Success of Student Internship in Engineering Industry

Prabhu, B. V. Balaji; Kudva, Shailesh

doi:10.1177/2347631116650550

Cited by 13 publications

(7 citation statements)

References 9 publications

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“…Active participation of engineering students in the internship provided a good understanding of learning at the workplace. A student internship played an important role in transforming the engineering graduates to ready-to-use professionals when they joined an organisation after completing their academic work (Prabhu and Kudva, 2016). Raman and Unnikrishnan (2015) suggested that internship as part of the curriculum, if practiced, could uplift the standard of technical education in India, as it helped to bridge the gap between industry and the institute.…”

Section: Involvement Of Engineering Students In Non-classroom Activitiesmentioning

confidence: 99%

“…It has been argued that greater interaction between industry and engineering institutions would provide a better understanding of the manpower requirement and institutions could tailor their academic programs accordingly (Banerjee and Muley, 2008). In a recent study, Prabhu and Kudva (2016) have found that an internship programme in industry was essential in transforming engineering graduates to ready-to-use professionals. The study by Sharan (2004) mentioned that there is a need to integrate the courses from humanities and social sciences with engineering curricula to help the engineers' understanding of the societal norms of the workplace.…”

Section: Introductionmentioning

confidence: 99%

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Student assessment of quality of engineering education in India: evidence from a field survey

Choudhury

2019

QAE

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Purpose This paper aims to discuss students’ assessment of quality related issues in engineering education in India. Design/methodology/approach The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students’ experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues. Findings The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India. Originality/value The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students’ assessment of the quality of engineering education.

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Section: Involvement Of Engineering Students In Non-classroom Activitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student assessment of quality of engineering education in India: evidence from a field survey

Choudhury

2019

QAE

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“…Similarly, faculty participation, as part of a small, highly selective biomedical engineering internship program, was an important factor contributing to the high academic outcomes of the program [22]. In a conceptual paper, Prabhu and Kudva argued for the engagement of faculty in filling the knowledge-application gaps during an engineering internship [50].…”

Section: Theme 3 (Regarding the Academic Institution) Programming Acmentioning

confidence: 99%

Engineering Co-op and Internship Experiences: The Roles of Workplaces, Academic Institutions and Students

Q¹,

Kovalchuk²,

Rottmann³

et al. 2018

PCEEA

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Work-integrated learning, particularly in theform of co-ops and internships, has long been an integralpart of many engineering programs. While recentgovernment interest in work-integrated learning hasraised its profile, it is unclear how the three main actors –the workplace, the academic institution and studentsthemselves – interact with each other to enhance students’learning experiences and outcomes. This paper attemptsto fill this gap by examining engineering co-op andinternship literature as well as programming practices atnineteen North American universities. In light of aconceptual framework foregrounding organizationalstructure, human agency and learning outcomes, weidentified five themes that demonstrated the interactionsbetween organizational and individual factors involved inthe workplace learning process of engineering co-ops andinternships. The paper contributes to the discussion onwork-integrated engineering education by highlightingthe usefulness of the conceptual framework to empiricalresearch on workplace learning and the practicalimplications of the findings for engineering educators,employers, and engineering co-op and internshipstudents.

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“…The benefits of internships are related to a large number of stakeholders. However, specialists emphasise that the main impediments to the success of these programmes are related to the gaps between stakeholders and their insights about internships (Prabhu and Kudva, 2016).…”

Section: Stakeholders' Advantages Of Internship Programmesmentioning

confidence: 99%

“…Therefore, in order to meet their requirements students must understand the business environment and be prepared for certain practical issues, in order to become 'ready-to-use professionals'. It is desired that the throughputs of the universities are in line with the customer requirements (Prabhu and Kudva, 2016). That is why the use of internship programmes and cooperative education schemes increased substantially over the past decades (Beck and Halim, 2008).…”

Section: Introductionmentioning

confidence: 99%

A plea for quality in internship programmes – evidence from the business and administration students’ experience

Goia

Marinaș

Igreț

2017

Management &Amp; Marketing

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The career of business students is nowadays definitely influenced by their involvement in different internships and volunteering activities. The internship programmes help them understand the context of business organisations and decide what field of activity is most suitable for their professional life. However, sometimes internship programmes are not very well organised and influence in a negative manner students′ final perception of a certain domain. Our research identified and analysed the main factors that might influence the quality of an internship programme from students′ perspective. The quantitative analysis relies on a questionnaire based survey among over 450 students from one of the most prestigious universities in Romania in the field of economics and business administration. By running factor analysis, we identified five factors which mainly determine the quality of internships: Job arrangements, Mentorship and employability benefits, Learning content, Academic supervision, Bureaucracy and accessibility. Subsequently we measured through multiple regression the way the identified factors influence the quality of the internships. We consider that the results of the study are relevant not only for academics but also for students and business organisations that have the power and instruments to improve internship programmes and the entire experience for all stakeholders involved.

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Success of Student Internship in Engineering Industry

Cited by 13 publications

References 9 publications

Student assessment of quality of engineering education in India: evidence from a field survey

Student assessment of quality of engineering education in India: evidence from a field survey

Engineering Co-op and Internship Experiences: The Roles of Workplaces, Academic Institutions and Students

A plea for quality in internship programmes – evidence from the business and administration students’ experience

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