A large-scale study of Nigerian university students has found that industrial internships play a decisive role in preparing business education graduates for the world of work. The research was conducted by Chinwenda Andrew Jiji of the Department of Business Education, Faculty of Education, Rivers State University, and published in 2026 in the International Journal of Applied Research and Sustainable Sciences (IJARSS). Drawing on data from nearly 400 students in Rivers State, the study shows that the Students’ Industrial Work Experience Scheme (SIWES) is widely perceived as effective in strengthening practical skills, professional ethics, and employability—outcomes that matter directly for graduate readiness and economic development.
Why industrial internships matter now
Across Nigeria and many developing economies, universities face pressure to produce graduates who can transition smoothly into employment or entrepreneurship. Employers frequently report gaps between classroom knowledge and workplace expectations, particularly in applied fields such as business education. SIWES, established by Nigeria’s Industrial Training Fund, was designed to address this challenge by embedding structured industrial experience into tertiary education.
For business education students, the stakes are high. Beyond theory, they must demonstrate competence in office administration, information and communication technology, teamwork, communication, and problem-solving—skills best learned in real organizational settings. The new study provides fresh evidence that students themselves recognize SIWES as a critical bridge between academic learning and professional practice.
How the research was carried out
The study focused on 398 second-year business education students drawn from Rivers State University (RSU) and Ignatius Ajuru University of Education (IAUE) in Port Harcourt, Nigeria. Because the population size was manageable, all eligible students were included.
Researchers collected data through a structured questionnaire that captured students’ views on their SIWES experience and its contribution to business education programme outcomes. Responses were analyzed using straightforward statistical methods to identify overall trends and examine whether perceptions differed by gender. A total of 339 valid responses were analyzed, representing an 85 percent response rate, which strengthens the reliability of the findings.
What students reported
The results point to a clear and consistent pattern: students view SIWES positively and associate it with meaningful learning gains.
Key findings include:
- Strong practical relevance: Students agreed that SIWES provides hands-on experience that complements classroom instruction and clarifies how business concepts operate in real workplaces.
- Improved confidence and competence: Many reported greater confidence in applying theoretical knowledge to actual work tasks after completing their industrial placement.
- Professional ethics and discipline: Exposure to workplace norms, time management, and professional conduct emerged as one of the most valued benefits.
- Employability gains: Students linked SIWES participation to improved readiness for employment and career opportunities after graduation.
On a standardized rating scale, most indicators scored well above the benchmark for positive perception, showing broad agreement across the student body.
Contribution to business education outcomes
Beyond general satisfaction, the study highlights a more important insight: students’ positive perception of SIWES is closely tied to the achievement of core business education outcomes. These outcomes include technical competence, problem-solving ability, ethical awareness, and readiness for professional or entrepreneurial careers.
Students who viewed SIWES favorably were more likely to report gains in skills directly aligned with programme objectives. This reinforces the idea that perception matters—not just the existence of an internship, but how meaningful and well-structured students find the experience.
Paraphrasing the study’s conclusion, Chinwenda Andrew Jiji of Rivers State University explains that industrial training “functions as a practical extension of the classroom, allowing students to internalize skills and professional behaviors that business education programmes are designed to deliver.”
Gender differences: largely neutral
One question addressed by the research was whether male and female students experience SIWES differently. The findings show no meaningful gender gap in overall perception. Both male and female students reported similar levels of supervision, access to learning opportunities, and exposure to professional ethics.
Statistical tests confirmed that, while minor variations exist, gender does not significantly influence how students perceive the benefits of SIWES. This suggests that, at least in the universities studied, the scheme operates in a broadly inclusive and equitable way.
Persistent challenges
Despite the positive results, the study does not present SIWES as flawless. Some students reported ongoing problems that reduce the scheme’s potential impact, including:
- Inadequate supervision or mentoring during placements
- Tasks that are poorly matched to students’ field of study
- Limited monitoring and feedback from universities
These issues, the author notes, can weaken the link between industrial training and educational outcomes if left unaddressed.
Implications for policy, universities, and industry
The findings carry practical implications for multiple stakeholders:
- Universities can improve outcomes by strengthening supervision, aligning placements more closely with academic programmes, and actively monitoring student experiences.
- Industry partners benefit from engaging students in meaningful tasks rather than routine or peripheral work, helping to build a future-ready workforce.
- Policymakers and education planners can view SIWES as a proven tool for workforce development, while recognizing the need for better coordination and quality assurance.
More broadly, the study supports the argument that structured industrial experience should remain a core component of applied university programmes, especially in fields tied closely to labor market needs.
Author profile
Chinwenda Andrew Jiji is a lecturer in the Department of Business Education, Faculty of Education, Rivers State University, Port Harcourt, Nigeria.
Journal Article: Students’ Perception of the Industrial Work Experience Scheme (SIWES) as a Tool for Realizing Business Education Programme Outcomes in Rivers State Universities
Journal: International Journal of Applied Research and Sustainable Sciences (IJARSS)
Year: 2026
DOI: https://doi.org/10.59890/ijarss.v4i1.173
Official URL: https://jpnmultitechpublisher.my.id/index.php/ijarss/index
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