This study examined the alignment of internship tasks with the interns' academic qualifications, highlighting instances where interns are either appropriately matched or tasked with duties unrelated to their expertise. This is a qualitative study which used an exploratory study design. To select participants for face-to-face interview, purposive and snowballing sampling techniques were employed. A total of six (6) statistics graduates were the participants in the study. The study found that statistics interns placed in roles aligned with their qualifications felt more prepared for the workplace, while those facing misalignment encounter challenges varying from boredom to frustration. Furthermore, the study uncovered issues of nepotism, lack of mentorship, and potential autocratic practices within some organizations hosting statistics interns. Since the study has a relatively small sample size and focused only on a very narrow group of students, the results cannot be generalized. However, the results have implications to various stakeholders, highlighting collaboration between higher education institutions and organizations through formal agreements to enhance the effectiveness and standardization of internship experiences for students and graduates. Moreover, there is a need for the establishment of structured internship programs with well-defined key performance areas.
internship programs, statistics graduates, skill alignment, workplace experiences
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Oratilwe Penwell Mokoena. Corresponding author. Department of Statistical Sciences, Sefako Makgatho Health Sciences University, 1 Molotlegi Street, Ga-Rankuwa, 0204, Gauteng Province, South Africa. Email: oratilwe.mokoena@smu.ac.za
Solly Matshonisa Seeletse. Department of Statistical Sciences, Sefako Makgatho Health Sciences University, 1 Molotlegi Street, Ga-Rankuwa, 0204, Gauteng Province, South Africa. Email: solly.seeletse@smu.ac.za
Cite this article:
Mokoena, O.P. & Seeletse, S.M. (2024). The alignment between internship tasks and academic qualifications. International Journal of Academe and Industry Research, 5(3), 1-21. https://doi.org/10.53378/ijair.353077
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