ASEAN Entrepreneurship Journal | Vol.

6 (2), 22-29, 2020 | e-ISSN 2637-0301

ASEAN Entrepreneurship Journal (AEJ)

Industrial Training Programme: What Matters Most?

Syadiyah Abdul Shukor1
1 Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan. Email:
syadiyahas@[Link]. Phone Number: +606-7986417

Abstract ARTICLE INFORMATION

This study aims to explore business administration students’ expectation and Received: 14 Aug 2020
Revised: 20 Aug 2020
perception towards their industrial training programme. A quantitative research using Accepted: 04 Sept 2020
survey questionnaire was conducted. A total of 96 completed survey questionnaires
were received and analysed. Students reported positive feedback on most aspects of the
industrial training except for interesting and challenging work and good opportunity
for future employment in the same company. The faculty needs to improve certain
aspects of the industrial training programme to ensure effective planning and
implementation of industrial training programme among business administration
students. This study provides practical information on how faculties offering business
administration programmes can incorporate industrial training component in the
programme structure more effectively.
Keywords: industrial training, expectation, perception, Malaysia

INTRODUCTION

Having a degree alone does not guarantee a The study objective of this paper is to explore
person's job. Graduates should equip themselves with business administration students’ expectation and
knowledge, skills and positives attitudes before entering perception towards industrial training programme. This
the workforce. In preparing the graduates to enter the real paper is organised in 7 sections. Section 2 describes the
workforce, internship programme or industrial training industrial training programme for business administration
has been introduced so that students can gain practical students. This is followed by a description of benefits of
work experience which is capable in improving their industrial training programmes in Section 3 and the review
employability as some recruiters are reluctant to accept of various literatures on the expectation and perception
students for placement interviews unless they have some towards industrial training in Section 4. Research
internship experience (Coco, 2000). methodology of the study is presented in Section 5. Section
In Malaysia, industrial training is one of the 6 discusses results and findings of the study. Finally, based
requirements for all students enrolled in certificate, on the findings of this study, Section 7 presents the
diploma, and degree programmes (Kementerian conclusion and recommendation for further / future
Pengajian Tinggi, 2010). Industrial training refers to the research.
placement of students in an organisation to carry out
supervised practical training in selected industries, 2.0 INDUSTRIAL TRAINING FOR BUSINESS
whether domestic or overseas, within a stipulated time ADMINISTRATION STUDENTS
before they are awarded with a certificate, diploma or
bachelor’s degree (Kementerian Pengajian Tinggi, 2010). There has been much concern on the quality of
Numerous fields of studies have been identified to Malaysian graduates. Employers in the country generally
include the industrial training component as a part of the feel there is a gap in graduate skills, suggesting that
programme structure including engineering, accounting, universities do not necessarily provide enough
pharmacy, computer science, and business and opportunities for students to develop the abilities critical to
managament. the labour market (Aziz, 2018). More recently, the

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Education Minister of Malaysia reported that nearly 60 be increased, improve long-term retention of material, and
percent of degree holders and above remain unemployed foster a greater sense of personal accomplishment. Also,
after one year of graduating (Malaymail, 2019). This internships provide an opportunity to the students to work
situation has led the Government to pay more attention with professionals,thus enables them to explore and
on industrial training programmes as a part of the fields crystalise job interests and abilities (Hite and Bellizzi,
of studies. For instance, all business studies programmes 2015).
offered by Higher Education Providers (HEPs) in Students are increasingly seeing internship as a
Malaysia are encrouraged to incorporate industrial less of a vehicle for augmenting their education, and more
training component in the programme in order to be as a means of gaining a competitive edge in the
accredited by the Malaysian Qualifications Agency marketplace for new jobs (Cannon and Arnold, 1998).
(MQA), a statutory body governed by the Ministry of Nefstead (1982) cited in Ju et al. (1998) found that students
Education that ensures the quality of Malaysia’s higher had an enhanced positive self-image resulting from their
education (MQA, 2014). Business administration work experiences and an overall positive perception of
students typically undergo their internship in a number of their internship experiences. It is apparent that an
fields ranging from sales and marketing, accounting, internship is in the best interest of a student. Jaradat
finance and administration, business consulting, human (2017) concluded that the internship training is crucial
resource, and event planning. among the students as it is expected to enrich their
Sending students to undergo industrial training is experiences, knowledge and skills in the personal and
widely used as a learning platform for students to help professional life.
fill the gap between classroom learning and the practice The importance of internship programmes have
of business. Different institutions may have different been recognised by the university. Internship allows
requirements with regards to the length of industrial students to gain the skill, knowledge, and theoretical
training, nevertheless, Ministry of Higher Education of practice they learned in university (Cosentino, 2016). From
Malaysia recommended that the duration of the industrial the internship programme, employers’ feedback with
training to be not less than three (3) months or a period regards to the students’ performance is helpful for
set by any professional body of authority that awards the assessment and increased enrollment, as students recognise
accreditation (Kementerian Pengajian Tinggi, 2010). the competitive advantage the internship provides (Divine
The Ministry also has outlined several objectives of et al., 2007). In addition, relationship between the
industrial training programmes. Among the objectives of employer and business schools can be strengthened via
the industrial training programmes are to: expose internship programmes (Divine et al., 2007).
students to the real world of work; expose students to the Employers also see enormous value in internship
latest technologies as well the latest knowledge in the programmes, as these programmes can provide them with
market; expose students to specific practices in the their inexpensive help, new ideas, and a talent pool from which
respective field of specialties; enhancing knowledge, future full-time employees may be drawn (Cannon and
skills (especially soft skills) and student experience with Arnold, 1998). Other than that, management personnel in
organisations; produce competent graduates; improving the organisation will learn personal skill development and
employment opportunities; and bridging the networking discover how they can become leaders to current
between HEPs and the industry (Kementerian Pengajian employees by supervising interns (Sea, 2018).
Tinggi, 2010). Furthermore, Divine et al. (2007) reported that internship
programmes provide the opportunity to the company to
3.0 BENEFITS OF INDUSTRIAL TRAINING evaluate potential long-term employees without long-term
PROGRAMMEs commitment.

Several authors have reported the benefits of 4.0 STUDENT EXPECTATIONS AND
internship to the students, universities, and employers. PERCEPTION TOWARDS INDUSTRIAL
Cannon and Arnold (1998) opined that internships can TRAINING
provide valuable work experience, foster a sense of
professionalism, and even lead to permanent positions Previous studies have investigated students’
for student interns. Schambach and Dirks (2002) expectation and perception towards industrial training.
reported that motivation of the participating students can Expectation refers to how people perceive before

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experience while how people feel after experience means whose expectations were disconfirmed. Ko (2008)
perception (Lam and Ching, 2007). The difference indicates that higher satisfaction in student practicum
between perception and expectation would then give the training will result in higher satisfaction and confidence
indication of satisfaction level after one’s experience. In levels with regards to future careers.
the context of industrial training programme, the ability In a more recent study, To and Lung (2020) found
to understand the gap or differences may suggest room that supervisor support was found to strongly and
for improvement in organising and implementing the significantly influence internship satisfaction directly and
programme. indirectly through perceived social value. Similar findings
Students have high expectation of potential for were found in Beenan (2007), D’Abate et al., (2009), and
advancement (Berta, 2003) or expected good prospects Jackson et al.’s (2019) studies whereby the authors found
for promotion and personal growth before internship that high quality mentoring such as matching interns to the
(Chan et al., 2002). In a study of internship preferences work they are interested in, clarity of tasks, appropriate
and experience of I76 college students by Garrett and supervision and feedback and support has been found to be
Bauer (1995), the researchers found that students associated with students’ satisfaction and internship
preferred the functional areas of marketing management, effectiveness. This study aims to explore business
product management, and sales promotion for marketing administration students’ expectation and perception
internships but most often obtained internships in direct towards industrial training programme.
marketing, sales promotion and marketing research. The
students also preferred paid internships and wanted to 5. METHODOLOGY
receive academic credit for the internship experience. In
Lam and Ching’s (2007) study, the authors found that 5.1 Sample
students had high expectations of broadening work Data were collected through a survey using
experience, developing technical skills, and acquiring questionnaires. These questionnaires were distributed to
good opportunities for future career development in the students at a public university located in Negeri Sembilan,
same company before commencing their internship Malaysia via an online survey tool namely
programme and students’ perceptions were high for [Link]. All final year students enrolled in
broadening work experience, being able to develop business administration programme were invited to
technical skill, and interesting and challenging work after participate. In total, 96 completed survey questionnaires
they completed the programme. were received for further analysis.
In the business administration field, Hite and 5.2 Industrial training programme structure
Bellizzi (1986) examined student expectations regarding The undergraduate students enrolled in business
internship programs in marketing. Their findings administration programme were required to undergo
revealed that students viewed internships as valuable industrial training for duration of between 20 and 24
learning experiences, for which participants should weeks. The industrial training programme must be
receive academic credit, be financially compensated, and completed in their final semester prior to the completion of
earn only a pass/fail grade. Students also felt that their undergraduate study. Students must undergo
internships are a more valuable learning experience than industrial training at organisations endorsed by the faculty
case teaching, but that formal training should be provided in the fields related to business administration.
at the beginning of internships and direct supervision be The faculty has outlined the following learning
present throughout. outcomes to be achieved at the end of the industrial
In terms of student satisfaction, Reganathan et al. training programme; enhance competency and
(2012) investigated students’ perception of the competitiveness in the field their respective specialties,
effectiveness of an industrial programme. The authors associate work experience with knowledge learned in
reported that students in Malaysia rated the industrial university, apply the theory and academic knowledge
internship programme favourably. The study also found learned at work under supervision, improve
that students viewed learning through practical communication skills effectively as well as gain experience
experience during the internship positively. In another and knowledge that can be utilised to choose the right job
study Rothman and Sisman (2016) found that internship after graduation later.
proved to be an eye-opening experience that avoided Industrial training programme aimed to prepare
poor person-job fit and costly turnover among those students for working in the real world. Students were

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expected to gain experiences in skills such as leadership students were female. 30.2 per cent of students enrolled in
and management skills, critical thinking, communication Accounting Programme, 29.2 per cent were Muamalat
skills and entrepreneurial skills. Students were briefed Administration students, 14.6 per cent enrolled in Islamic
on the industrial training programme and were guided by Banking and Finance Programme, 14.6 per cent from
their head of programmes in selecting the industrial Marketing Programme, and 11.5 per cent from Corporate
training placement. At the end of the programme, Administration Programme.
industry supervisor and university supervisor assessed Table 1: Demographic Profile of Students
the students’ performances. Variable Frequency Percentage
5.3 Data collection and survey instrument Gender
Female 77 80.2
The distribution of survey questionnaire involved Male 19 19.8
two (2) phases; before the industrial training commenced Programme
and after the students have completed the industrial Accounting 29 30.2
training programme. In the first phase, students were Muamalat Administration 28 29.2
Islamic Banking and Finance 14 14.6
asked to provide their expectations towards industrial
Marketing 14 14.6
training variables before they started their industrial Corporate Administration 11 11.5
training. The survey questionnaire was divided into two Table 2 shows the expectation mean (before
(2) main sections. The first section comprised of profile commencement of industrial training programme),
data of students such as gender and the name of the perception mean (after completing industrial training
programme enrolled. The second section comprised of programme), and gap mean (perception – expectation)
questions to determine student expectations towards regarding the industrial training taken by students while
industrial training based on Lam and Ching’s (2007) Table 3 highlight ranks for each variable based on the
study. The items were adopted for this study since it mean score for expectation and perception. Before
seems to cover a good portion of the entire domain. commencement of the industrial training programme, of
There were 27 industrial training variables adopted from the 28 variables that represent the various aspects of their
the study and one (1) variable on “Islamic working learning experience gained during industrial training,
environment” was added given that majority of the students had high expectations on acquiring good
students were expected to undergo their industrial opportunity for self-development (mean = 4.0421),
training programme at organisations that related to an interesting and challenging work (mean = 3.9271), and
Islamic organisation such as Islamic financial able to develop interest through practice (mean = 3.914).
institutions. A five-point Likert scale was utilised with Also, the results show that students had the lowest
“1” for “very low” and “5” for “very high”. expectations of high autonomy (mean = 3.3226) and
In the second phase of data collection, after the competitive fringe benefits (mean = 3.4409). This shows
students completed the industrial training programme, that students were interested in acquiring practical
they were asked to provide their perceptions on the 28 experience from industrial training and not to earn money.
variables on a five-point scale ranging from “1” for “very Furthermore, students did not expect sympathetic help
dissatisfied” to “5” for “very satisfied”. Following Lam from the superiors with problems in workplace (mean =
and Ching’s (2007) study, the differences between 3.4842) and appreciation and praise from managers (mean
students’ perception and expectation were determined to = 3.4632). It seems the students understand that they must
measure student satisfaction towards industrial training. perform work without expecting anything in return.
Positive gap means between perception and expectation Also, as shown in Table 2, after the students
indicate satisfaction among the students and vice versa. completed the industrial training, they perceived that they
All descriptive data was analyzed using the Statistical were able to identify their own strengths and weaknesses
Package for Social Sciences (SPSS) software. (mean = 4.1771), develop good peer relationships (mean =
4.1563), and acquire good opportunity for self-
6.0 FINDINGS AND ANALYSIS development (mean = 4.1042). It was noted that all the
students’ perception scores on industrial training were
Table 1 shows the demographic profile of the higher than expectation scores, implying that students who
students. 80.2 per cent were female and 18.2 per cent underwent industrial training were generally satisfied with
were male. Such finding is consistent with the faculty’s the programme, nevertheless, two (2) industrial training
student population whereby more than 70 per cent of the variables were found negative; interesting and challenging

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work (gap mean = -0.0104) and good opportunity for Variable

Expectation Perception Gap
future employment in the same company (gap mean = - Mean Mean Mean
team member
0.0312). Negative mean scores for these two (2)
Good 3.6632 3.7917 0.1285
variables indicated that student expectation towards these coordination
industrial training aspects could not be met. Students felt between Faculty
that they were not given the opportunities to perform and employers
Good opportunity 3.7604 3.7292 -0.0312
interesting and challenging job duties during the
for future
industrial training period and most students did not employment in the
foresee any job offer from the company after they same company
completed their industrial training. Good opportunity 4.0421 4.1042 0.0621
for self-
Although students did not expect appreciation
development
and praise from managers before they started their Good peer 3.7684 4.1563 0.3879
industrial training, findings from this study show that this relationships
aspect had the highest positive gap mean (0.502). Other Good to my 3.6526 4.0729 0.4203
resume
than that, students had positive gap mean for involving in
Good work 3.8229 3.875 0.0521
supervisory task (0.4273), and industrial training environment
programme was good to their resume (0.4203). The latter High autonomy 3.3226 3.5417 0.2191
is particularly important as recruiters rated students High team spirit 3.8316 3.9583 0.1267
whose resumes showed evidence of internship in the group
Interesting and 3.9271 3.9167 -0.0104
experience higher than they rated students who did not challenging work
have such experience (Taylor, 1988). Involved in 3.4894 3.9167 0.4273
supervisory tasks
Table 2: Variables expectations, perceptions and gap Islamic working 3.6042 3.8229 0.2187
means environment
Expectation Perception Gap Reasonable boss 3.7766 3.9271 0.1505
Variable Stable work shift 3.5313 3.8854 0.3541
Mean Mean Mean
Able to apply 3.6563 3.9583 0.302 Sufficient 3.7158 3.875 0.1592
theories to work supervisory
place support
Able to develop 3.914 3.9479 0.0339 Sympathetic help 3.4842 3.8646 0.3804
interests through from superior
practice with problems in
Able to develop 3.9043 4.0104 0.1061 workplace
technical skill *Gap means = Perception means – Expectation mean
Able to identify 3.8854 4.1771 0.2917
self-strengths and Table 3: Expectation and perception ranking
weaknesses Expectatio Perception
Gap
Acceptable work 3.5104 3.8646 0.3542 Variable n Mean Mean
pressure Ranking Ranking Ranking
Appreciation and 3.4632 3.9684 0.5052 Able to apply 18 10 9
praise from theories to work
managers place
Broad work 3.7789 3.9271 0.1482 Able to develop 3 11 25
experience interests through
Competitive 3.4409 3.7708 0.3299 practice
fringe benefits Able to develop 4 5 21
Competitive 3.5532 3.5833 0.0301 technical skill
training Able to identify self- 5 1 10
allowances strengths and
Comprehensive 3.7813 3.8542 0.0729 weaknesses
training program Acceptable work 23 19 6
Encouraging 3.6842 3.8229 0.1387 pressure
innovative ideas Appreciation and 26 8 1
Feedback from 3.8211 4.0104 0.1893 praise from
managers managers
Feeling of being a 3.7368 3.9688 0.232 Broad work 10 12 17

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Expectatio Perception
Gap
expectations on the following aspects; good opportunity
Variable n Mean Mean for self-development, interesting and challenging work,
Ranking Ranking Ranking
and able to develop interests through practice. Once they
experience
Competitive fringe 27 25 8 completed the programme, the students rated high on the
benefits ability to identify self-strengths and weaknesses,
Competitive 21 27 26 developing good peer relationships, and acquiring good
training allowances opportunity for self-development.
Comprehensive 9 21 22
training program Overall, students reported satisfaction on 26
Encouraging 16 22 18 internship variables whereby the perception scores were
innovative ideas higher than the expectations. however, two (2) variables
Feedback from 8 6 14 were found negative; interesting and challenging work and
managers
Feeling of being a 14 7 11 good opportunity for future employment in the same
team member company. On the other hand, the students got more than
Good coordination 17 24 19 what they expected in the form of appreciation and praise
between Faculty from managers, were involved in supervisory task, and felt
and employers
Good opportunity 13 26 28 that industrial training programme was good to their
for future resume.
employment in the Although the overall results and findings have
same company shown positive student feedback, there is room for
Good opportunity 1 3 23
for self-development improvement that the faculty can take into consideration to
Good peer 12 2 4 ensure effective planning and implementation of industrial
relationships training programme for the business administration
Good to my resume 19 4 3 undergraduate students. First, findings from this study
Good work 7 17 24
showed that students were not given interesting and
environment
High autonomy 28 28 12 challenging work as they expected. Hence, the industrial
High team spirit in 6 9 20 training placement should be carefully organized to ensure
the group greater opportunities are given to the interns so that they
Interesting and 2 14 27
gain relevant practical experience and knowledge but more
challenging work
Involved in 24 15 2 importantly they are able to develop interests through
supervisory tasks industrial training. In addition, organisations in the
Islamic working 20 23 13 business sector need to understand the importance of
environment internship; they should also clarify issues such as the
Reasonable boss 11 13 16
Stable work shift 22 16 7 industrial training purpose of the students and the
Sufficient 15 18 15 expectation of HEPs in terms of industrial training
supervisory support programme.
Sympathetic help 25 20 5 Secondly, with the help of faculty members, it is
from superior with
problems in
crucial for students to select appropriate organisations that
workplace are suitable for them so that they are able to see their
*Rankings of expectation and perception means and gap future employment in the same company. As such, it may
means are from high to low also be appropriate to recommend industry representative
to be involved in developing and evaluating internship
7.0 CONCLUSION AND RECOMMENDATION
FOR FUTURE STUDIES programs. Faculty members could understand the tasks in
which students were engaged and could better determine if
This paper studied student expectation and a particular organisation or company is offering the kind of
perception towards their industrial training programme. experience that would not only allow a student to gain
A sample of 96 students responded to a scale consisting skills that will make him/her marketable to future
of 28 variables to assess student expectation and employers, but would also serve as the first step into
perception towards industrial training programme. This possible long term employment.
study revealed that before the commencement of the The study faces several limitations, which may
industrial training programme, students had high restrict the generalization of the results such as the small

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sample size. Other studies should be conducted to Garrett, D.E. and Bauer, C. 1995. Marketing internships: an
produce a comparison with another HEP offering similar analysis of students’ preferences and experiences.
Proceedings of the American Marketing Association’s
programme to compare industrial training conditions of Summer Educator’s Conference 21, pp. 221-223.
the students. Future studies can include responses from
industrial supervisors and university lecturers and may Hite, R. and Bellizi, J. 1986. Student expectations regarding
include other factors that may contribute to the success of collegiate internship programs in marketing. Journal of
Marketing Education, pp. 41-49.
industrial internship programme. Also, qualitative study
can be conducted to gain further insights into the Jackson, D., Fleming, J., and Rowe, A. 2019. Enabling the
experiences that students had while undergoing their transfer of skills and knowledge across classroom and work
contexts. Vocations and Learning 12 (3), pp. 459-468.
industrial training programme. It is believed that with
experience, knowledge and skills earned while Jaradat, G.M. 2017. Internship training in computer science:
undergoing industrial training, graduates will be more Exploring student satisfaction levels. Evaluation and
ready to face the role of of employees after graduation. Program Planning Vol. 63, pp. 109-115.

Ju, J., Emenheiser, D.A., Clyaton, H.R., and Reynolds, J.S. 1998.
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