Internship programs that offer real tasks, structured supervision, and clear learning goals significantly improve student satisfaction and career planning readiness. This conclusion comes from a 2026 peer-reviewed study by Risza Putri Elburdah of Universitas Pamulang, published in the International Journal of Finance and Business Management. Focusing on Informatics Engineering students, the research highlights how well-designed internships help students transition more confidently from campus to the professional world—an issue of growing importance as digital industries demand job-ready graduates.
The findings matter as universities across Indonesia and Southeast Asia expand mandatory internship programs to address skills gaps in technology-driven labor markets. While internships are widely promoted as a bridge between education and employment, their actual quality and impact on students’ long-term career decisions are often questioned. This study provides empirical evidence that internship structure and experience make a decisive difference.
Why Internship Quality Matters Today
Informatics Engineering graduates face intense competition in the digital economy. Employers increasingly expect not only technical competence but also workplace readiness, problem-solving ability, and career clarity. Internships are designed to meet these expectations, yet many students report experiences that feel disconnected from their academic training or future goals.
Against this backdrop, Risza Putri Elburdah’s research places student satisfaction at the center of internship evaluation. Satisfaction is treated not as a subjective feeling alone, but as an indicator of whether internships truly function as experiential learning environments that support career development.
How the Study Was Conducted
The research used a descriptive quantitative survey approach. Data were collected from 50 Informatics Engineering students at Universitas XXX who had completed a five-month internship. All participants were undertaking their first internship, allowing the study to capture a relatively uniform stage of professional exposure.
Students completed structured questionnaires measuring two main aspects: satisfaction with the internship experience and satisfaction with post-internship career planning. Responses were analyzed using percentage scores and satisfaction indices, providing a clear picture of overall trends without relying on complex statistical models.
Key Findings at a Glance
The results show exceptionally strong outcomes across all measured indicators:
- Internship satisfaction index reached 92.31 percent, classified as “very satisfied.”
- Post-internship career planning satisfaction reached 91.38 percent, also in the “very satisfied” category.
- 100 percent of respondents reported being satisfied or very satisfied on all internship and career-planning indicators.
- Students highlighted meaningful task involvement, hands-on project work, and direct exposure to professional workflows.
- Quality supervision and mentoring were repeatedly cited as critical to positive experiences.
- After completing internships, students reported greater confidence in defining career goals, evaluating job options, and preparing concrete steps such as portfolio development and professional networking.
These findings suggest that internships can serve as more than a graduation requirement. When properly implemented, they become a formative stage in shaping professional identity.
Interpreting the Results
According to the study, several factors explain the high satisfaction levels. The five-month duration allowed students sufficient time to adapt, learn, and reflect on their roles. As first-time interns, participants also experienced a strong contrast between academic environments and real workplaces, amplifying the perceived value of hands-on exposure.
The research aligns with broader educational theories that link satisfaction to the fulfillment of expectations. Students entered internships expecting practical learning and career insight, and those expectations were largely met or exceeded. This alignment translated into stronger motivation and clearer post-graduation planning.
Implications for Higher Education and Industry
The study carries important implications for multiple stakeholders:
For universities, the findings emphasize the need to focus on internship quality, not just availability. Clear learning outcomes, relevant task assignments, and active supervision should be embedded in internship partnerships. Integrating career guidance alongside internships can further strengthen outcomes.
For students, the results reinforce the importance of active engagement during internships. Students who treat internships as learning opportunities rather than temporary obligations gain greater clarity about their strengths, interests, and career paths.
For industry partners, the study shows that offering meaningful work, feedback, and mentorship benefits both students and organizations. Well-supported interns are more motivated, more capable, and more likely to consider long-term careers in the industry.
Author’s Perspective
Risza Putri Elburdah notes that internships work best when learning is intentional. In her analysis, internships that combine real responsibilities with guidance help students understand not only what they can do, but also who they want to become professionally. She emphasizes that satisfaction reflects successful learning alignment between universities and workplaces.
Author Profile
Risza Putri Elburdah, is a lecturer and researcher at Universitas Pamulang, Indonesia. Her academic expertise includes human resource management, higher education studies, experiential learning, and career development. Her research focuses on student satisfaction, work readiness, and the transition from education to employment.
Source
Journal Article: Student Satisfaction Levels Among Informatics Engineering Students of Universitas XXX Regarding Internship Experiences and Post-Internship Career Planning
Journal: International Journal of Finance and Business Management
Year: 2026
DOI: https://doi.org/10.59890/ijfbm.v4i1.185
Official URL: https://jpnmultitechpublisher.my.id/index.php/ijfbm/index
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