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This review article is focused on the following research questions: RQ1: What are the methods used by authors to collect data in order to evaluate one's profile? RQ2: What are the classification algorithms and ranking metrics used to give suggestions to users? RQ3: How effective are these algorithms and metrics identified in RQ2?

There are four major systematic review phases being carried out in this survey, namely the formulation of research questions, conducting the review, which includes the selection of articles and appraising evidence quality, data extraction and narrative data synthesis.

Collecting from primary sources is more personalized and relevant. Embedded skill sets that have a considerable impact on one’s career aspirations could be mined from secondary sources. A hybrid recommender system helped mitigate the limitations of both. The effectiveness of the models depends not only rely on the filtering techniques used but also on the metrics used to measure similarity and the frequency of words or phrases used in a document.

The study benefits internship program coordinators of a university aiming to develop a recommender or matching system platform for their students. The content of the study may shed a light on how university decision-makers can explore options on what are the techniques or algorithms to be integrated. One of the advantages of internship or industrial training programs is that they would help students align them with their career goals. Research studies have discussed other RS filtering techniques apart from the three major filtering techniques.

The outcome of the study, which is a recommendation system to match a student's profile with the knowledge and skills being sought by organizations, may help ease the challenges encountered by both parties. The study benefits internship coordinators of a university who are planning to create a recommendation system, an innovative project to be used in teaching and learning.

Internship programs can help a student grow personally and professionally. A university student looking for internship opportunities can find it a daunting task to undertake, as there is a vast pool of opportunities offered in the market. The confidence levels needed to match their knowledge, skills and career goals with the job descriptions (JDs) could be challenging. The same holds with companies, as finding the right people for the right job is a tough endeavor. The main objective of conducting this study is to identify models implemented in recommendation systems to give and/or rank suggestions given to users.

While surveys regarding recommender systems (RS) exist, there are gaps in the presentation of various data collection methods and the comparison of recommendation filtering techniques used for both primary and secondary sources of data. Most recommendation systems for internship programs are intended for European universities and not much for Southeast Asia. There are also a limited number of comparative studies or systematic review articles related to recommendation systems for internship programs offered in an Southeast Asian landscape. Systematic reviews on the usability of the proposed recommendation systems are also limited. The study presents reviews of articles, from data collection and techniques used to the usability of the proposed recommendation systems, which were presented in the articles being studied.

Although microfinancing is considered a key tool for fostering women's entrepreneurship development, there is growing concern regarding the impact of loan repayment strategies on the mental health of women entrepreneurs. This study seeks to unravel the implications of microfinance loans on the mental well-being of women entrepreneurs.

A carefully structured questionnaire was distributed to a purposive sample of one hundred women entrepreneurs in Lagos State using a mixed-method research approach. Also, interviews were conducted using an interview guide, which directly mirrored the questionnaire administered to five focus groups within Lagos State.

The study found that loan repayment and recovery strategies positively and significantly impact women entrepreneurs' mental well-being, with psychological distress serving as a measure for measuring mental well-being. Additionally, other factors such as the number of dependants and household headship trigger psychological distress, while age in business was associated with a reduction in psychological distress.

This study contributes to the existing literature by delving into the psychological implications of loan repayment strategies on the mental health of female entrepreneurs in Lagos State, Nigeria. Furthermore, it employs a triangulation research approach to validate questionnaire responses through focus group discussions.

Internships are widely used as one of the best learning tools for professional practice. The purpose of this research paper is to comprehend to what extent the LIS interns become competent with practical tasks through this program, current facilities offered by the internship-offering institutions and their plan in this regard.

This study used a mixed-method approach. To examine LIS students’ practical experience, this study conducted a survey. Participants were 110 students having internship experience from the LIS bachelor’s degree offering universities of Bangladesh. For qualitative data, representatives of internship-offering institutions were interviewed.

Results indicate that there is a certain lack of coordination between theoretical knowledge with practical demonstrations. Some essential ICT-based tasks missed out from this program like library automation software (e.g. KOHA); online-based cataloging such as Machine Readable Cataloguing, Resource Description and Access; digital library software (Greenstone); Institutional Repository software (Dspace, EPrint, etc.); virtual library services; radio frequency identification, etc. which should be taken into consideration in internship modules. Including faculty members and practitioners is suggested for a model internship framework ensuring ever-advanced LIS education. There is no significant difference between interns’ gender with their satisfaction level.

The major limitation of this study is the absence of coverage of faculty perceptions regarding Internships. As in the higher education institution, the three stakeholder groups’ subsets, namely, faculty members, practitioners and students are parallelly important to take any initiative.

The input from interns will assist the industries in redesigning their modules in light of interns’ feedback to best prepare interns for the competitive job market.

Internship in LIS education is not a new research area; however, research attempts to show students’ experience along with organizations’ preparedness in offering internships is new in nature.

Career preparedness is critical to successfully transitioning from college to a full-time work environment. Being prepared means students have the technical and non-technical skills to help an organization meet its strategic goals. In many instances, students lack the requisite career competencies and collaborative skills. This study proposes designing an instructor-led, career-driven quasi-virtual internship to address this issue and improve students’ preparedness and teamwork.

Our research integrates and expands the four-step processes outlined in instructional and course redesign theories, including analysis, design and development, implementation and evaluation. In the evaluation phase, a survey is used to collect data, and natural language processing is applied to identify the emerging themes. The sample included 104 undergraduate students enrolled in an information systems degree program, which resulted in a digital corpus of 40,744 words for analysis.

Results indicate that the implementation of instructor-led quasi-virtual internships offered a comprehensive career experience comparable to an onsite or virtual company-sponsored internship in five notable areas: (1) application of technical knowledge, (2) critical thinking, (3) time management, (4) application of IT project management and (5) collaborative skills.

Our study only evaluated participants in our treatment group. Future research should examine the differences between students who complete sponsored versus instructor-led quasi-virtual internships. Researchers can add a control group of students who receive a theoretically based capstone course. Future research can simulate randomized controlled trials (RCT) (Chalmers et al., 1981) to measure the effectiveness of quasi-virtual internships. A benefit of this research is that an open-ended survey allows for collecting rich, multifaceted primary data. The second limitation is that the study included only single-item questions. Future authors can create and validate a survey instrument based on the themes and concepts emanating from our investigation. For example, they can operationalize team dynamics and career preparedness using a reflective model in which the underlying construct drives the indicators, requiring multiple items to examine each construct (Coltman et al., 2008). Third, the sample size in the study was relatively small. We can increase the sample size using a time-series dataset with multiple measurement periods. The fourth limitation is context; this study was conducted at a public university; other institutions may have varied teaching approaches, student demographics and resources. By expanding our study using a multi-site approach (Ballantyne et al., 2012), we can increase cross-sectional sample sizes and improve the generalizability of the study’s results.

This study provides several practical insights for educators by examining quasi-virtual internships. Academic institutions that want to offer internships but struggle to establish industry partners can implement the quasi-internship model as an alternative approach. The study highlights that students gain critical insight into their future careers during these internships by being familiar with industry concepts and tools. We also provide insights into engaging students in “meaningful collaboration.” We suggest the instructor provide some time during the class sessions for group work to improve coordination and introduce industry-level tools that provide a more applied approach to IS education.

The National Survey of College Internships (NSCI) 2021 indicates that underrepresented and first-generation students were less likely to participate in internships. Our research may positively impact diverse communities since the quasi-virtual internship allows all students to participate once they are enrolled in a capstone class.

To our knowledge, this study is the first to utilize latent semantic analysis to analyze students’ feedback to improve course design, career preparedness and team dynamics.

The positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.

The academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.

The results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.

This study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

The study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master’s in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships.

About 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents.

Students viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students.

The study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study.

The themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper.

The current structure and content of higher pedagogical education in Russia is a unique interweaving of the traditions of the historical past with post-Soviet and modern reforms of the last 30 years. They reflect the complex process of development of the national teacher training system, each stage of which not only built on the previous one, but also brought something new and more perfect, without denying the previous experience. The current situation in teacher education in Russia is quite diverse and original. Teachers have the opportunity to study in specialised secondary, higher and professionally oriented postgraduate education programmes.

This chapter presents modern higher pedagogical education in Russia as a rather complex and multilevel system. This required a rather in-depth coverage of state policy, structure and content of Federal State Educational Standards. On this basis, the authors planned to achieve a full understanding of the phenomenon of the combination of centralisation and decentralisation of the teacher training process in Russia, where the existing legal and content frameworks nevertheless leave ample opportunities for variability and autonomy in the formation of educational programmes at universities and institutes.

The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic.

Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns─newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns’ experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely.

Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace.

This study provides insight into interns’ experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.

This research aims to elucidate the complex relationships among internship learning performance, problem-solving efficacy, and their determinants by simultaneously examining a key variable that may moderate these relationships.

This study carried out its empirical examination by surveying graduate students at a prestigious university in Taiwan. The investigation selected two programs from the College of Management and another two from the College of Engineering within the university through a random sampling approach. The selection of research participants from the domains of management and engineering is well-suited to this study’s objectives, given the pronounced prevalence of internships in these fields. Of the 280 questionnaires, 234 usable questionnaires were finally collected for a response rate of 83.57%.

The findings of this study show that learning goal orientation and communication skill learning both represent critical motivations that directly dominate the growth of problem-solving efficacy to ultimately boost learning performance. At the same time, the positive moderation of learning climate suggests the learning climate as an accelerator for learning autonomy that boosts interns’ problem-solving efficacy more strongly.

This study presents an expansion of the social learning theory’s conventional focus on general self-efficacy beliefs by delving into the realm of internships as a unique research context to explore problem-solving efficacy as a distinct facet of self-efficacy. Within this context, the study integrates the mediating role of problem-solving efficacy into the learning dynamics of internships, where interns engage in both learning goal orientation and communication skill learning. By concentrating on the internship setting within the workplace, this study effectively bridges the domains of management education and vocational psychology, extending insights beyond the classroom to comprehensively grasp the impact of learning goal orientation and communication skill learning.

Library quality assurance systems are collaborative governances that facilitate the presentation of data on international accreditation of departments, which contains data on services, human resources, library facilities and infrastructure. This research analyzes the supporting and inhibiting factors and the advantages of the library quality assurance system in supporting international accreditation of departments at Sebelas Maret University (UNS) Surakarta, Indonesia using Talcott Persons' theory of structural functionalism.

Primary data in exploratory research and action research obtained from the Quality Assurance Team at the university level under the Educational Quality Assurance and Development Institute (LPPMP), the Quality Assurance Unit (UPM) at the faculty level and the Quality Control Group (GKM) at the department, librarian and academic community levels. Supporting informants are international assessor practitioners. Data validation using source triangulation, namely information obtained through different sources, and method triangulation through different methods. Data obtained from library studies, observations, Focus Group Discussions (FGD), documentation and interviews with staff, library leaders, lecturers from departments that have and will carry out international accreditation and UNS students and analyzed interactive analysis models, namely data reduction, data presentation and concluding.

The research results show that the UNS Library quality assurance system facilitates higher education organizations, such as bachelor's, master's and doctoral departments at UNS; search and presentation of international accreditation data. Supporting factors include the availability of digital library systems, online catalogs (UNSLA), e-journal and e-book databases, library websites and library data links for accreditation; facilities and infrastructure consist of indoor-outdoor study rooms; library social media; Self Access Terminal room; facilities for international students; involvement of librarians in international internships/conferences, librarians who have had competency tests and certification; librarians pursuing doctoral degree and support for student interns in system development. Inhibiting factors include the unavailability of programmers and dependence on UNS Information and Communication of Technology Unit. The benefits of the department quality assurance system include accelerating and improving the organization's quality and presentation of international accreditation data for departments at UNS.

This type of qualitative research with an exploratory approach takes library study data, observations and in-depth interviews with library staff and quality assurance of departments. The informants were selected using purposive sampling, which was adjusted to the needs and interests of the research. It also uses the action research method, a collaboration between the quality assurance unit, librarians and academics. Action research is a form of collective self-reflection that involves a series of daily activities, which include the processes of research, diagnosis, planning, implementation, monitoring and establishing the necessary relationships between evaluation and self-development. The research object is something that will be subject to conclusions resulting from something that will be discussed in the research. The object of this research is the quality assurance of the UNS Library. Primary data was obtained from the Quality Assurance Team at the university level under the LPPMP, the Quality Assurance Unit (UPM) at the faculty level and the Quality Control Group (GKM) at the department, librarian and academic community levels. Supporting informants are international assessor practitioners. Data will be collected using observation, in-depth interviews, Focus Group Discussion (FGD) and documentation. To ensure the validity of the data, source triangulation is used, namely, information obtained through different sources, as well as method triangulation through different methods, for example, interviews with observation or FGD. Data analysis using an interactive analysis model, namely data reduction, data presentation and concluding. This research was conducted at the UNS Library, with the research object being all departments at Sebelas Maret University, which have and will undergo international accreditation.