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Impact of internship programs on professional and personal evolution of business students: a case report from Islamic republic of pakistan

Future Business Periodical volume vi, Article number:ii (2020) Cite this commodity

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Abstract

This study aims to evaluate the bear upon of internship programs on the professional as well as on personal development and skills of business students in Pakistan. The information of the study consisted of 800 undergraduating business students of 4-year degree programs from 15 universities of Pakistan. The report used structured questionnaire (35 shut-ended questions assessed using five-point Likert calibration) comprised of six parts: Role I: Demographic information, Part II: Reasons for participation in internship, and Function 3 to Half-dozen: Cess of information related to professional and personal growth and skills. The study employed descriptive analysis to evaluate demographic information and fundamental 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 e'er very simple. Students have to face many challenges when they enter into professional life. They accept to adjust themselves co-ordinate to the professional person environment by implementing their conceptual knowledge in the new world of work. Ordinarily, business students use their skills and theoretical business knowledge in their first jobs [2, 44]. By integrating conceptual knowledge and training through bookish internship programs, students can be facilitated to meliorate implement their concepts at the workplace [62]. According to Gault et al. [23], academic internships are a bridge to link the theory and practice past taking function in supervised and scheduled work. These internship programs not only amend students personal skills but besides polish their professional growth and experience. Today, educational institutes, students and business concern recruiters are well enlightened of the importance of internship programs [28, ane, 11, 30, 40]. Internship programs are the opportunities for educational institutes to upgrade the students enrollment and set their curriculum [9, 18, 32]. For students, internships are feel of practical work [fifty]. Equally companies adopt those business graduates who take required skills and practical knowledge [42], internships supply valuable employees and competent chore applicants to the companies [15]. Internship programs enable students to go training during their course programs and save companies' supervision and grooming 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 curt-term workplace practical experience which provide opportunities to the students to enter the chore market during and after their undergraduation course programs [47]. Internships are excellent source of practical feel [xix, xx, 22, 33, 51], learning team work [53], for polishing resumes [63], for building personal and professional person relationships and for earning real coin [16]. Oehlert et al. [49] stated that more attention should exist paid on the internship programs to meet the needs of growing competitive job market place. But what is the exact value of an internship program for business students, educational institutes and employers? Unfortunately, to respond this question not much quantitative or qualitative literature work is bachelor.

We are living in the earlier phase of twenty-first century in a global globe. In nether developing countries similar Pakistan, instruction system is nonetheless in comeback procedure. Hither, although teachers are facilitated, they are non directed to raise applied knowledge of their students with conceptual knowledge during a course plan. Inappropriate teaching methodology may be 1 of the reasons due to which students observe information technology 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 better the performance of the faculty members and to enhance the workplace experience of the students during the class work of their degrees.

Purpose and objectives of the report

The main purpose of this study is to decide how much internship programs are benign for the undergraduating business students for their future career development, professional and personal growth. This study besides 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 accomplish and achieve the purpose of the written report:

  • To determine the groundwork and rationale of appointment of business concern students in internship programs.

  • To determine the touch on 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 big number of educational institutes are coming to the stance that internship programs are an fantabulous source for career and professional preparation of the students. They provide piece of work-related experience to the students. On the other hand, they make information technology piece of cake for the companies to select flexible, experienced and highly qualified chore applicants. And 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. Then information technology is necessary to grow such capabilities in the students that will help them to bargain with the mod globe of work [25]. For this, at that place is a need to reform the educational system of Pakistan past 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 Islamic republic of pakistan wants to be a developed land, it should focus more than on the practical training of the business students then that they tin outperform in the real world of progress.

This detailed examination of internship programs is the prior enquiry within Pakistan to evaluate the impact of internship on career preparation of the business students equally well every bit on their professional and personal growth. This report is important considering it supplies valuable recommendations to the companies, educational institutes and students regarding the advancement of internship programs to improve personal skills, professional person 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 adult by Bandura [4] and extended by Lave and Wenger [39]. Social learning theory is a cognitive process that is assault 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 nowadays 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 grooming in the form of internship programs are vital for concern students for their personal and professional development and to build their potent connections with the leading business organizations. Even so, well-nigh of the inquiry works until recently have focused on the advancement of students noesis and advantages of an internship programme later on its completion [57]. At that place is limited amount of research work on how internship programs assistance in professional person and personal growth and skills of business students specially in underdeveloped countries like Islamic republic of pakistan. Much attending is paid on noesis of facts in formal educational classes. If a pupil works difficult, pays attention in class and learns the classroom textile by centre, he will definitely pass the examinations [3]. In formal classes, the major focus is on what students know, only in an internship program, the major focus is on what students do. Ronnestad and Skovholts ([53], pp. 20–22) stated that practicality of noesis depends upon what students already know and how they acquaintance their information with the situations they face in the existent globe of the work. Raskin ([51], p. 18) indicated through an empirical inquiry that there is a huge gap between the linkage of classroom knowledge and practical piece of work. Students and academic faculty members pay very lilliputian attention on gaining full benefit from internship opportunities. Sometimes, students just observe the internship work surround without applying their classroom cognition to the situations they see there, and sometimes, educational advisors or faculty members practise not properly guide their students to get full reward from the internship opportunities [21]. Harrison and Kennedy [27] believed that an internship plan tin can be made successful for students through proper recognition of internship plans and relevant industry participants, picking out motivational educatee interns, internship plan evaluation, monitoring and feedback. They too identified that educational institutes and academic advisors should play a vital role in the implementation of an internship plan.

Many previous studies have proved that internship programs improve the academic and professional person operation of the business students who follow an internship programme during or after the completion of their institutional caste [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 and then has an impact on the professional growth and success of business students and helps them to receive good financial earnings in their outset job [xiii, 24, 37]. Students too acquire required skills caused for their professional success [6, 38]. Moreover, internship helps business students to develop good personal qualities and working habits besides as observable confidence level [i, 24, 41, 55, threescore]. 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 task [24, 56]. But different studies have shown that to achieve all the higher up-mentioned advantages related to internship, advisable feedback is needed from both the corporate supervisor and the institutional supervisor of the student. Equally feedback is considered equally a vital element in upgrading and maintaining the functioning, quality of internship programs and professional learning of the business students, a proper feedback should be provided by company and academic supervisor to bank check the intern'due south progress [12, 34, 46].

Corporates usually favor the chore applicants with work experience and practical noesis. Therefore, they sometimes have an eye on their interns to select them as their time to come employees [five, 7, 14, 24, 43]. In this style, companies also relieve their hiring and preparation costs [5]. Interns provide part-time assist and innovative ideas and exchange other knowledge with the concern firms [five, 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 enquiry grants, receive positive feedback from corporates on their curriculum and increment task opportunities for their students [v, xiv, 24, 42, 43, 64]. Although the existing literature provides a good overview of the benefits of internship programs for the business concern students, there is a lack of such empirical enquiry in the context of underdeveloped countries like Pakistan. This report will requite the overview of internship pros to the business students of Pakistan.

Hypotheses

The hypotheses of the study are as follows:

H 1

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

H 2

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

H 3

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

H 4

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

Methods

This section of the study elaborates methods of information collection, population and sampling procedures, assay of data and the research design. This study was submitted to and canonical by Advanced Studies and Research Commission of Government College University.

Collection of data

The study collected primary data from the concluding year business students of four-year degree programs who did internships of 2–4 months from 15 prestigious educational institutes of Karachi, Lahore and Islamabad, namely Pakistan Establish of Development Economics, Islamabad; Bahria University, Islamabad, National Academy of Modernistic Languages, Islamabad; Air University, Islamabad; Quaid-i-Azam University, Islamabad; University of Engineering and Engineering science, Lahore; UCP, Lahore; COMSAT, Lahore; Punjab University, Lahore; Lahore University of Management Sciences; Iqra Academy, Karachi; Karachi Establish of Economic science and Engineering science; Aga Khan University, Karachi; Institute of Business concern Direction, Karachi; and Hamdard Academy, 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 Role I: Demographic information, Part II: Reasons for participation in internship, Part 3–Office VI: Assessment of information regarding professional and personal growth and skills comeback with 35 shut-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 written report. As a big number of students laissez passer out (90,682 business concern students equally per electric current study of Higher Education Commission of Pakistan), sample of the report consisted of 800 business students from 15 Pakistani universities.

Methodology

This study is a quantitative inquiry, but in order to better comprehend strengths and weaknesses of internship programs in Pakistan, some qualitative enquiry 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 organization students. Descriptive technique of the study consisted of percentage and frequency analysis of demographic characteristics of the participants and key tendency measurement of their responses, whereas statistical technique comprised of scale assay 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.east., Office I: Demographic data, Role 2: Reasons for participation in internship, Role III–Part Vi: Cess of information regarding professional and personal growth and skills improvement with 35 close-concluded questions. Each variable of the questionnaire was assessed using v-betoken Likert scale, where 1 is strongly disagree, 2 is disagree, 3 is neutral, 4 is agree and v is strongly agree.

Results

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

Descriptive analysis

This department highlights the demographic characteristics of the respondents and central trend measurement of their responses.

Demographic characteristics

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

Table 1 Percentage and frequency distribution of demographic characteristics

Full size table

Table 2 Pct and frequency distribution of reasons for participation in internship

Total size table

The results show that amongst 800 respondents, 744 (93%) were 26 or less years of historic period 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.v%) were students of accounting and finance programme, 244 (xxx.5%) were from BBA (Hons) degree, 99 (12.four%) were from accounting (Hons) degree, and 277 (34.half dozen%) were B.Com (Hons) students. 177 (22.1%) were working as an intern in finance departments, 189 (23.6%) in marketing departments, 80 (ten%) in human resource departments, 144 (xviii%) in product departments, 190 (23.8%) in customer relationship departments, and 20 (2.five%) in other departments of different business concern organizations. 492 (61.5%) interns participated in an internship program for 6 or less weeks, 298 (37.iii%) worked for 7–16 weeks, and 10 (1.two%) 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.ane%) participated in an internship program in fall semester, 12 (1.5%) worked as an intern in jump/summer semester, and 10 (1.2%) did internship in summertime/fall semester. 710 (88.7%) were interested to work in the field of business, and 90 (eleven.iii%) were not interested at all in business field before their internship. 190 (23.seven%) respondents participated in an internship program as information technology was a departmental class requirement, 44 (5.5%) did internship because advisor recommended it as an elective course, and 566 (70.8%) participated in an internship to gain applied experience. 177 (22.1%) considered that internship is important to complete academic credit, 289 (36.1%) thought that an internship is of import as it links classroom concepts with existent work environs, 258 (32.3%) believed that information technology provides direction toward contained life, and 76 (9.v%) considered its importance for purposes other than stated to a higher place. 639 (79.9%) participants agreed that their internships helped them in obtaining their current jobs, whereas 161 (20.1%) lacked this conventionalities. 569 (71.1%) agreed that internship programs influence the future chore 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.nine%) received award while beingness in internship, while 345 (43.1%) did not receive any award.

Measurement of central tendencies

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

Table 3 Measurement of primal tendencies

Full size table

These results evidence 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 everyman mean and everyman 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 "hold" for all the items of PD. The everyman and highest means for professional person skills (PS) are iii.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 hateful 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 everyman SD and highest SD are 0.2960 and 0.7511, respectively. The mean range iii.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 written report and reliability of the questionnaire.

Multivariate normality test

The adequate 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.

Tabular array 4 Skewness and kurtosis test

Full size table

These results show that critical values of kurtosis range from − one.6231 (PD6) to one.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'southward coefficient blastoff. Nunnally and Bernstein [48] described that if Cronbach's coefficient alpha is higher up 0.lxx, and so questionnaire becomes reliable. Table v shows the results.

Tabular array 5 Reliability assay

Full size table

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

Give-and-take

Strengths and weaknesses of internship programs in Pakistan

Comments of the business respondents suggest the following key points near the strengths of the internship programs in Islamic republic of pakistan: (1) Nearly all business schools are focusing to encourage their students to proceeds applied experience through internships; (2) viva voce of students is conducted later the completion of their internship period in order to evaluate their applied feel; (3) government of Islamic republic of pakistan is offer different internship programs at provincial level to fill up the vacant chore positions with right task applicants; and (4) as companies prefer their interns as their future employees, this encourages students to participate in internship programs.

The post-obit weaknesses are suggested by the comments of the respondents: (1) There is a lack of coordination between visitor and academic supervisors; (2) only selected assignments are given to the students past the companies with not much encouraging environs 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 brand their place in the dynamic chore market of this modern era. The present written report will aid and encourage the business students of Pakistan to focus more on gaining experimental knowledge from real globe of the work so that they can easily become their offset job and future job promotions. It will also assistance concern schools to develop proper strategies and curriculum for the promotion of internship programs so that likewise theoretical noesis, practical cognition tin can likewise be provided to the business students during the graduation. It will also help to the companies to offering effective internship programs, training and learning surround to their interns. In this mode, they tin reduce their recruitment and training costs to the new employees.

Future recommendations

Future research tin can be conducted gathering firms and business organization schools perceptions virtually the internship programs. Futurity studies can as well exist conducted by comparing internship programs of different countries.

Decision

The report aimed to evaluate the impact of internship programs on the professional and personal development and skills of the business organisation students of Pakistan. The information of the study comprised of 800 undergraduating concern 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.due east., Office I: Demographic information; Part 2: Reasons for participation in internship; Part Iii–Part Six: Assessment of information regarding professional and personal growth and skills improvement of the business concern students. Each item of the questionnaire (35 shut-ended questions) was assessed using five-point Likert calibration. The written report employed descriptive analysis to evaluate demographic data and measured fundamental tendencies using hateful and standard divergence to evaluate the nature of the responses of the participants. Furthermore, calibration measurement assay was made to check the normality of distribution of the written report data and reliability of the questionnaire.

The results of central tendency measurement signal "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 disquisitional values of skewness range from − 0.7176 to 0.7621. As disquisitional 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 blastoff betoken that all critical values of Cronbach'due south blastoff exceed 0.70, so the questionnaire of the study is reliable. The overall results describe that internship programs have an bear upon on the professional person growth and skills of the business students of Pakistan, affecting their personal evolution, skills and capabilities. The results are consistent with English language and Koeppen [17], Hall et al. [26], Gault et al. [24], Weible [64], McDonald et al. [42].

Availability of information and materials

The data will exist provided on request.

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Acknowledgements

I verify that this article "Impact of internship programs on professional person and personal evolution of business students: a example study from Pakistan" is my original work, has not received whatsoever prior publication and is not nether consideration for publication elsewhere.

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This research did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.

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  1. Department of Commerce and Finance, Government College Academy, House# xc, Gillani Street# 4, Sadaqat Park Sanda Khurd, Lahore, 54000, Pakistan

    Sadia Anjum

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SA is the merely author of the manuscript and the sole contributor.

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Appendices

Appendix A

Frequency and percentage of demographic characteristic: universities

Variable (Universities) Frequency Percentage (%)
Pakistan Institute of Development Economics, Islamabad 70 8.7
Bahria Academy, Islamabad 80 10
National University of Modernistic Languages, Islamabad 50 6.2
Air University, Islamabad lx 7.5
Quaid-i-Azam Academy, Islamabad 80 10
University of Engineering science and Engineering science, Lahore lxx eight.vii
UCP, Lahore fourscore x
COMSAT, Lahore 60 vii.5
Punjab University, Lahore 50 6.two
Lahore University of Direction Sciences 40 5
Iqra Academy, Karachi twoscore five
Karachi Institute of Economics and Engineering 30 three.7
Aga Khan Academy, Karachi 30 three.vii
Institute of Business Management, Karachi 30 3.7
Hamdard University, Karachi thirty three.vii
  1. Source: adult for the report

Appendix B

figure a
figure b

Part III: professional development

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

Items Questions Strongly disagree Disagree Neutral Agree Strongly hold
PD1 My internship program changed me professionally 1 two 3 4 5
PD2 Internship programme made clear my career goals 1 ii 3 4 five
PD3 I have applied my classroom knowledge during my internship 1 2 3 iv 5
PD4 Internship helped me to gain practical work feel in my field of interest one two 3 4 five
PD5 Internship helped me to identify the skills needed to get a job in my field of involvement 1 2 3 four 5
PD6 I faced some problems to seek and accept work assignments during internship i 2 3 4 five

Role Four: professional skills

Practise y'all believe internship program contributed to your professional skills development? Please bank check the suitable response.

Items Questions Strongly disagree Disagree Neutral Agree Strongly agree
PS1 Internship improved my communication and interpersonal team skills 1 ii iii iv five
PS2 Information technology enhanced my decision making and problem solving skills 1 two iii 4 5
PS3 It improved my skills to work as a squad 1 2 3 4 v
PS4 It enhanced my critical thinking 1 2 iii 4 v
PS5 It improved my calculator skills 1 2 iii four 5
PS6 Information technology improved my skills in technical field of bookkeeping and finance business 1 2 3 four 5

Office Five: personal growth

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

Items Questions Strongly disagree Disagree Neutral Agree Strongly agree
PG1 Internship plan made me mature professionally and personally 1 2 3 iv 5
PG2 It changed my personal career goals ane 2 three 4 5
PG3 It positively changed my interest in bookkeeping and finance related business 1 two 3 four 5
PG4 I adult a habit to achieve my task before the ready target after internship one two 3 4 5
PG5 My internship practically improved my classroom concepts one two three iv 5
PG6 Internship changed my personal aspirations in some means 1 2 iii 4 v

Role 6: personal capabilities

Do you believe the post-obit characteristics are positively influenced by internship programme? Please check the suitable response.

Items Questions Strongly disagree Disagree Neutral Concord Strongly concord
PC1 Internship improved my conscientiousness and ideals 1 two 3 4 v
PC2 It polished my addiction to take a respect for people unlike from myself one 2 3 four 5
PC3 Information technology taught me how to larn one two iii 4 v
PC4 Information technology improved my skills to manage my fourth dimension and money 1 2 iii four v
PC5 It improved my social relationships 1 2 three 4 5
PC6 It enhanced my initiative taking 1 2 3 4 5

Give thanks You Very Much!!!

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Anjum, S. Bear on of internship programs on professional and personal development of business students: a case study from Pakistan. Futur Charabanc J half dozen, 2 (2020). https://doi.org/ten.1186/s43093-019-0007-3

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Keywords

  • Internship programs
  • Business students
  • Professional evolution
  • Personal growth
  • Pakistan

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