Assessment of internship effectiveness in South Italy Universities

Abstract

Purpose

The purpose of this paper is to describe and discuss the way internships are currently evaluated in Campania Universities by host institutions.

Design/methodology/approach

The author collected and described questionnaires used by the universities of the Regional Observatory of Campania University System. These questionnaires are given by the host institutions to interns to fill out, and they evaluate skills growth in terms of initial and final assessment. Data related to these questionnaires are not publicly available, therefore the main data source comes from 732 post-internship questionnaires collected by the University of Suor Orsola Benincasa in 2013-2014.

Findings

Out of the 732 participants considered, 65 per cent rated excellent for motivation and interest, 55 per cent were rated excellent for the responsibility demonstrated, but only 37 per cent were rated excellent for the level of work autonomy achieved: a signal of the need to better prepare students for internships. Cross-technical and professional skills, which increase of +37 and +32 per cent, suggest that the experience has a very positive value. Regarding the experience outcome, the author detected a positive indicator: in 6 per cent of cases, an early employment occurred.

Research limitations/implications

It has only been possible to analyze the questionnaires from one of the Campania universities. The results encourage us to explore further, extending instruments and research methods at a national level, too.

Originality/value

The author built a research database form to compare current questionnaires in Campania. The author collected internship evaluation data from Suor Orsola University to propose a common questionnaire among Campania Universities. By sharing the findings, other universities, national and international, could benefit from the results.

Citation

della Volpe, M. (2017), "Assessment of internship effectiveness in South Italy Universities", Education + Training, Vol. 59 No. 7/8, pp. 797-810. https://doi.org/10.1108/ET-08-2016-0136