to process paperwork accurately, many students also noted how the skills they acquired complemented their degree programs and furthered their expertise in their chosen fields. One student noted of their internship, “I am finding my time at Choices to be incredibly valuable and helping to solidify what I have learned in the Human Services program at Old Dominion. Additionally, the time I am spending at Choices is giving me the confidence to know that I have the necessary skills to succeed in the field of Human Service work after graduation.”

Professional Insights

And yet LeADERS students gained so much more than the practical skills outlined above. Students shared that the internship experience helped them to develop greater insights into what professional life was like for members of their disciplines. As one student shared, “I have also gained a deep understanding of the Navy's organizational culture and how to navigate its unique challenges and opportunities.” Relatedly, students appreciated the opportunity to be evaluated as professionals by professionals in their fields. This experience, for many, also turned into letters of recommendation and the start of their professional networks.

Others shared a deeper appreciation for the hidden tasks and responsibilities that made success possible. This understanding included insights into the “business side” of the field and both the importance of - and challenge with creating - policies and procedures. As one student shared, “As an intern, watching the Patient Care Supervisors do their job is very confusing and overwhelming, but they make it look so easy. This internship has been very meaningful to me because as an aspiring manager and healthcare administrator, I now have a greater appreciation for those in leadership roles in any healthcare capacity!” These insights were especially salient when it came to the topic of confidentiality. Whether protecting the nation’s secrets or survivors of abuse, our students saw first-hand the importance of maintaining confidentiality and the consequences of its breach.

Most importantly, interns shared that their work-based learning experiences both reinforced their career explorations (“This simple exploration helped me to narrow down my career goals and find my best fit for a position.”) and clarified their professional preferences. As one student shared, “Overall, I learned about what I like in a job and what I do not like. I enjoyed the traveling aspect and not being sure of where I am working that day until I checked my email. On the contrary, I did not enjoy the ‘overworkingness’ of the banking industry and how each person had to stay late and come in early more times than not.”

In reviewing these ePortfolios, a few key takeaways arise. First, internship sites should be encouraged to allow interns to sit in meetings and supervisors should allow them to be in their spaces. Just observing daily life is helpful for our students! This is bolstered by our findings that students do in fact observe and respect confidentiality. Many students shared that they “could not share” more details or examples due to the confidential nature of their work. Internship sites can rest assured that allowing students to see the inner workings of their operations provides great reward for students with minimal risk.

Next, supervisors are encouraged to take the time to answer intern questions and help students learn how to ask for clarification. These field-based experiences frequently lack the scaffolding of a course or assignment, and for many interns, this is their first opportunity to learn how to navigate a less well-structured environment. This challenge means that many interns lack both the practice of asking clarifying questions (or even knowing that they can ask questions) and the skill in asking effective clarifying questions. As one student shared, “With the completion of my internship credit at the fieldhouse, I have certainly felt a lot more comfortable with asking questions and understanding why things need to be done the way they are. A lot of this was in part of the field house staff being available and willing to help and answer any questions I may have at any moment.”

Finally, effective internships allow the intern to engage in the actual practice of their field - teaching, counseling, marketing, etc. This provides students with hands-on opportunity to perform as a professional and develop a sense of professional confidence. As one student shared, “I felt a boost of confidence that I can better support someone in a crisis situation.” To the fullest extent possible (with an obvious acknowledgment of limitations due to legality, accreditation, licensure, etc.), internship sites and supervisors should encourage and facilitate students to complete the tasks of the professionals employed by the organization.

These insights demonstrate the importance of a high-quality internship experience for preparing our graduates to succeed in the professional world. Students who complete internships have clearer professional goals and a greater sense of professional identity and confidence. Experience in the field, coupled with a burgeoning professional network and letters of recommendation, further set our interns up to kick-start their careers upon graduation.

And so we return to our strategic plan: by 2027, 100% of students will participate in internship/work-based learning opportunities before graduation (p. 58). Through the use of course-tagging and curriculum mapping , the LeADERS program has been able to identify 41 degree programs which require the completion of a credit-bearing internship or work-based learning experience, and an additional 65 degree programs for which a credit-bearing internship or work-based learning experience is optional. This is a great start toward achieving this ambitious goal!

Programs that are interested in ensuring that their graduates reap the benefits of an internship are encouraged to start with their curriculum. Check: does your program require an internship? If not, is there space in the curriculum for a student to complete one for credit? And if your program offers an optional credit-bearing course to students, how many actually avail themselves of it? We encourage all to check what is listed in the LeADERS link shared above to ensure that it reflects the current status of your program. Any updates should be sent to [email protected] for resolution.

If there isn’t space in the curriculum for credit-bearing internships, programs are encouraged to identify alternate opportunities for students to gain the experiences, skills, and professional insights shared above. The University offers UNIV 068, a free, zero credit course for students who complete internships outside of their curriculum. This course is managed by the Monarch Internship and Co-Op Office and can also support students in finding and completing a high-quality internship or work-based learning experience. Students who complete UNIV 068 receive transcript recognition that becomes a permanent part of their academic transcripts. For more information, contact the Monarch Internship and Co-Op Office at: [email protected] or 757-683-JOBS.

Enhance your college career by gaining relevant experience with the skills and knowledge needed for your future career. Discover our experiential learning opportunities.

Picture yourself in the classroom, speak with professors in your major, and meet current students.

From sports games to concerts and lectures, join the ODU community at a variety of campus events. 

Internship Program

Program overview.

The Tribal Health Experiential Student Internship Seminar program (THESIS) is a virtual 8-week paid internship for undergrad and recently graduated college students interested in Native American health. THESIS lets you experience tribal public health alongside mentors as you move your career forward and make a life-long impact.

Internship Dates

May 20th-July 12th, 2024

Internship Hours

20 hours/wk, Mon-Fri (paid)

Application Deadline

January 31st, 2024

The THESIS Program Consists of Three Main Components:

Application overview.

Eligibility

To be eligible for the internship, you must meet these criteria:

• US citizen, national, or permanent resident
• Undergraduate Sophomore, Junior, or Senior from 4-year college OR recent college graduate (within 12 months) from 4-year or 2-year junior college
• Not already enrolled or accepted into graduate school
• Preference is given to American Indian/Alaskan Native applicants
• African American, Hispanic/Latino, Asian American, Native Hawaiian, Pacific Islander, people with disabilities, economically disadvantaged, and LGBTQ individuals are encouraged to apply
• No GPA requirement

How To Apply

Be prepared. You will need these documents for the application:

• Unofficial or Official Transcripts
• Updated Resume
• Cover Letter
• Personal Statement

Selection Process 2023

Candidates are selected based on their application and interview.

January 31, 2024  

Applications due

February 1, 2024  

Application reviews start

March 4, 2024  

Top candidates selected; Virtual interviews begin

March 29, 2024  

Accepted applicants receive notice

May 20, 2024  

Internship starts

July 12, 2024  

Internship ends

July 29 -31, 2024  

Lewis Ferguson Showcase at the CDC

Frequently Asked Questions

• Preference is given to applicants that identify having culturally relevant life skills or immersion of any component, aspect, or lived experience related to being American Indian/Alaskan Native or a race or ethnicity that is a minority 

No. Eligibility requirements are non-negotiable.

A recent graduate is someone who has graduated within 12 months before the program start date. For example, 2023 summer applicants must have graduated in May 2022 or December 2022.

Yes. This internship is all virtual and part-time to allow applicants to complete their academic, professional, and familial obligations.

No. Only U.S. citizens and permanent residents are eligible.

Yes. Students from all disciplines are encouraged to apply. Public health is an interdisciplinary field.

No. You do not have to have health insurance to apply.

Yes, you may still apply. All applicants who identify as African American, Hispanic/Latino, Asian American, American Indian/Alaskan Native, Native Hawaiian, Pacific Islander, people with disabilities, economically disadvantaged, and LGBTQ individuals are encouraged and eligible to apply.

Application

No. Currently, no credit hours are accrued during this internship.

Yes. The internship program will cover the cost of the laptop rental, you will not need to pay for anything but you will need to return any equipment that was placed with you during the internship.

No. In fact, you will be paid. Additionally, the internship covers travel costs associated with the CDC Showcase at the end of the internship.

Qualifying participants will participate in a 2.5-day research poster showcase at the Centers for Disease Control and Prevention (CDC) in Atlanta, Georgia. Participants will have round-trip transportation, lodging, and other associated expenses covered.

This internship is all virtual and part-time to allow applicants to complete their academic, professional, and familial obligations. Note that the program will require you to devote 20 hours/week for the entire 8 weeks.

Questions About the Progam?

Quick Links

The Southern Plains Tribal Health Board’s THESIS program is funded by the Centers for Disease Control and Prevention’s John R. Lewis Undergraduate Public Health Scholars Program (Lewis Scholars Program).

The Lewis Scholars Program, formerly known as the CDC Undergraduate Public Health Scholars (CUPS) program, is supported by the CDC’s Office of Minority Health and Health Equity (OMHHE), which also supports the Dr. James A. Ferguson Emerging Infectious Diseases program. These programs provide internship and fellowship opportunities for qualified undergraduate and graduate students to gain meaningful experiences in public health settings.

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