Factors Affecting to Undergraduate’s Intention of Internship Programme in Accounting

Factors Affecting to Undergraduate’s Intention of Internship Programme in Accounting

D.M.Y.M. SENANAYAKA    124361

Department of Accountancy, Faculty of Business Studies & Finance, Wayamba University of Sri Lanka

ABSTRACT

An internship is an educational in an environment providing field application of a student’s theoretical lecture hall learning. Through an internship program, university undergraduates are expecting to obtain a proper knowledge as well as a good experience for their career life. For that purpose they much more concern on selecting best internship places. In that process definitely they have to face many issues.

This research try to find out the significance factors which are affecting when selecting an internship opportunity and until internship program is complete, by the accounting undergraduate of Sri Lankan universities. This research is going to gather information regarding the factors which are affecting for selecting an internship opportunity as well as factors which are affecting for complete the internship program. Population of the research is all the accounting undergraduates in Sri Lankan universities (UGC approved government universities), while target sample is chosen from island wide.

In this research firstly investigated the determinants, for example GPA, and family background (e.g., parent education and career), of whether a student seeks and obtains an internship.  Second, controlling for the selection bias in obtaining an internship, then researcher investigate what the factors are affecting to students during the internship/employment.

The overall objective and the specific aims of the research have been able to achieve and through the research significant factors raised by interns when selecting and completing an internship/ employment opportunity, the relationship between those identified factors were identified and compared them among internship, employment, audit sector and non-audit sector of the selected sample of undergraduates.

In the context of researching, impact of student’s family background,students with higher GPAs, job search skills, higher overall extent (content) of the degree of accountancy prepared for internship variables are the significance factors affecting to undergraduates when selecting an internship opportunity and until internship program is complete. (Factors affecting to undergraduate’s intention of internship programme in accounting)

Key Words: Grade Point Average, University Grant Commission

1.      Introduction

An internship in accounting and finance in a university is not a new phenomenon.  Students have taken semesters off from university to work in Accounting firms and corporations for many years.

An internship is an educational in an environment providing field application of a student’s theoretical lecture hall learning. Many accounting faculties and professionals believe that through internships students are able to gain an insight into the “real world” of business and experience situations that cannot be duplicated in the lecture hall. In addition, it is thought that an internship is also a significant avenue for students to obtain permanent jobs (Snyder, 1999).

Hand – on experience cannot be imparted through lectures (Collins, 2001). Internship program will help to attain practicable knowledge for newly employees. Industrial training or internship affords students a first-hand glimpse of reality (Collins, 2001). It is the foundation for the any kind of jobholder’s career life. Internships are known for giving students the opportunity to apply their knowledge in real world environments. At the same time, they will also develop skills which will help them perform better at their jobs. Internships allow interns to make contacts with managers and recruiters, which can later be used to negotiate full-time employment. Internship can be an effective link between lecture hall educations and practice (Young, and Baker, 2004). As this internship provides greater value to the intern’s future career life, it must be more concern about selecting a proper internship opportunity. This internship choice will be varied from one intern to another due to the various factors which are affected to them when selecting an internship opportunity.

The objective of this study are to analyze and explain the significance factors which are affect when selecting an internship opportunity, analyze and explain the significance factors which are affect when completing an internship opportunity, identify the relationship between various factors which affect when selecting an internship opportunity and identify the relationship between various factors which affect when completing an internship opportunity

This research try to find out the significance factors which are affecting when selecting an internship opportunity and until internship program is complete, by the accounting undergraduate of Sri Lankan universities. This research gathered information regarding the factors which are affecting for selecting an internship opportunity as well as factors which are affecting for complete the internship program. Population of the research is all the accounting undergraduates in Sri Lankan universities (UGC approved government universities), while target sample is chosen from island wide.

Then next identify significance factors affecting to select an internship place for their career development and identify factors affecting to complete it. By this study, undergraduates of universities are able to know the current situation regarding the significance factors that they should consider when finding out a place for their internship career to achieve their future goals and objectives under effective and efficient way.

2.      LITERATURE REVIEW

2.1  Determinants of Internship

In this research firstly investigated the determinants, for example GPA, university activities, and family background (e.g., parent education and career), of whether a student seeks and obtains an internship.  Second, controlling for the selection bias in obtaining an internship, then investigate whether students who take internships have an advantage in job offers over students who continue straight through university.

2.2  Trends in Internships

The Ministry of Higher Education in Sri Lanka promotes all government higher education institutions to produce a quality and marketable graduates as graduate employability is one of the critical agendas under the Higher Education Strategic Plan. It emphasize the need for graduates to possess additional skills to complement their qualifications for employability. A part from theoretical knowledge working experience has become an important consideration in the job market.

2.3  Description of a Typical Accounting Internship Program

DiLorenzo-Aiss and Mathisen (1996) identified a typical internship program as having four characteristics: (1) Work is for a specified number of work hours. (2) The work may be paid or unpaid. (3) Credit is awarded. (4) Oversight of the program is provided by a faculty coordinator or other university representative along with a corporate counterpart.

2.4  Internship Benefits

Gault et al. (2000) studied the relationship between undergraduate business internships and career success. Career success was measured using 13 skills in four categories; academic skills, communication skills, interpersonal skills, and job acquisition skills. 

2.5  Gaining Employment

Groves et al. (1977) found that students perceived that internships provided them with increased business contacts and better knowledge of the job market.  Stenhouse (1999) studied whether university students who accept internships can enhance their likelihood of subsequent employment by (1) adopting a professional role identity within an organization, (2) developing professional and organizational commitment through the enactment of that role, and (3) being validated in that role by their work associates.  The finding resulted in a more precise understanding of the job search process for interns seeking entrance into the workforce and provided students with strategies to enhance their employability prospects as a result of the internship.

3.      METHODOLOGY

The aim of this study is to examine intern’s intention on the selected issues relating to the internship training, before and after the internship training. For that purpose, questionnaires were distributed to accounting students who have completed their internship training and still in the internship. The questionnaire was piloted among the third and final year accounting students in the faculty of Business Studies & Finance, University of Wayamba. Accordingly, 30 sets of questionnaire were distributed among accounting undergraduates. The researcher received twenty three responses with comments on the wording, sequencing of questions, and whether the questions made sense and were relevant to the research objective. After taking into consideration all the comments and notes the questionnaire was subsequently modified.

3.1 Conceptualization

Selecting and completing the internship is the Dependent Variable which is measured by Organizational and student’s factors for selecting an internship/ employmentand, Organizational factors for completing an internship/ employment.

 Figure 1 : Conceptual Framework                

Dependent Variables

Selecting and completing the internship

Independent Variables

Accordingly following hypotheses were developed,

H₀:  There are no significance factors with undergraduates when selecting an internship opportunity and until internship program is complete.

H₁: There are significance factors with undergraduates when selecting an internship opportunity and until internship program is complete.

H2: Students with parents having Bachelors education backgrounds will be more likely to experience internships.

H3: Students with parents who have management careers will be more likely to experience internships.

H4: Students with higher GPAs will be more likely to experience internships.

H5: Students with higher quality of job search skills have more offers than students who do not. (The self-reported quality of job search skills.)

H6: Students with higher quality of leadership skills have more offers than students who do not. (The self-reported quality of leadership skills.)

H7: Students with higher quality of conversation skills have more offers than students who do not. (The self-reported quality of conversation skills.)

H8: Overall extent (content) of the degree of accountancy prepared for internship experience leads to increase the Internship/Job Performance.

3.2 Operationalization

Table 1 : Operationalization

3.3 Data Analysis

Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering use information, suggesting conclusions, and supporting decision-making. The collected data is described in an understandable manner in order to get clear conclusion regarding research objective. Data analysis is basically did by using graphs, percentage comparison methods. MS excel and Word software programs are used and Statistical analysis tools like SPSS 23. (Correlation Analysis, t-test,Descriptive Analysis)

4. Findings

4.1 Demographic information 

A total of 886 students were involved in the internship training for the academic year 2011/12 from all over the Sri Lanka. Total 270 questionnaires were distributed, however, only 240 questionnaires were returned, representing a response rate of 88.88%. The majority of the interns (53.3%) are male. 

Data shows that 40% of respondent undergoing their training in audit sector while majority 60% of respondents placed in non-audit sector. Respondents who had experienced internships (80%) were significantly higher than first time experienced in employment (20%). A demographic profile for the interns is captured in Table 3 & 04.

Most of the undergraduates are following one or more professional courses such as ICASL, CIMA, and CMA. As per the analysis 86.7% of the selected sample is following any of the professional courses. Based on that their internship requirement is vary and they are focusing to cover both university and professional articles. Only 13.3% of the sample engages in internship with the purpose of covering university article as per the analysis. Data shows that 76.7% of respondent undergoing their training with Chattered Institutes articles in Institute of Chartered Accountants of Sri Lanka (ICASL).

Most of the students (53.3%) obtain their internship or employment on their own ways while 20% of students obtained their internship or employment from career fairs. Data shows that 60% of respondent undergoing their training / employment length over 12 months.

4.2 Correlations of Length of internships / employment

The results in correlation, table 2 shows that interns are willing to have a longer internship period if they were doing professional courses.

Table 2: Correlations of length of internships / employment

Pearson Correlation is 0.292. This means that there is a weak positive relationship between with this two variables. When the amount of following any professional courses increases (first variable), the participant length of internship / permanent employment (second variable) is also increases. And there is a statistically significant positive weak correlation between these two variables.

4.3  Student’s intention of training/ employment

When selecting internship opportunities undergraduates have to face different kind of factors and this research is mainly focusing on those factors that are faced by undergraduates. Normally all of them are concerning the facts before selecting an internship, such as allowance, reputation and covering articles etc. In this research, researcher divided undergraduate’s internship data into four categories (Process of selecting internship). Such as, 01) Frequencies for Selecting First Time Internship 02) Frequencies for Selecting First Time Permanent Job 03) Frequencies for Selecting First Time experience in Auditing Sector 04) Frequencies for Selecting First Time experience in Non-Auditing Sector.

As per the analysis most significant factor which is considering by undergraduates when selecting first time internship opportunity is the reputation when selecting their organization. It represents 4.17 of mean value which is the higher one among other factors. Easiness of travel/ location was important for selecting the organization, the ability of covering professional articles from the organization, agreement period was considered when selecting an organization for internship are representing the next higher mean value as per the analysis.

The most significant factor which is considering by undergraduates when selecting first time permanent job (Employment) is the ability to gain experience and knowledge from the organization. It represents 4.67 of mean value which is the higher one among other factors. The ability of covering professional articles from the organization is also representing the higher mean value as per the analysis.

The most significant factor which is considering by undergraduates when selecting first time experience in auditing sector is also ability to gain experience and knowledge from the organization. It represents 4.50 of mean value which is the higher one among other factors. The ability of covering professional articles from the organization is representing the next higher mean value as per the analysis.

The most significant factor which is considering by undergraduates when selecting first time experience in non-auditing sector is represent two factors as per analysis. The reputation when selecting their organization for internship and an ability to gain experience and knowledge from the organization are those two factors. These two factors represents 4.39 of mean value which are the higher mean values among other factors. The ability of covering my professional articles from the organization is representing the next higher mean value as per the analysis.

Therefore, the reputation of the organization, the ability to gain experience and knowledge from the organization are the most significant factors that are considered by undergraduates when selecting an internship opportunity based on above four categories. The ability of covering professional articles from the organization, easiness of travel/ location, agreement period are the next most significant factors that are considered by undergraduates when selecting an internship opportunity. Based on the mean values of the analysis those are the significant issues faced by undergraduates in the process of selecting an internship opportunity.

To search very most significant factor when undergraduates selecting internship opportunities, in this research, researcher again divided undergraduate’s internship data into four categories (Process of selecting internship). Such as, 01) Frequencies for Selecting First Time Internship in Audit Sector 02) Frequencies for Selecting First Time Permanent Job in Audit Sector 03) Frequencies for Selecting First Time Internship in Non-Audit sector 04) Frequencies for Selecting First Time Permanent Job in Non-Audit sector.

As per the analysis most significant factor which is considering by undergraduates when selecting first time internship in audit sector is the ability to gain experience and knowledge from the organization. It represents 4.64 of mean value which is the higher one among other factors. Easiness of getting study leaves, the ability of covering professional articles from the organization are representing the next higher mean values as per the analysis.

When searching the most significant factor which is considering undergraduates when selecting first time permanent job (employment) in the audit sector is not presenting significant figures. But there are three factors presenting some much of closer value to the significant level (If significant mean value closer to 4.00). The ability to gain experience and knowledge from the organization, ability of covering my professional articles, agreement period are those three. It represents 3.00 of mean value which are the higher factors among other factors.

The most significant factor which is considering by undergraduates when selecting first time internship in non-auditing sector is ability to gain experience and knowledge from the organization. It represents 4.69 of mean value which is the higher one among other factors. The reputation when selecting organization is also representing the next higher mean value as per the analysis.

The most significant factor which is considering by undergraduates when selecting first time permanent job (Employment) in non-auditing sector is, the reputation when selecting organization. It represents 4.60 of mean value which is the higher one among other factors. Easiness of travel/ location is also representing the next higher mean value as per the analysis.

In this scenario the most significant factors are the reputation of the organization, the ability to gain experience and knowledge from the organization are the most significant factors that are considered by undergraduates when selecting an internship or job (Employment) opportunity based on above four categories. The ability of covering professional articles from the organization, easiness of travel/ location, are the next most significant factors that are considered by undergraduates when selecting an internship opportunity. Based on the mean values of the analysis those are the significant issues faced by undergraduates in the process of selecting an internship opportunity.

As a conclusion, the reputation of the organization, the ability to gain experience and knowledge from the organization, the ability of covering professional articles from the organization are the most significant factors affecting to undergraduates in the process of selecting an internship opportunity.

4.4 Student’s perception on training/ employment

During the internship or employment opportunities, undergraduates facing different kinds of organizational aspects and this research secondly focused on factors that are faced by undergraduates.

As per the analysis most significant aspect which experienced by the undergraduates during the first time internship in audit sector iscurriculum. It represents 3.82 of mean value which is the higher one among other factors. Placement, evaluation & assessment are representing the next higher mean values as per the analysis.

As per the analysis most significant aspect which experienced by the undergraduates during the first time permanent job (Employment) audit sectorisevaluation & assessment. It represents 4.00 of mean value which is the higher one among other factors. Learning opportunities also representing the next higher mean value as per the analysis.

As per the analysis most significant aspect which experienced by the undergraduates during the first time internship non-audit sector areenvironment, learning opportunities. Represents 4.05 of mean value which is the higher one among other factors. Placement, evaluation & assessment are representing the next higher mean values as per the analysis.

As per the analysis most significant aspect which experienced by the undergraduates during the first time permanent job (Employment) non-audit sectorisinstruction. It represents 3.75 of mean value which is the higher one among other factors. Environmentalso representing the next higher mean value as per the analysis.

As per Table 8 mean values curriculum is most significantly provided in first time internship in audit sector. Evaluation & assessment is most significantly provided in first time permanent job audit sector and first time internship non-audit sector. Placement, environment, instruction, learning, evaluation & assessment are most significantly provided in first time internship non-audit sector.

Therefore, curriculum, evaluation & assessment, environment, learning opportunities, instruction are the most significant aspects that are facing by undergraduates during the internship/ permanent job opportunity based on above four categories. Placement is the next most significant factors that affect to the undergraduates when completing an internship opportunity. Based on the mean values of the analysis those are the significant aspects that are facing by undergraduates during the internship/ employment opportunity.

4.5 Determinants of an internship

According to Table 3, it represents the variables that will be used to test hypotheses two through four. It include family education, family career background and the respondent’s undergraduate GPA.  The Frequencies are described separately for respondents who experienced internships and respondents experienced employment.

Parent education is the first family background variable.  The Census 2012 (Sri Lanka) categories list PhD and Bachelors are the two highest levels of education.  As a result, split the parent education variable into a category variable describing whether the parents had a PhD or Bachelors (coded one) or not (coded zero).  About 29.2 percent of respondents who experienced internships had parents with either a PhD or Bachelors.  Because there were 192 respondents who experienced an internship, the 29.2 percent figure implies 56 respondents had parents with a PhD or Bachelors. About zero percent of respondents who had experienced employment had parents with either a PhD or Bachelors.  The difference between the 29.2 percent and zero percent is significant, having a t value of 7.73 (Table 4).   Just considering this univariate test, without controlling for other variables, results support H2.

Parent career describes whether the respondent’s parents’ career was in the cluster of Management, Business, and Financial Workers occupations. Forty one point seven percent (0.417) of respondents who had internships had parents who were in the Management, Business, and Financial Workers group.  In contrast, 33.33 percent of students with experience of employment had parents in the Management, Business, and Financial Workers occupations group. Comparing the 33.33 percent and the 41.7 percent, t value is 12.623 (Table 4) which is significant, so can conclude the 33.33 percent is significantly lower than the 41.7 percent.  As a result, considering just the univariate test, the results support H3 and that students who had parents with management careers were more likely to experience internships than those who experience in employment.

The undergraduate GPA for respondents is a self-reported GPA for the respondent’s undergraduate career.  The scoring system used numerals 1 through 4 to represent categories of GPAs.  The numeral 4 represents the category of undergraduate grades between 3.70 and 4.00.  The numeral 3 represents the category of undergraduate grades between 3.30 and 3.69, and so on.  The average of the code is 3.29 for respondents who experienced an internship.  The average is lower (2.68) for respondents who had experienced employment.   As a result, considering only above values, results support H4, and there was a difference in GPA between students who experienced internships and students who experience in employment. Higher GPA students were more likely to experience internships than those who experience in employment.

Table 3: Determinants of an internship Descriptive statistics for internships

(Source: Survey data)

*Parent education is a zero/one variable, assigned the value one if the parent had a PhD and Bachelors, zero otherwise.

*Parent career is a zero/one variable, assigned the value of one if the parent’s career was in the Management, Business, and Financial Occupations, zero otherwise.

Table 4: Determinants of an internship One-Sample Test

 (Source: Survey data)

PhD and Bachelors was statistically significantly higher than the population normal PhD and Bachelors, t (239) = 7.730, p = .000.

Management, Business, and Financial Workers occupations was statistically significantly higher than the population normal Management, Business, and Financial Workers occupations, t (239) = 12.623, p = .000.

4.6 Skills

The results in correlation table 5 shows that offer for internship/ employment by a company, if they were describe their job search skills during the interview process.

Table 5: Correlations of job search skills

(Source: Survey data)

Pearson Correlation is 0.140. This means that there is a weak positive relationship between these two variables. When the amount of describe their job search skills during the interview process increases (first variable), the participant offer for t employment internship/ employment by a company (second variable) is also increases. And there is a statistically significant positive weak correlation between these two variables. As a result, considering only above values, results support H5, and there was a positive relationship between students who describe their job search skills during the interview process and internship/ employment offers. 

The results in correlation table 6 shows that offer for internship/ employment by a company, if they were describe their leadership skills during the interview process.

Table 6: Correlations of leadership skills

(Source: Survey data)

Pearson Correlation is -0.188. This means that there is a weak negative relationship between these two variables. And there is a statistically significant negative weak correlation between these two variables. As a result, considering only above values, results not support H6, and there was a negative relationship between students who describe their leadership skills during the interview process and internship/ employment offers.

The results in correlation table 7 shows that offer for internship/ permanent employment by a company, if they were describe their conversation skills during the interview process during the interview process.

Table 7: Correlations of conversation skills

(Source: Survey data)

The Sig (2-tailed) value is greater than 0.05. So, there is no statistically significant correlation between these two variables. As a result, considering only above values, results not support H7, and there was no relationship between students who describe their conversation skills during the interview process and internship/ employment offers.

4.7 Internship/ Employment Performance 

The scoring system used numerals 1 through 5 to represent categories of internship job performance.  The numeral 5 represents the category of undergraduate response is excellent.  The numeral 4 represents the category of undergraduate response is good. The numeral 3 represents the category of undergraduate response is fair and so on. According to evaluation of internship/job performance of university graduates it shows mean value is 3.7875. As per the frequency, the selected sample undergraduates similarly consider about this factor closer to category of “Good”. (Ref. Table 8)

The scoring system used numerals 2 through 5 to represent categories of overall extent to which the degree of accountancy prepared. The numeral 5 represents the category of undergraduate response is excellent preparation.  The numeral 4 represents the category of undergraduate response is goodpreparation. The numeral 3 represents the category of undergraduate response is fairpreparation and so on. According to evaluation of overall extent to which the degree of accountancy prepared, figures in table 8 shows mean value is 3.93. As per the frequency, the selected sample undergraduates similarly consider about this factor closer to category of “Good Preparation”. The difference between the 3.7875 and zero 3.93 is not significant. But, the results in correlation table 9 shows that overall extent to which the degree of accountancy prepared for internship experience and the internship/ employment performance. Pearson Correlation is 0.243. This means that there is a weak positive relationship between these two variables. And there is a statistically significant positive weak correlation between these two variables. As a result, considering only correlation values, results support H8, and there was a positive relationship between Overall extent to which the degree of accountancy prepared and internship/ employment performance.

Table 8: Internship/ employment performance statistics

(Source: Survey data)

Table 9: Correlations of Internship Job Performance

 (Source: Survey data)

5. CONCLUSIONS AND RECOMMENDATIONS

The analysis indicated that most significant factors which are affected for interns when selecting an internship opportunity are the reputation of the organization, ability to gain experience and knowledge from the organization and ability of covering professional articles from the organization which represent higher mean values based on the descriptive analysis. As per the analysis most of the undergraduates are following any of professional course and they are more considering on covering professional article when selecting an internship/ employment opportunity.

During the completion of the internship, curriculum, evaluation & assessment, environment, learning opportunities, instruction are the most significant aspects that are facing by undergraduates during the internship/ employment opportunity. Placement is the next most significant factor that affect to the undergraduates when completing an internship opportunity. Based on the mean values of the analysis those are the significant aspects that are facing by undergraduates during the internship/employment.

The major determinants of experiencing an internship include some aspects of the family background and aspects of the students’ effort on university.  According to the results, parent career makes a difference in whether a student experiences an internship.  When the parent was in Management, Business, or Financial Occupations, the student was more likely to experience an internship.  And also found, parent education makes a difference in whether a student experiences an internship.  When the parent had PhD or Bachelors, the student was more likely to experience an internship. According to the results, undergraduates GPA makes a difference in whether a student experiences an internship. If the GPA is high, the student was more likely to experience an internship.

Next, while students who self-reported leadership skills and conversation skills had no impact on internship/ employment offers, students who self-reported higher job search skills received more internship/ employment offers than those with lower job search skills.

And there was a positive relationship between overall extent to which the degree of accountancy prepared (Content) and internship/ employment performance. Overall extent to which the degree of accountancy prepared is increases, students have more internship/employment performance than those lower.

In the context of researching, impact of student’s family background,students with higher GPAs, job search skills, higher overall extent (content) of the degree of accountancy prepared for internship variables are the significance factors affecting to undergraduates when selecting an internship opportunity and until internship program is complete. (Factors affecting to undergraduate’s intention of internship programme in accounting)

Student expectations were not met in most of the items. Engaging sector was not significant on most items, though this study observed a significant sector difference on intention on selecting an internship/employment. The institution of internship/ employment was the source of significant factor to consider. In addition, during the internship/ employment period students were affected by problem solving and interpersonal skills. The above differences show that accounting students do not get the same kind of uniform skills during the attachment period. It may also mean that the areas of emphasis vary from one organization to the other. That said, the type, size, location of the various organizations have a bearing on the skills that students get.

It is therefore recommended that the university through the department of accountancy should come up with key areas that students should be exposed to during internship in consultation with the relevant stakeholders. One obvious disadvantage is where students are attached to a specialized division or are seen as relief staff but these should be exceptions. Academic supervisors should encourage employers to expose students to the identified key areas. A more detailed study on the degree, and type of institution on the expectations and perceptions of students on the internship programme is necessary.

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