Soft skills of business students in relation to higher education internships
-
Author(s)Imola Cseh PappLink to ORCID Index: https://orcid.org/0000-0002-5190-0194
,
Csilla MolnarLink to ORCID Index: https://orcid.org/0000-0003-0027-8048
,
Tímea JuhászLink to ORCID Index: https://orcid.org/0000-0001-5386-0678
-
DOIhttp://dx.doi.org/10.21511/ppm.21(4).2023.09
-
Article InfoVolume 21 2023, Issue #4, pp. 113-126
- 457 Views
-
128 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
University internship is the transition between higher education and the labor market. The study was motivated by the fact that research on the effectiveness of internships is on the rise in many countries but is less widespread in Hungary, especially from the students’ perspective. The aim is to determine how students in business education choose a workplace for their internship, whether they consider their own employability or the management aspects of the workplace. The questionnaire was conducted in Budapest, Hungary, covering covering higher education institutions of economics (7 in total), with 406 participants. The focus is to build a model of the interaction between different variables: the development of students’ skills at the university, the specific internship placement, and the desirable work students would like to do during their internship. The results show no correlation between the type of skills students develop during their studies and the type of work they want to do during their internship. Moreover, the correlation between the soft skills they develop at work and those they acquire at university is only coincidental, therefore not supporting their employability. These results can be important for workplace management to effectively lead and inspire their teams, manage conflict, and communicate. The study offers implications for education policy, i.e., recommendations for changes to output requirements, which will also allow for developing training structures that are more responsive to employer needs.
- Keywords
-
JEL Classification (Paper profile tab)J24, I23, A23
-
References49
-
Tables5
-
Figures2
-
- Figure 1. Research model
- Figure 2. Professional practice in the light of desirable job opportunities and soft skills
-
- Table 1. Characteristics of the sample
- Table 2. Mean and standard deviation of the desired type of work
- Table 3. Mean and standard deviations of soft skills during university studies and internships
- Table 4. Standardized factor weights, VIF validity, and reliability results
- Table 5. Direct relationships
-
- Badinszky, R. G., Fenyvesi, É., & Sólyom, A. (2022). A duális és a hagyományos képzési formában folytatott szakmai gyakorlat vizsgálata [Examination of professional practice in the form of dual and traditional training]. (In Hungarian). Educatio, 31(4), 680-690.
- Baird, A. M., & Parayitam, S. (2019). Employers’ ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA. Education+Training, 61(5), 622-634.
- Choice, E., & Thomas, S. (2023). Evaluation of undergraduate internship interprofessional experiences using the Jefferson teamwork observation guide (JTOG). Internet Journal of Allied Health Sciences and Practice, 21(3), 17.
- Craig, T. R., & Wikle, T. A. (2016). Perceptions and practices: Employers, educators, and students on GIS internships. Transactions in GIS, 20(6), 948-961.
- Dagume, M. A., & Gyekye, A. (2016). Determinants of youth unemployment in South Africa: Evidence from the Vhembe district of Limpopo province. Environmental Economics, 7(4), 59-67.
- Davey, T., Meerman, A., Galan Muros, V., Orazbayeva, B., & Baaken, T. (2018). The state of university-business cooperation in Europe. Luxembourg: Publications Office of the European Union.
- Deep, S., Salleh, B. M., & Othman, H. (2019). Study on problem-based learning towards improving soft skills of students in effective communication class. International Journal of Innovation and Learning, 25(1), 17-34.
- Degravel, D., Hertz, G., & Koutroumanis, D. A. (2012). Internships as a strategic tool for small business: A conceptual study. Small Business Institute Journal, 8(1), 30-46.
- Drobyazko, S., Potyshniak, O., Radionova, N., Paranytsia, S., & Nehoda, Y. (2019). Security of organizational changes via operational integration: Ensuring methodology. Journal of Security and Sustainability Issues, 9(1), 91-105.
- Fakhretdinova, G. N., Osipov, P., & Dulalaeva, L. P. (2021). Extracurricular activities as an important tool in developing soft skills. In M. E. Auer & T. Rüütmann (Eds.), Educating Engineers for Future Industrial Revolutions (pp. 480-487). Springer.
- Farkasné Kurucz, Z., Lóránd, B., & Balogh, G. (2010). Kölcsönös előnyökön alapuló kapcsolatok kialakítása a felsőoktatási intézmények és a munkaadók között [Establishing relationships based on mutual benefits between higher education institutions and employers]. (In Hungarian). Vezetéstudomány-Budapest Management Review, 41(11), 31-43.
- Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130.
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
- Garcia, I., Pacheco, C., Méndez, F., & Calvo-Manzano, J. A. (2020). The effects of game-based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review. Computer Applications in Engineering Education, 28(5), 1327-1354.
- 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: Research on Innovative Learning Practices (pp. 7-22). Springer.
- Griffin, M., & Coelhoso, P. (2019). Business students’ perspectives on employability skills post internship experience: Lessons from the UAE. Higher Education, Skills and Work-Based Learning, 9(1), 60-75.
- Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Richter, N. F., & Hauff, S. (2017). Partial Least Squares Strukturgleichungsmodllierung [Partial Least Squares Structural Equation Modeling]. Munich: Vahlen. (In German).
- Hora, M. T., Parrott, E., & Her, P. (2020). How do students conceptualise the college internship experience? Towards a student-centred approach to designing and implementing internships. Journal of Education and Work, 33(1), 48-66.
- Horváth-Csikós, G., Juhász, T., & Hajeer, A. (2022). The first experiences of the BEE Mentor Programme at the Faculty of International Management and Business of the Budapest Business School, University of Applied Sciences. In BGE Szemelvények (pp. 239-245). Budapest: Budapesti Gazdasági Egyetem.
- Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Management Journal, 20(2), 195-204.
- Kapareliotis, I., Voutsina, K., & Patsiotis, A. (2019). Internship and employability prospects: Assessing student’s work readiness. Higher Education, Skills and Work-Based Learning, 9(4), 538-549.
- Kun, A. I. (2017). Hallgatói vélemények szakmai gyakorlatról és tanulás melletti munkavégzésről [Student opinions on professional practice and working while studying]. International Journal of Engineering and Management Sciences, 2(4), 286-297. (In Hungarian).
- Liba, N., Chernychko, T., & Rybchak, V. (2019). Professional competence of future economists in the region. Journal of Tourism and Regional Development, 12, 59-64.
- Logosha, R., Bondarenko, V., Samokhval, O., Pavelkiv, R., & Petrenko, O. (2019). Entrepreneurship education of future economists in the process of preparation. Journal of Entrepreneurship Education, 22(6), 1-7.
- Lysytsia, N., Martynenko, M., Prytychenko, T., Gron, O., & Liakh, I. (2019). Differentiation of employers as potential partners of higher educational institutions. Economics of Development, 18(2), 29-40.
- Maelah, R., Muhammaddun Mohamed, Z., Ramli, R., & Aman, A. (2014). Internship for accounting undergraduates: Comparative insights from stakeholders. Education+ Training, 56(6), 482-502.
- Makedon, V., Drobyazko, S., Shevtsova, H., Maslosh, O., & Kasatkina, M. (2019). Providing security for the development of high-technology organizations. Journal of Security & Sustainability Issues, 8(4).
- Margaryan, S., Saniter, N., Schumann, M., & Siedler, T. (2022). Do internships pay off? The effects of student internships on earnings. Journal of Human Resources, 57(4), 1242-1275.
- Markos, V. (2012). A munkaerőpiacra való belépés módjai felsőfokú tanulmányok folytatása mellett [Ways to enter the labor market while pursuing higher education]. METSZETEK-Társadalomtudományi Folyóirat – METSZETEK-Social Science Journal, 1(2-3), 93-101. (In Hungarian).
- Noah, J. B., & Aziz, A. A. (2020). A systematic review on soft skills development among university graduates. EDUCATUM Journal of Social Sciences, 6(1), 53-68.
- O’Connor, H., & Bodicoat, M. (2017). Exploitation or opportunity? Student perceptions of internships in enhancing employability skills. British Journal of Sociology of Education, 38(4), 435-449.
- OECD. (2019). OECD Learning Compass 2030.
- Orazbayeva, B., Davey, T., Prónay, S., Meerman, A., Galán Muros, V., & Melonari, M. (2017). The state of Hungarian university-business cooperation: The business perspective. Luxembourg: Publications Office of the European Union.
- Papadimitriou, A., & Mardas, D. (2012). Assessing an internship program by listening to students and employers. Assessment Update, 24(3), 6-14.
- Pereira, E. T., Vilas-Boas, M., & Rebelo, C. C. (2019). Graduates’ skills and employability: The view of students from different European countries. Higher Education, Skills and Work-Based Learning, 9(4), 758-774.
- Ramsoomair, F., & Howey, R. (2004). The hard realities of soft skills. Problems and Perspectives in Management, 2(4), 231-239.
- Rogers, S. E., Miller, C. D., Flinchbaugh, C., Giddarie, M., & Barker, B. (2021). All internships are not created equal: Job design, satisfaction, and vocational development in paid and unpaid internships. Human Resource Management Review, 31(1), 100723.
- Rubinstein, A. (2017). Comments on economic models, economics, and economists: Remarks on economics rules by Dani Rodrik. Journal of Economic Literature, 55(1), 162-172.
- Sá, M. J., & Serpa, S. (2022). Higher education as a promoter of soft skills in a sustainable society 5.0. Journal of Curriculum and Teaching, 11(4), 1-12.
- Sajtos, L., & Fache, M. (2019). A strukturális egyenlőségek módszere és alkalmazása marketingkutatásban [The method and application of structural equations in marketing research]. Marketing és Menedzsment – Marketing and Management, 39(4-5), 99-111. (In Hungarian).
- Sanahuja Vélez, G., & Ribes Giner, G. (2015). Effects of business internships on students, employers, and higher education institutions: A systematic review. Journal of Employment Counseling, 52(3), 121-130.
- Succi, C., & Wieandt, M. (2019). Walk the talk: Soft skills’ assessment of graduates. European Journal of Management and Business Economics, 28(2), 114-125.
- Szabó-Bálint, B., & Sipos, N. (2021). A karriersikeresség vizsgálata a gazdálkodási területen frissen végzettek körében [Examination of career success among recent graduates in the field of management]. Közgazdasági Szemle – Economic Review, 68(5), 515-539. (In Hungarian).
- Tang, K. N. (2018). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 23-27.
- Tarman, B., & Chigisheva, O. (2017). Editorial for special issue: Transformation of educational policy, theory and practice in post-soviet social studies education. Journal of Social Studies Education Research, 8(2).
- Vera, F., & Tejada, E. (2020). Developing soft skills in undergraduate students: A case at a Chilean private university. Transformar Electronic Journal, 1(1), 57-67.
- Yiu, M., & Law, R. (2012). A review of hospitality internship: Different perspectives of students, employers, and educators. Journal of Teaching in Travel & Tourism, 12(4), 377-402.
- Zagir, T., & Dorner, H. (2022). Adult learning facilitators’ professional identity: An exploratory review based on a selection of empirical studies. Journal of Adult Learning, Knowledge and Innovation, 4(2), 44-51.
- Zehr, S. M., & Korte, R. (2020). Student internship experiences: Learning about the workplace. Education+ Training, 62(3), 311-324.
-
Challenges of improving effectiveness and efficiency of the higher educational system in developing countries
Saheer Al-Jaghoub ,
Ahmad Samed Al-Adwan ,
Hussein Al-Yaseen ,
Anas Al-Soud ,
Ahmad Areiqat
doi: http://dx.doi.org/10.21511/ppm.17(1).2019.03
Problems and Perspectives in Management Volume 17, 2019 Issue #1 pp. 19-31 Views: 1851 Downloads: 462 TO CITE АНОТАЦІЯDue to the country’s lack of natural resources and its dependence on human resources, Jordanian universities have started to implement quality assurance system aiming to improve effectiveness and efficiency of the higher educational system. This paper presents the results of a research that aims to identify the main issues and challenges facing these universities in implementing quality assurance system. Data for this research were collected using a survey mailed to all public and private universities to investigate the main issues affecting the implementation of quality assurance system in Jordanian universities. The results of this research showed that the most important challenges faced by Jordanian universities are: human and lack of awareness, resistance to change and cultural among others. The research findings hoped to be useful for both universities and policy makers in the government in order to realize the full benefits of implementing quality assurance system. Hence, this and other research on implementing quality assurance in higher educational institutions might be of assistance.
-
Marketing environment and marketing management of universities in Ukraine: national and regional dominants
Yurii Petrunia ,
Victor Chentsov ,
Norbert Życzyński ,
Vira Petrunia
doi: http://dx.doi.org/10.21511/im.15(1).2019.01
The marketing environment of universities’ activities in Ukraine is changing dramatically. As a result, the system of chances and risks for universities is constantly changing. Therefore, timely detection of changes in the marketing environment and effective management ensure the competitiveness of the universities. The aim of the article is to identify the marketing environment dominants of the Ukrainian universities, as well as to assess the efficiency of marketing tools application in the system of universities’ management. On the basis of statistical and primary data analyses, the higher education market in Ukraine both at the state and regional levels has been assessed and the university’s dependence on market sources of funding has been substantiated. As the modern domains of the marketing environment of universities, changes in the distribution of state-funded places, the impact of external independent testing, and the intensification of competition between universities are determined. The influence of external independent testing on structural intersegmental changes concerning the choice of specialties of universities’ entrants is proved. The comparative characteristics of the marketing management tools in Ukrainian and Polish universities are considered. The obtained results outline the importance of strengthening the marketing orientation of management in universities.
-
Matrix structures in management of quality of educational and scientific work of Ukrainian universities
Oleksandr Velychko ,
Liudmyla Velychko
doi: http://dx.doi.org/10.21511/ppm.16(1).2018.13
Problems and Perspectives in Management Volume 16, 2018 Issue #1 pp. 133-144 Views: 1523 Downloads: 1067 TO CITE АНОТАЦІЯFor the past few years, major progress in providing academic autonomy to Ukrainian universities has been made. However, a large number of universities even now remain the establishments with post-Soviet bureaucratic type of organization of management. As a result, a severe and complicated system of control over current activity has been supported, which requires from scientific and pedagogical workers not only to work effectively, but also to keep the set of rules and procedures. The purpose of the research is to search for possibilities of efficient application by modern universities of flexible matrix structures of management while forming their own internal system of quality control. Threats from bureaucratic management have been generalized for competitiveness of a modern university at the market of educational, scientific and consulting services. The concept and methodology on de-bureaucratization of the system of quality in higher education on the basis of the process approach of the theory of management and rationalistic logistics obtained further development. The mechanism of management of quality at the operational level of the university through integration of the segment-focused approach, system of grading and matrix organization of regular processes has been improved. Ways to apply matrix structure the middle and low levels of managing university have been suggested. Author’s recommendations have been provided towards rating evaluation of work of departments and their segment-focused structural organization. The matrix structure of management of quality of carrying out the temporary research project in the university under the conditions of the budget commission has been developed and practically tested.
