Work integrated learning internships in transnational education: Alumni perspectives from Vietnam

Abstract

Purpose

Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location.

Design/methodology/approach

A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam.

Findings

Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs.

Research limitations/implications

The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL.

Practical implications

Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts.

Originality/value

The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

Citation

Bilsland, C., Carter, L. and Wood, L.N. (2019), "Work integrated learning internships in transnational education: Alumni perspectives from Vietnam", Education + Training, Vol. 61 No. 3, pp. 359-373. https://doi.org/10.1108/ET-07-2017-0094