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The Role of Internship Programs in Enhancing Graduates' Employability
Thesis · November 2021

DOI: 10.13140/RG.2.2.27784.75529
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THE ROLE OF INTERNSHIP PROGRAMS IN ENHANCING GRADUATES’
EMPLOYABILITY
THIYAZAN SULTAN AHMED AL-QUBATI
2021
THE ROLE OF INTERNSHIP PROGRAMS IN ENHANCING GRADUATES’
EMPLOYABILITY
THIYAZAN SULTAN AHMED AL-QUBATI
A Master’s Thesis Submitted in Partial Fulfillment of the Requirements
for the Degree of Master of Business Administration
The School of Business
Lebanese International University
2021
INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY ii
DECLARATION
I declare that the accompanied thesis entitled “The Role of Internship Programs in
Enhancing Graduates’ Employability” is the outcome of my own study except for those cited
in the references. The dissertation has not been accepted for any degree and has not
simultaneously been submitted for the candidacy of any else degree.
Signature :
Name of Student: Thiyazan Sultan Ahmed Al-Qubati
Date :
I hereby declare that I have read this thesis, and, in my opinion, this thesis is sufficient
in terms of scope and quality for the award of the degree of Master of Business Administration.
Signature :
Name of Advisor: Dr. Kamal Tamim
Date :
INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY iii
ABSTRACT
Because of Yemeni’s high rate of unemployed graduates and the difficulty of graduates'
transmission into the job market, this dissertation explores the role that internship programs
play in setting for graduating youth and offering them employability skills, so graduates can
find worthwhile employment. Graduates face many difficulties after graduation to enroll in the
workforce. Recent graduates are lacking knowledge, practical skills, and experience which are
mandatory requirements demanded by employers for recruitment. This thesis tries to explore
the enhancements of graduates' employability caused by participating in internships and
identify the required skills that are demanded by employers. Through a quantitative approach,
the questionnaire used in this study consists of closed-ended questions that have been directed
to both populations of the study. The first population was graduates from two Yemeni
universities, Lebanese International University (LIU) and International University of
Technology Twintech (IUTT), who participated in internship programs, whereas the second
population was employers who provide internship programs for graduates. The findings
highlighted the usefulness of internship programs for enhancing employability skills,
maximizing employment, and developing graduates. The findings also showed that internship
programs are crucial for recent graduates. In addition, as perceived by graduates and
employers, the findings showed the most important skills that graduates should have to secure
employment in the competitive labor market. Moreover, the researcher provides
recommendations for the stakeholders and future research.
Keywords: graduates, employers, internship programs, employability skills

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY iv
ACKNOWLEDGMENTS
Life is a journey that cannot be lived alone, as collaboration must be existing. This
thesis was the upshot of collaboration. The Master trip was an achievement for me. I mainly
thank my parents, wife, and siblings, whose constant support led me to reach my goals.
I want to thank my adviser, Dr. Kamal Tamim, for sacrificing his time to help me
achieve my ambitions. This chance did not only widen my reach but motivated me to continue
in my career way. It was a real epitome of professional development.
I want to thank those loved ones, who constantly had heartening words whenever I felt
wanted to surrender. A special tribute to my father, Dr. Sultan Ahmed Saif, a man who has
been my inspiration. Thank you for being there whenever I needed encouragement.
Finally, I want to thank all respondents, either graduates or employers, for whom this
accomplishment would not have been possible without their contribution.

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY v
TABLE OF CONTENTS
Page
DECLARATION ii
ABSTRACT iii
ACKNOWLEDGMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES xi
LIST OF ABBREVIATIONS xii
CHAPTER 1 INTRODUCTION 1
1.1 Introduction 1
1.2 Problem Statement 2
1.3 Research Questions 4
1.4 Research Objectives 4
1.5 Significance of the Study 4
1.6 Scope of the Study 5
1.7 Definitions of Terms 5
1.8 Research Organization 6
CHAPTER 2 LITERATURE REVIEW 7
2.1 Introduction 7
2.2 Employability 8
2.2.1 Definitions of Employability 8
2.2.2 Benefits of Employability 10
2.2.2.1 Benefits of Employability for Graduates 11
2.2.2.2 Benefits of Employability for Employers 12

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY vi
2.2.2.3 Benefits of Employability for Universities 13
2.3 Internship Programs 14
2.3.1 Definitions of Internships 14
2.3.2 Benefits of Internships 15
2.3.2.1 Students’ Benefits of Internships 18
2.3.2.2 Universities’ Benefits of Internships 23
2.3.2.3 Employers’ Benefits of Internships 25
2.4 The Relationship between Internship and Employability 26
2.5 Skills Gap 27
2.5.1 Employability Skills 28
2.6 Conceptual Framework 30
2.7 Research Hypotheses 30
2.8 Summary 31
CHAPTER 3 RESEARCH METHODOLOGY 32
3.1 Introduction 32
3.2 Research Design 32
3.3 Population and Sampling 32
3.3.1 Population 32
3.3.2 Sampling 33
3.4 Instrumentation 33
3.4.1 First Group Instrumentation 34
3.4.2 Second Group Instrument 35
3.4.3 Measurement of Employability 36
3.4.4 Measurement of Internships 38
3.5 Data Collection 41

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY vii
3.6 Scale of Validity and Reliability 41
3.6.1 Reliability Test 42
3.7 Data Analysis 43
3.8 Summary 43
CHAPTER 4 DATA ANALYSIS 44
4.1 Introduction 44
4.2 Data Screening 44
4.3 Sample Profile 44
4.4 Demographic Information 45
4.4.1 University Frequency 45
4.4.2 Gender Frequency 46
4.4.3 Age Frequency 46
4.4.4 Governorate of Residence Frequency 47
4.4.5 Type of Internship Frequency 48
4.4.6 Internship Duration Frequency 49
4.4.7 Educational Degree Frequency 50
4.4.8 Major Specialization Frequency 51
4.4.9 Organizations Frequency 53
4.4.10 Interns Accepted Frequency 53
4.5 Descriptive Statistics 54
4.5.1 Internship Programs’ Benefits 54
4.5.2 Acquired Employability Skills 61
4.5.3 Employability Skills’ Importance 62
4.6 Validity Analysis 65
4.6.1 Graduates’ Instrument 65

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY viii
4.6.2 Employers’ Instrument 69
4.7 Normality Assessment 71
4.8 Univariate Outliers 73
4.9 Hypotheses Testing 74
4.10 Summary 80
CHAPTER 5 DISCUSSION and CONCLUSION 81
5.1 Introduction 81
5.2 Discussion 81
5.3 Recommendations 82
5.4 Limitations 84
5.5 Future Research 84
5.6 Conclusion 85
REFERENCES 86
APPENDiCES 99
A: Graduates’ Questionnaire English Version 99
B: Graduates’ Questionnaire Arabic Version 105
C: Employers’ Questionnaire English Version 110
D: Employers’ Questionnaire Arabic Version 114

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY ix
LIST OF TABLES
Table No. Page
Table 2.1 Benefits of Internship Programs 16
Table 3.1 The Employability Skills Gained from Internship Programs 36
Table 3.2 Employability Skills’ Importance for Graduates' Employability 37
Table 3.3 Employability Skills' Importance for Employers 37
Table 3.4 Internship Programs’ Benefits for Graduates 39
Table 3.5 The Employers' Perception of Interns' Contribution 40
Table 3.6 Reliability Analysis for the First Group Variables 42
Table 3.7 Reliability Analysis for the Second Group Variables 43
Table 4.1 Frequency of Universities 45
Table 4.2 Frequency of Gender 46
Table 4.3 Frequency of Age 47
Table 4.4 Frequency of Residence's Governorate 48
Table 4.5 Frequency of Internship Type 49
Table 4.6 Frequency of Internship Duration 50
Table 4.7 Frequency of Educational Degree 50
Table 4.8 Frequency of Major Specialization 52
Table 4.9 Frequency of Organizations 53
Table 4.10 Frequency of Accepted Interns 54
Table 4.11 Verbal Evaluation of Internship Programs’ Benefits 55
Table 4.12 Descriptive Statistics of Graduates’ Internship Programs’ Benefits 55
Table 4.13 Descriptive Statistics of Employers’ Internship Programs’ Benefits 58
Table 4.14 Verbal Evaluation of Acquired Employability Skills 61
Table 4.15 Descriptive Statistics of Acquired Employability Skills 61

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY x
Table 4.16 Verbal Evaluation of Employability Skills’ Importance 62
Table 4.17 Descriptive Statistics of Graduates’ Employability Skills’ Importance 63
Table 4.18 Descriptive Statistics of Employers’ Employability Skills’ Importance 64
Table 4.19 Validity of Graduates’ Internship Programs’ Benefits 65
Table 4.20 Validity of Graduates’ Acquired Employability Skills 67
Table 4.21 Validity of Graduates’ Importance of Employability Skills 68
Table 4.22 Validity of Employers’ Internship Programs’ Benefits 69
Table 4.23 Validity of Employers’ Importance of Employability Skills 70
Table 4.24 Normality Test Assessment (Graduates’ Questionnaire) 72
Table 4.25 Normality Test Assessment (Employers’ Questionnaire) 72
Table 4.26 Shapiro-Wilk Statistics 75
Table 4.27 One Sample t-Test 75
Table 4.28 Employers and Graduates' Opinions of Employability Skills’ Importance 76
Table 4.29 Independent t-Test 77
Table 4.30 One-Way ANOVA 78
Table 4.31 Hypotheses Testing Results 79

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY xi
LIST OF FIGURES
Figure No. Page
Figure 2.1. Conceptual Framework. 30
Figure 4.1. Frequency of Universities. 45
Figure 4.2. Frequency of Gender. 46
Figure 4.3. Frequency of Age. 47
Figure 4.4. Frequency of Residence's Governorate. 48
Figure 4.5. Frequency of Internship Type. 49
Figure 4.6. Frequency of Internship Duration. 50
Figure 4.7. Frequency of Educational Degree. 51
Figure 4.8. Frequency of Major Specialization. 52
Figure 4.9. Frequency of Organizations. 53
Figure 4.10. Frequency of Accepted Interns. 54
Figure 4.11. Graduates’ Instrument’s Univariate Outliers. 73
Figure 4.12. Employers’ Instrument’s Univariate Outliers. 74

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY xii
LIST OF ABBREVIATIONS
AE Architecture Engineering
CE Civil Engineering
FA Financial Accounting
GD Graphic Design
HEIs Higher Educational Institutions
IBA International Business Administration
IT Information Technology
IUTT International University of Technology Twintech
LIU Lebanese International University
MIS Management Information Technology
O&G Oil and Gas Engineering
Phar. Pharmacy
SD Standard Deviation
SPSS Statistical Package for the Social Sciences

INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY 1
CHAPTER 1
INTRODUCTION
1.1 Introduction
The overriding aim of Higher Educational Institutions (HEIs) is preparing students to
be able to succeed in their career paths. Despite the knowledge and skills that have been given
to graduates during their study journey at university, which are supposed to be sufficient to
meet the requirements of the labor market and allowing graduates to easily engage in the work
market, difficulties remain facing new graduates in obtaining employment.
HEIs are always looking for opportunities to raise their graduates' employability and,
if not, they must be. More than ever, learners and their parents are looking for evidence that
the investment in their sons and daughters will pay off when they get a degree (Rose, 2013).
As per Glassdoor Team (2020), which is one of the largest recruiting websites in the
world, in international corporations such as Google and Apple, a college degree is not anymore
a mandatory requirement for recruitment. In the near term, HEIs will be compelled to rethink
their education curriculum and the way to provide their students with the required skills and
expertise to enhance their chances of getting employment.
As soon as students graduate, the journey of searching for a job begins. Fresh graduates
are often shocked by the unexpected reality of the labor market in line with the presence of a
labor environment that requires competencies like specific skills/previous experience as a
prerequisite for employment, which in turn are rare for graduates. Here where plenty of
challenges and difficulties arise. These challenges and difficulties do not only face recent
graduates, but also HEIs have their share, too.
According to Baron-Puda (2017), the main challenge facing HEIs is how to provide
their students with the skills, experience, and knowledge which cope with the requirements and
environment of market labor. Regardless of the academic qualifications, the skills and expertise
that lead to the employability of graduates must be developed continuously.
Internship programs can be an essential and beneficial factor for all stakeholders
(graduates, HEIs, and employers). These benefits would be discussed in depth in chapter two
of this study. As Davis and Bauman (2011) stated, students enroll in universities for many
reasons. These reasons focus on obtaining a college degree along with developing their future
career path.
According to "Yemen - Working conditions," n.d., in Yemen, the poor education
system is responsible for a large part of the unskilled labor force. Approximately 62% of adults
in Yemen are incapable of writing and reading. The fact that much of Yemen's population is
fastened in the agriculture sector in jobs that need no specialized skills is compounding this
problem. The country's unemployment rate is extremely high, hitting 35% in 1998 according
to regional and international benchmarks. Thousands of qualified and semi-trained Yemeni
citizens are compelled to look for employment opportunities in neighboring Arab countries due
to the poor local training programs regarding regional standards and low employment potential
for graduates from local universities.
In Yemen, although, there are many HEIs, including both private and public
universities. A very tiny group of HEIs in Yemen has accredited internship programs as a
prerequisite for graduation.
1.2 Problem Statement
Annually, thousands of HEIs’ graduates are joining the army of unemployed. Several
reasons are behind the unemployment of graduates. Some reasons are beyond control, such as
the limited job availability and unstable economy, while other reasons can be controlled. One
of them is the mismatch between what labor markets demand and what recent graduates
possess, considering skills and experience. This mismatch is considered as the source of many
social, economic, security problems, including low productivity, redundant employees, low
wages, career insecurity, and unemployment.
As Khan (2007) mentioned in his study, many scholars have contended that the
existence of many unemployed graduates shows that educational institutions are not equipping
students with the skills they need to move to the labor market.
Unemployment is one of the significant issues facing graduates. Cerulli-Harms (2017)
stated that a college degree alone is no longer seems to be enough to secure employment.
Increasingly often, university graduates go through short-term realistic job opportunities like
internships before seeking permanent jobs. According to Helyer and Lee’s (2014) research
which was targeting business owners to find the gap and shortage of skills, business owners
are looking for graduates with specialized, sector-specific, and practical abilities. Employers
also profoundly estimate the abilities that cross divisions such as communication, problem-
solving, customer service, team-working, critical thinking, management, and leadership.
Moreover, graduates are expected to have high personal expectations surrounding issues such
as punctuality, durability, and conduct in the working environment.
Because of their inability to meet the established standards for the labor market,
graduates are facing great difficulty to get employment. HEIs are criticized for generating
graduates who battle to meet the labor market requirements (Kalufya & Mwakajinga, 2016).
Students who participate in experiential learning, such as internships, could gain the
technical skills needed to fulfill job duties. According to NACE (2011), internship programs
allow graduates to combine theory and knowledge studied in the classroom with the actual
application and developing skills in an occupational environment. Internship programs are
structured to guarantee that graduates are qualified before joining the labor market.
Implementing internships is a feasible way in which HEIs can help their students achieve
positive post-graduate career results. The problem to be looked at in this study is how to bridge
the existing gap between skills and knowledge owned by graduates and those required by
employers and the labor market.
The researcher attempts to discuss these issues because he is unaware of any previous
studies that have discussed related topics in Yemen.
1.3 Research Questions
The study aims to prove that interns show signs of improvement in employability skills
during their internships. The research questions are:
1. What are the effects of internship programs on the graduates' employability skills?
2. Is there a difference in the opinions of employers and graduates regarding
employability skills' importance?
In an attempt to answer the research questions, the researcher targeted the graduates
and employers who have participated in internships.
1.4 Research Objectives
The study's core objective is to understand the role of internships in facilitating the
employability of HEI graduates. To reach and achieve the main objective, the following sub-
objectives have been defined:
1. To explore the internship programs' effects on the graduates' employability skills.
2. To explore the opinions of employers and graduates regarding employability
skills’ importance.
1.5 Significance of the Study
While facing a certain degree of scholarly thoroughness and picking up vital life
aptitudes can be considered important aspects of career readiness that understudies acquire
while in college, the importance of experimental learning is becoming increasingly significant.
From this perspective, things like internships can serve a critical role in line with the
development and raising of graduates' competencies.
The significance of the study is fundamental because it will contribute valuable insight
into the successful implementation of the instruction of employability skills to prepare
graduates to enter the workforce. The results of this study may be utilized to develop and
improve training models and curriculum that promote the effective use of experiential learning
within the HEIs curriculum.
It is increasingly important for HEIs to see the benefits to both the students and the
workforce by implementing an internship curriculum as a mandatory requirement to graduate.
Providing students with appropriate training and experiential learning experiences is important
to their success after graduation.
Sykes (2016) said that the benefits of experimental learning opportunities via
internships supply advantages for those fortunate to take part, but there are extraordinarily few
reachable internship chances to prepare all graduates sufficiently for the relocation from being
students to turning into employees.
1.6 Scope of the Study
The study has focused on the role that internship programs have in enhancing the
employability of graduates. The study has two variables. The first variable is the internship
programs as the independent variable, which includes one dimension, the employability skills.
The second variable, which is the dependent variable, is the graduates' employability.
The study has been executed in the Republic of Yemen, with two groups of population
that have been targeted. The first group consisted of the graduates of two Yemeni universities,
Lebanese International University (LIU) and International University of Technology Twintech
(IUTT) who have been enrolled in internships before getting employment, while the second
group consisted of a group of employers who provide internships for graduates.
1.7 Definitions of Terms
In this part, the researcher mentions only one definition for every main term in this
study. The remaining definitions are mentioned in the literature review part.
• Internships: According to Taylor (1988, p. 393), Internship programs are defined
as “structured and career-relevant work experiences obtained by students prior to
graduation from an academic program”.
• Employability: The term employability has been described as the ability to travel
self-sufficiently to sustainable jobs within the market labor to achieve capacity
(Rothwell & Rothwell, 2017).
• Employability Skills: Robinson (2000) defined employability skills as the
fundamental skills required for obtaining, maintaining, and excelling at a job.
• Higher Educational Institution: It refers to a tertiary institution that may be either
a college or a university (Essilfie, 2015).
1.8 Research Organization
To cover a particular criterion, each chapter was built on a solid analysis. Chapter one
discusses the study introduction, including the problem statement, research objectives, research
questions, study significance, study scope, and ending with the definition of the terms included
in this study. Then, chapter two discusses the literature review of the topic which has been
found in earlier studies. It also deals with an overview of the study variables, the conceptual
framework, research hypotheses, and ending with a summary of the chapter. After that,
chapter three discusses the research method, research design, population and sampling
techniques, instrumentation, data collection, data analysis, and ending up with a summary.
Thereafter, chapter four summarizes the data collected, points out noticeable results, and
describes the interpretation and discussion of the findings. Lastly, chapter five, which is the
last part of this thesis, states the discussion, recommendations, limitations, future research, and
conclusion.
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
In line with the study objectives and with the aim of knowledge creation and showing
a gap and opportunities for further theories and empirical research in the research area, this
chapter offers an overview of the relevant literature to the presented study, which, in turn, is
centered around the role that internship programs are playing to maximize graduates'
recruitment chances. Indeed, significant concerns were raised around the existing gap among
the skills and abilities of graduates from one side and the expectations and requirements of
employers from the other side.
Based on McGarry’s (2016) study, which was conducted to compare how employers
viewed the employability skills of graduates and how these graduates regarded the skills they
own during their study journey, a great mismatch occurs between the abilities and capabilities
the graduates have and those required by employers from newly graduated candidates.
The dynamics of the global labor market are changing rapidly, and looking at the past
five decades, there is a notable change in the composition of the labor market at the global
level, in which agricultural labor was the dominant force in the labor market, to the current
period in which the services and technology sectors have become the main force in the labor
market.
Unemployment is the biggest concern for the global economy. From the researcher's
perspective, this is due to two reasons. The first reason is the weak ability to create job
opportunities to absorb university graduates. The second reason is the lack of experience and
skills that university graduates have in line with the labor market requirements.
This chapter discusses both the dependent variable (graduates’ employability) and the
independent variable (internship programs). For both variables, the researcher starts by
providing definitions, discussing the importance and benefits, and briefing the measurements
of the variables. After that, the researcher states the relationship among them.
2.2 Employability
Employability applies to both unemployed individuals looking for a job and others
employed ones searching for superior employment with the present or other employers.
Employability remains a debated term both in policy and in theory. During the last century,
employability was utilized as a concept of supply and demand labor (McQuaid, Green, &
Danson, 2005).
The term of employability has been used loosely and commonly; employability has
been the topic of many works of literature, which has grown quickly. As Gowsalya and Kumar
(2015) stated, employability can be enhanced through a strong academic background plus
attributes and skills which empower the graduate to adapt and control the dynamic work
environment. In addition, O'Leary (2016) stated that employability could be enhanced by
combining curricular content and developing students' capabilities and key characteristics.
2.2.1 Definitions of Employability
It was much more difficult to define employability than it can be depicted. Dodd,
Randall, Steele, and Williams (2016) noted that the employability definition has been changed
throughout history and is still in dispute.
Graduates' employability has been defined by Jolly and Hinchliffe (2011) and Yorke
(2006) as the gaining of HEIs’ graduates and the capacity to receive and/or build jobs.
Furthermore, employability has been described as the support of colleges and employers to
students' abilities, skills, qualities, knowledges, and personalities needed to succeed in the work
market.
The term of employability is still poorly defined and often tightly focused on
developing individual skills (Yorke, 2006), whereas labor issues are complex,
multidimensional, and seeking both soft and technical skills to understand its processes and
context (Prikshat, Kumar, & Nankervis, 2019).
Rothwell and Rothwell (2017) defined employability as the ability to travel self-
sufficiently to sustainable jobs within the job market to achieve capacity. Rothwell and
Rothwell (2017) added that employability relies on the individual's knowledge, skills, and
behaviors, on how they use and present these resources to the employers, and on the context
that individuals seek to work.
Some researchers focused more on the individual’s ability to obtain and keep work after
graduation and described employability as follows:
According to Hillage and Pollard (1998), employability is about obtaining initial
employment and maintaining and getting new employment if necessary. Another definition
was given by Yorke (2010), who defined employability as graduates’ ability to find and retain
a job and, if required, move between jobs. On the other hand, employability has been defined
in the study of "Soft skills and financial education: Benefits for job seekers" (2019), as the
portable skills and qualifications that improve the ability of the person to utilize the training
and educational opportunities available to sustain and secure decent employment, to advance
among jobs and within the organization, and to deal with the changing labor market and
technology conditions. According to Yorke and Knight (2006), employability is “the potential
a graduate has for obtaining and succeeding in graduate-level positions” (p. 2).
Indeed, most of the common definitions do not include the stakeholders who should be
liable or engaged in graduate employability. Instead of that, employability has been defined as
the type of knowledge, attributes, skills, or understandings as shown below:
Yorke (2006) defined employability as a collection of achievement skills, personal
attributes, and understandings, which increase the graduates' likelihood of gaining employment
and being successful in the chosen occupation, that help themselves, the labor force, the
economy, and the community, while Moreland (2006) defined employability as knowledge,
skills, and personal attributes, which increase the individual probability to secure and succeed
in the chosen occupations for self-benefit, workforce, economy, and community.
Consequently, according to Tomlinson (2017), the minimal role that formal subject-
based qualifications have in influencing employability for a graduate can be partly answered
by the formula: Higher Education + Degree Certification + Employable Skills = GRADUATE
EMPLOYABILITY.
It has been mentioned by Li and Sun (2019) that research around employability has
long focused on labor market needs. With the progress of the times, the term of employability
has evolved. At home and abroad, scholars have different definitions of the employability of
college students from different standpoints and about the probability of college students'
employability. Lastly, many kinds of research on employability appeared early, but until the
present time, a standard definition of the concept has not yet been set up.
2.2.2 Benefits of Employability
There is no doubt that the employability of graduates is of enormous importance
because of its great benefits, as it has implications for economic growth and reduces the
unemployment rate among graduates. The authors of Macroeconomics, Baumol and Blinder
(2015), emphasized the inverse relationship between the unemployment rate and economic
growth, as they stated that because the lower unemployment rate leads to higher economic
growth, the employees produce valuable products and services, and in exchange, earn a
paycheck that they can spend on buying the goods manufactured. High employment means that
more goods can also be made.
According to a study that has been conducted by Husain, Mokhtar, Ahmad, and
Mustapha (2010), employers continuously classify the value of employability skills as an
important level. This demonstrates that employers are eager for such skills. Graduates must
have these skills for the purpose of competing in the market labor. The study mentioned that
HEIs can improve the employability skills of their students, particularly through the
professional advancement of instructors, curriculum, and co-curricular activities.
Another study carried out by Weligamage (2009) stated that the current shifting
business environment underlines the value of education in terms of employability, focusing not
only on skills development but also on practical experience, so other parameters need to be set.
Students need to improve their employability skills next to acquiring subject-specific expertise
to increase their chances for recruitment. HEIs need to define paths to merge these
requirements. Employers also specify a collection of skills that are expected from the
employee, in addition to strong subject knowledge and technical understanding.
According to a paper published by Brewer (2013), employability skills enable workers
to adapt more easily to changes at work, thereby minimizing the time it takes to design,
produce, distribute, and sell a product. These skills are provided for workers who can learn and
execute faster, allowing companies to create more creative and elastic work environments,
where employees can provide new insights and rapidly adapt to organizational and technology
transformations.
2.2.2.1 Benefits of Employability for Graduates
Students spend their money, time, and effort for the sake of obtaining a university
degree, hoping that the degree will let them access better job opportunities compared to what
they would have if they did not possess this degree. This requirement has been reached with
graduates performing well in the job market compared to non-graduates (Naylor, Smith, &
Telhaj, 2015).
There are different opinions within the community of higher education about the
benefits of employability for graduates, which means that the state of the economy and personal
characteristics affect the graduates’ potential to get a professional career. Yorke (2006)
mentioned that skills, personal traits, and understandings make graduates likely to find a job
and excel in their selected careers, which in turn brings benefits to themselves, the workforce,
the society, and the economy. On the other hand, Barrie, Bennison, Crisp, and Hughes (2014)
mentioned that the prevalent reform of adjustments that should be introduced into the education
system performs a crucial function in growing graduates' employability. Besides, Berntson,
Sverke, and Marklund (2016) said that the primary requirements of employers to hire more
personnel focus on three major criteria: work experience, quality, and candidate skills.
Convincing evidence suggests that work experience is highly beneficial for students,
both in terms of their educational performance and employability skills (Wilson, 2012). Wilson
also suggested that these opportunities can reduce career obstacles for graduates, noting that
graduate internships hold highly beneficial professional and personal development qualities for
students and that they should be promoted and given to all where possible.
2.2.2.2 Benefits of Employability for Employers
When employers recruit a recent graduate, that will grant the employers more flexibility
in the context of the job description. When employers determine whether to recruit a young
graduate or a seasoned candidate, both advantages and drawbacks must be weighed. The
advantages of recruiting a recent graduate will contribute to a vast range of benefits for
employers. Several reasons might gain benefits to the employers in case of recruiting a recent
graduate. Regardless of the desire, it could prove incredibly sensible to offer a recent graduate
the first chance of work.
Employers can receive from contributing to the employment of graduates, who are
considered to have recently learned and studied modern curricula that often have new concepts,
techniques, and ideas than those taught before ten or fifteen years ago. The use of modern
concepts, technologies, and ideas will contribute to developing or building new ways to get the
work done easier, faster, and efficiently.

Hiring a recent graduate, on the other hand, would undoubtedly reduce costs, as a recent
graduate would not demand a wage comparable to that of an experienced employee. The
researcher thinks that the recent graduate would not focus on the financial return as much as
the opportunity obtained.
2.2.2.3 Benefits of Employability for Universities
A crucial element of tertiary education is ensuring that learners have been well-prepared
for postgraduate work. Employability’s emphasis helps HEIs attract and retain high-quality
students and, as a consequence, sustain a competitive edge in the global market.
Tran (2016) mentioned that without the existence of the collaboration next to the
industry input, HEIs are barely able to fulfill their professional mission of preparing their
students for the market labor.
In an article by McCowan (2015), which dealt with employability promotion by HEIs,
McCowan stated that employability is part of today's highly troubling capitalist economic
system. Promoting employability may involve strengthening universities’ systems. However,
in the current situation, leaving people without employability could dramatically decrease the
prospects of survival, and, thus, there are moral responsibilities to help the pursuit of others.
Besides, skills of employability can increase the efficiency of the person at work and thereby
offer benefits to society. McCowan (2015) added that universities may be looking firstly for
their inherent advantages. It is neither possible nor desirable to exclude extra contributory
benefits. However, the recognition of this point does not lead to a market paradigm in which
universities merely adapt to whatever goals are brought to their doors by individuals and
society. Judgment may be taken on the desirability or coherence of the various possible goals
of the institution, based on political and moral principles, even on those related to human
understanding and development.

Universities will become more responsive to student and industry expectations if they
are connected with the labor market and supply real opportunities for students. First, it will
help universities meet the requirements of neoliberal governments, and second, it will improve
the university's competitive image for students (Cooper, Orrell, & Bowden, 2010).
According to Mattis (2018), HEIs can catch and hold high-quality students and sustain
a competitive edge in the marketplace by concentrating on employability. The value of
employability is explicit for students. By looking at the International Student Surveys, many
refer to employment outcomes as the main motivation for studying abroad.
2.3 Internship Programs
Internships are a short-term job opportunity often offered to students in order to be
exposed to a new sector or profession by businesses and other organizations. Internships are
regarded as much as studying as they are as a job. According to Chan, Yeap, Taahir, and Remie
(2020), internship programs have become an essential part of undergraduate students in HEIs.
Internship programs give students many advantages, like enhancing work experience,
increasing job efficiency, upgrading their skills, as well as creating a professional network to
help them to get a better chance of having a job after graduation.
2.3.1 Definitions of Internships
Internships have been defined by Koc, Joshua, Andrea, Angelena and Anna (2019) as
a one-time service experience or work related to the main objective or career of the student,
while Mohua (2018) defined internships as a chance to mix an undergraduate education with
career experience by engaging in scheduled and supervised work. Besides, Hoy (2011) defined
internships as the cooperation of activities associated with work and educational qualifications.
Internships, in general, help students improve their general and unique skills while gaining job
experience.
2.3.2 Benefits of Internships
Nowadays, graduates face many difficulties entering the labor market, especially
practical experience. Therefore, HEIs must seriously engage in providing their students with
practical skills and aiding them in gaining professional experience. Internship programs offer
opportunities to improve graduates’ employability and contribute to making them successful
in their jobs. Work experience gained through participating in internship programs might
enhance employability for graduates.
As mentioned by Chan et al. (2020), internships stand as a way of on-the-job training
for students. Chan et al. (2020) noted the benefits of internship from the students’ perspective.
They may get an overview of the work environment after starting their career. On the other
hand, from the employers’ perspective, they may see implementing internships as an
opportunity to look for talent that may help grow their companies. As stated in Mabiza,
Mahlalela, and Mbohwa (2017), internships are considered an effective way to overcome
unemployment issues. Internship programs provide the graduates with the desired employers'
requirements.
For HEIs, Sykes (2016) said that internships aid universities and colleges to raise their
profile and move forward staffing rates for their students after graduation. For corporations,
internships lead to better-skilled graduates and reduce hiring practice funds and lower worker
turnover. According to Coco (2000) and Binder, Baguley, Crook, and Miller (2015), engaging
in internships, which are often offered by universities and taken by college students as
volunteers and temporary works, were considered profitable situations for both employers and
interns.
Hurst and Good (2010) mentioned that internships are likely to provide favorable
results for higher education institutions and businesses. Nevertheless, if internships are to be
effective, the aspirations of the students should be addressed.

Liu, Xu, and Weitz (2011) expressed that internship is a creative method of
business education that enhances the students' positive expertise at the workplace. Liu et al.
(2011) added that for both interns and host corporations, productive experiences provide
positive results. Multiple aspects enhance the positive perception of learning, including
emotional idioms, emotional camouflaging, emotional interaction, enterprise's social activities,
and mentorship. These aspects influence the intern's career behavior, obligation, and
satisfaction. Effective mentoring in both enterprises and academic institutions is another main
component of an effective internship. Liu et al. (2011) mentioned that learning and mentorships
were two key factors for successful internships. The more the intern learns from an internship,
the more likelihood of finding a suitable job assignment and developing an effective obligation
toward the host of the internship increases.
Baron-Puda (2017) found that the most critical thing was to provide the interns a chance
to improve their practical skills in the workplace. Interns had the opportunity to test various
workplaces and to become potential applicants for regular recruitment. Most significantly, for
a huge group of interns, the internship was the first step to greater jobs in the related
organization. Baron-Puda (2017) added that for employers, internships could save costs and
time in accordance with the recruiting of new workers. Both representatives of employers and
students believed that this was a worthy initiative and should be persistent. Table 2.1 shows
the benefits of internship programs.
Table 2.1
Benefits of Internship Programs
Representatives
Students
of employers
Benefits for interns
Possibility to develop practical skills. 64,94% 55,43%

The ability to apply theoretical knowledge in the

61,04% 43,37%
workplace.
Chance to prove own possibility and acquire a job 44,16% 34,94%
Higher labor market competitiveness 36,36% 31,93%
Enhanced self-management (e.g., independence,

28,57% 7,61%
autonomy, organizing, and planning).
Benefits for organizations
Interns assist the organization in daily tasks. 79,87% 60,33%
Chance to estimate an intern's competencies as a

52,60% 28,26%
candidate for a potential job.
Decent preparation and introduce an intern to further

36,36% 19,57%
recruitment.
Saving recruitment process time and cost. 28,57% 13,04%
Interns fetch a new insight and creativity 25,32% 22,83%
Note. Adapted from "Improving graduate employability through internship programs" by
Baron-Puda, M., 2017, Barometr Regionalny. Analizy i prognozy, 1, p. 112.
Hanneman and Gardner (2010) stated that jobs at the entry-level have changed in
organizations. Graduates who have taken part in internships are more likely to be employed in
entry-level jobs. Graduates with no internship experience are seen as less prepared.
Organizations are looking for candidates who already have soft and technical skills. Enterprises
anticipate HEIs teaching these skills to their graduates. Hanneman and Gardner (2010) added
that cooperation between HEIs and enterprises is important. The developers of courses should
be open to substitution learning methods, which let student interactions represent reality. This
form of studying mode will help students prepare for a successful transition.
Moghaddam (2011) said that interns who enrolled in an internship found it an efficient
way to be prepared for future careers. Moghaddam (2011) added that the perceptions and
expectations of interns regarding their future were greater than those of non-interns. Interns
significantly profited. Interns could also develop their knowledge and skills required for
recruitment. Moghaddam (2011) asserted that employers are always looking for candidates
with skills like communications, computer literacy, and team management skills. Enterprises
also need new employees with interpersonal values as well as corporate values. The values
include but are not limited to accountability, collaboration, trustworthiness, morals, and
integrity.
The research by Moghaddam (2011) confirmed that internships are efficient
experiential learning methods that could prepare interns for existing and anticipated work
while also allowing them to advance in their chosen profession. Interns were also
educationally qualified for industry internships and they agreed that both universities and
businesses involved in these programs were successful at offering internships and assistance.
Moghaddam (2011) argued that industry internships are an important way of offering interns
on-job training and preparing them for their potential careers. Another research carried out
by Moghaddam (2014) investigated both the belief that internships allow learners to gain or
develop their individual and organizational values as well as how work culture affected the
interns' expectations and personality characteristics. Moghaddam (2014) mentioned one
benefit of internships which was looked at from the intern's and employer's perspective,
which is that internship’s participants have the opportunity to improve or increase those
values needed in the work environment.
2.3.2.1 Students’ Benefits of Internships
Many researches such as those of Clark (2003), Cook, Parker, and Pettijohn (2004),
Knouse and Fontenot (2008), Moghaddam (2011), Perez (2001), and Young, Wright, and Stein
(2006) showed that internship programs are beneficial for interns, including interpersonal
skills, improving career path, job probability, marketability, leadership, work readiness, and
applying classroom theories in a business environment.
When internships are prepared in a style to serve all stakeholders, interns get profited
from the experiment. Most significantly, interns are granted chances for further learning within
the business environment. Experiential learning can provide personal growth, career
improvement, transfer of knowledge, and placement benefits.
Personal Growth
As students take part in an internship, practical and theoretical skills are genuinely
integrated, leading to personal development. A study conducted by Kuh (1995) indicated that
practicing outside the classroom is correlated to personal growth and development. Kuh (1995)
mentioned that internships’ benefits depend on the effort that interns can exert. The goodness
and quantum of any outer learning practices, particularly internships, are heavily dependent on
the intern.
Cook et al. (2004) noted that one of the significant benefits for interns included
developing their interpersonal skills as part of the internship. Integrating the theories learned
in the class and internship generates an equilibrium in learning. A study by Levine et al. (2006)
examined how personal development happens while a person is on an internship by analyzing
the medical interns' expertise, and even so, the results are applied to enterprises' interns. Levine
et al. (2006) figured out that personal growth occurs due to the relationship that reflects the
commitment and support of interns regarding main values.
Gainor (2006) confirmed that personal growth can be generated by engagement in
internships. Personal growth encloses self-efficacy, academic insistence, career reconnoitering,
and the ability to manage tension. Yong (2012) indicated that all interns consider internships
to be incredibly beneficial in knowledge acquisition. As previously shown, internships improve

interns' personal development by allowing them to practice concepts and theories learned in
classes, which are considered an actual work environment. In an additional study, D'Abate,
Youndt, and Wenzel (2009) said that the internship is mostly developmental and assists to
promote the interns’ personal growth.
Career Improvement
Hurst and Good (2010) and O'Neill (2010) discussed the favorable career improvement
traits for interns. Internships can be used as an effective way of career improvement. Hurst and
Good (2010) noted that the involvement of internships could contribute to an improvement in
knowledge and awareness of how one can communicate with other people in real life.
Internships provide each intern a mature experience. In addition, O'Neill (2010) stated that for
interns who have just started to understand their selection of main career goals, an internship
could raise the awareness of interns toward many kinds of enterprises including the labor
world, making them establish early vocational expertise and figure out what they do not have
to do.
Internships are required globally. Abrudan, Lazar, and Munteanu (2012) found that
only academic knowledge is available to students at Romanian universities, which reduces the
appeal of students in the job market. Internships would be profitable for these students.
Internships would provide students with opportunities to advance their technical skills.
Abrudan et al. (2012) proposed that as students decide to engage in an internship, they need to
think about acquiring an internship that offers them many skills required for the vacancies they
are seeking upon graduation. Due to the importance of internships, young students may
consider taking part in an internship to obtain proper job experience.
A degree, including in-course internships, is often recognized as a vocational
certification, enabling interns to implement their expertise in the workplace. When it is about
looking for employment, some experiences set the candidate ahead of the game. As per Tovey
(2001), internships can offer an opportunity for interns to apply the theories that have been
taught in the classroom. For certain jobs, such as doctors and engineers, work experience is
essential.
Internships benefit interns in the way of enhancing their career readiness through the
development of proper work experience. The most significant advantage for interns, according
to the researcher, is the experience itself. As Perez (2001) mentioned, throughout internships,
participants learn about the work environment and acquire the experience of doing practical
work that can be carried over to potential jobs. As Taylor (1988) said, internships have been
demonstrated to minimize the transition needed when graduates move from the university to
the workplace.
Knowledge Transmission
The transition of knowledge in an internship depends on the interns' ability and
eagerness to adapt (Narayanan, Olk, & Fukami, 2010). As per Lee, McGuiggan, and Holland
(2010), as an intern is excited to know, the intern has the potential to gain tactical expertise and
to apply what he might have studied in a class. Studying in the corporate world cannot be done
in class.
According to Eyler (2009), the challenge for instructors in creating an educational
environment is ensuring that students understand and apply what they study in the process of
ensuring knowledge transmission. Eyler (2009) added that internships help students to have a
greater understanding of the theory studied in class. It is important to remember that internships
often allow students to deal with dynamic and uncertain business circumstances.
Internship programs are an academic experience that helps interns to narrow the gap between
theoretical learning and technical experience. Inactive knowledge can be transformed into
useful knowledge by internships. In that way, the standard of education can be enhanced by
experiential training.
Interns acquire knowledge in a variety of areas through internships, professional goals,
career paths, and personal interests. Interns can obtain an insight into a working environment
in a specific sector or career before they spend significant resources and effort to fill these
roles, which in turn may help to eliminate unnecessary fake starts in their choices regarding
college and employment. Interns can perceive reasonable conditions and incentives in the
workplace. By obtaining organizational expertise, interns can achieve a comparative edge
against those candidates without internships. Internships can also be used as an extended
interview, with an extensive chance to show to the future employer the best qualities for a long
time, whereas, for the other candidates, employers may take from two to three hours before a
recruiting decision is reached.
Employment Benefits
Internships offer interns a chance to learn useful experience required for full-time jobs
and job growth. D'Abate (2010) suggested that interns were more obliged and more quickly
recruited than those with less skilled. Interns also were more satisfied with their career.
According to Knouse and Fontenot (2008), internships have proven to lead to greater
employability, more job opportunities, quicker job offerings, and higher wages, and more
practical expertise have been achieved through them.
A study that was carried out by Andrews and Higson (2008) stated that enterprises in
Europe are requiring HEIs to make sure that graduates are qualified and able to work in a
contemporaneous, ever-evolving workplace. Andrews and Higson (2008) mentioned that
enterprises in Europe realize the value of education as a learning-based economy. Andrews and
Higson (2008) added personal and enterprise-related competencies that have been specified to
ensure a successful transition from the university to the workplace. Throughout the internship,
employability skills can be completely acquired. In their research, Duey, Gault, and Leach
(2010) argued that there are no results from the recent internships that have linked internship
enrollment and recruitment upon graduation. Nevertheless, the same research showed the
internship's importance in the workplace and the internship may raise the wage of an employee.
Duey et al. (2010) indicated that students who take part in an internship are ideally prepared
for the workplace.
According to McKenzie, Assaf, and Cusolito (2016), internships create a new work
experience rather than merely substituting the job applicants for whatever way they may have
gotten. McKenzie et al. (2016) noted that the internship recipients have a 42% rise in the
probability of employment during the internship period, a 3.4-month increase in the amount
employed, and a 73% increase in earnings during 2015.
2.3.2.2 Universities’ Benefits of Internships
HEIs that are involved in internships shape mutually beneficial relationships with the
business community. The interests of such collaboration can be tangible and intangible. One
of the purposes of internship programs was to provide the colleges with a way to measure
their graduates' employability. Harvey (2001) noted that often the quality of employability of
graduates is considered as an indicator for evaluating HEIs. According to Mgaya and
Mbekomize (2014), employability in the European Union has been used as an indicator of
the effectiveness of tertiary education.
As stated by Sykes (2016), internships help universities and colleges to raise their
profile and move forward staffing rates for their students after graduation. Hacker, Abrams,
Carr, and Brown (2013) mentioned that credibility can be increased through official and
unofficial publicity generated regarding internship programs.
Tovey (2001) stated that internship programs can raise the college’s understanding of
business demands and emerge optimal practices, which in turn will contribute to better
student advice on job choices and preferences about the selection of courses.
As recommended by Coco (2000), offering an internship can provide data to program

evaluation divisions based on the performance of the intern. Out of the intern's experience,
the division is able to analyze the interns' accomplishments to those interns of other
organizations. Such findings can be provided by interns as well as the employer.
According to David (2007), employability of graduates is comprised of the personal
traits and skills which help guarantee success in the desired career. Even so,
HEIs should prove that their academic course preparation serves both the needs of students and
the recruitment standards of contemporary enterprises. David (2007) emphasized that as HEIs
promote themselves for attracting students, among the most significant draws is recruitment
after graduation jobs. The extension of work-based teaching opportunities in a wide variety of
academic fields and educational degrees will achieve an improvement in the enrollment of
students. Such opportunities enable enterprises to interact with interns who are interested in
gaining expertise in the enterprise. In return, these teaching practices enhance the recruitment
likelihood for students after graduation and improve the reputation of the university.
Weible and McClure (2011) performed a research regarding the advantages of
internships in relevance to marketing departments of universities. Weible and McClure (2011)
suggested that the advantages gained from promoting internships are seldom evaluated. The
researchers used responses of associate professors, college members, and deans of the business
colleges. The results of the research indicated that marketing departments and business colleges
profit from student involvement in internships involving enhanced class discussions, growth in
participating, and enhanced reputation of business portion.
Universities would attract new students by using a list of sites where students have
interned. This will help them retain or boost their reputation. As universities employ a variety
of skill sets, such as leadership or problem solving, areas such as student affairs and activities
may assess whether these programs have influenced their skill growth. Many, if not all, HEIs
pursue accreditation, which compares their institutions to local/global norms. Adapting

internship programs would certainly boost the university's ranking compared to the recognized
benchmarks and thus, improving the university's credibility locally and internationally.
2.3.2.3 Employers’ Benefits of Internships
The benefits to employers comprise various favorable activities like hiring interns for
enduring jobs within the enterprise, gaining cost-effective workers, and the capacity to train
future staff. Wible (2009) noticed that due to recent technical skills and innovative ideas
imparted by interns, employers appreciate internships. The noticed improvement of
supervision expertise for those who oversaw the interns during the internship was also an
aspect of the appreciation of employers of internships. Internships are also important for
successful cooperation between HEIs and the industry.
Moreover, Toncar and Cudmore (2000) stated that recent graduates may have ideas
and insights that are not available from the perspective of company management and may
contribute to the development of employers. In particular, for advertising, interns may use
new skills learned from courses like non-conventional marketing, multimedia media, and
immersive campaigns to contribute to ads. In this way, interns could teach employers. Interns
can also provide host organizations with successful public relations.
According to Coco (2000), employers profit from the fact that interns offer cheap,
skilled, and often motivated individual labor. Internships lead to better-skilled graduates,
reducing hiring practice funds, and lower worker turnover (Sykes, 2016).
At a relatively lower cost than full-time staff (Coco, 2000), with no long-term
commitments (Hacker et al., 2013), employers gain extra human capital to complete reports,
research, and projects (Baird & Mollen, 2018).
Internships enable potential workers to participate in recruiting and training at a lower
cost (Divine, Linrud, Miller, & Wilson, 2007). According to Knechel and Snowball (1987),
at a certain time without any official commitment to hiring students permanently, internships
allow employers to assess the possible candidates.
By implementing internships, employers may build brand awareness and strengthen
social connections, as well as reinforce staff morals. Employers can draw affirmative
attention from the media while reporting on the start and end of internships, welcoming
interns, and explaining how their emerging skills could contribute to potential jobs in the
business.
2.4 The Relationship between Internship and Employability
The shift from graduation to being employed is not easy. Graduates expect that the
degree they have already acquired is enough to enter the market labor. Unfortunately, usually,
a higher education degree is not sufficient to find a suitable job, as graduates must get
experience and skills which meet the employers’ needs. Miralles-Quirós and Jerez-Barroso
(2018) said that the HEIs must focus on the demands concerning job requirements, such as
developing training programs that adapt to the needs of employers.
In their study, which was conducted on the graduates of the Business Administration
of the Non-State University of Sri Lanka, Meththananda et al. (2018) revealed that there is a
clear positive relationship between internship programs and employability. Furthermore,
Meththananda et al. (2018) noticed that the dimensions of technical skills, soft skills, and career
skills that have been set up to evaluate the internship programs are also important for the
employability of graduates. The study also found that correlations between career skills, soft
skills, and technical skills are closely related to graduate employability.
A study that was carried out by Mate and Ryan (2015) suggested that by helping
students to acquire new skills that cannot be learned in a classroom environment, experiential
learning enhances career success.
McCarthy and Swayn’s (2019) report analyzed 70,000 data sets representing students
from 40 universities with 4,988 undergraduate degrees covering 21 fields of study to determine
whether internships improve outcomes in their employment. McCarthy and Swayn (2019)
discovered a strong and significant correlation between embedded internship participation and
job performance.
According to Yang, Cheung, and Song (2016), employability skills are highly regarded
by employers seeking to hire professional candidates. For this purpose, internships aim to give
useful real-world job experience and boost employability skills.
2.5 Skills Gap
Several researchers described the skills gap from various perspectives. Spiegel (2013)
confirmed the presence of a disparity between the skills required by employers and the skills
and education that the graduates have.
American Society for Training Development (2012) defined the skills gap as a major
gap between the existing skills and the capabilities of the organization to accomplish its goals.
It is not only the responsibility of the HEIs to improve the knowledge, skills, and attitudes of
students; nevertheless, the responsibility is shared with students, HEIs, and industry.
A research paper was issued by Knudson, Radermacher, and Walia (2014) aimed to
help instructors to find environments and enhance their university curriculum which should
prepare graduates for their future careers, as graduates cannot measure the industry's
aspirations. Knudson et al. (2014) asked the respondents what skills graduates face when they
join work labor, and what skills weaknesses could prevent graduates from being recruited.
Knudson et al. (2014) mentioned that instructors must consider involving in an authentic
experience, guaranteeing that participants are introduced to the methods that are most widely
used in the industry, ensuring that students have a productive ability to solve challenges and
that they can relate their ideas to others efficiently and that students have expertise in
conducting unit tests.
Alger, Pequeno, Sessions, and Scott (2002) discovered a link between the significance
of industry rating and the students' skills in specific fields in their study. While there is a
connection between the skills needed by the industry and those had by students, there is,
however, a realization that the standard curriculum still lacks some technological and technical
skills.
Abidin, Kayat, and Shariff (2014) and Downey, Friedman, McMurtrey, and Zeltmann
(2008) demonstrated that their findings were used to assist HEIs in the process of updating
their curricula to meet the demands of the industry and proposed that the amendment should
be discussed and participated in by industry partners. Another research made by Zaharim et al.
(2008) exercised the findings of their analysis to review the recommendations for the
curriculum of engineering education of the Malaysian HEIs. Many of these studies rely on
both educational institutions and business participants to provide the necessary information on
the skills gap in the major industrial fields. To this end, processes for successful, organized,
and substantive participation with the partners of the industry need to be developed extensively
using on-job training or internships. Researchers believed that the study will certainly bring
more information to educational institutions and the industry to gain more successful
cooperation, so that will be beneficial both in education and industry.
A report carried out by Bruni, Salvani, and Uhlenhaut (2014) stated the education
weakness is due to the absence of an overarching consolidated view for developing education,
skills, and training fields in Yemen. In Yemen, the skills gap is considered the most significant
issue that has been reported by employers.
2.5.1 Employability Skills
Employability skills are not well learned in college. Thus, employability skills could be
acquired and developed by self-learned via trial and error. For example, employability skills
incorporate, but not limited to, leadership, creative thinking, problem-solving, and effective
communication (Chiu, Mahat, Rashid, Razak, & Omar, 2016). For example, a car dealer does
not just need adequate information about the car he/she is selling. Instead of that, the more
important thing to get the car sold is to have effective communication and persuasion skills.
International Teritary Education Research Database (2002) defined employability skills
as skills needed to not only find a job but also to advance within an organization to accomplish
one's full potential and contribute effectively to the strategic goals of the organization.
As Suneela (2014) said, employers grumble that applicants from academic institutions
have a shortage of employability skills. Many researchers have studied various aspects in
which recent graduates are strife when they begin their first job. As per Robles (2012), the ten
widely defined employability skills are integrity, responsibility, communication, courtesy,
social skills, professionalism, teamwork, positive attitude, work ethic, and flexibility. A study
that was conducted by Williams (2015) mentioned that enhancing the quality of employability
skills for their potential workers positively affects the socioeconomic impact of college
students. The study showed that employers perceive communication skills as the most crucial
employability skills, which the student highly needs to improve. While development was
needed for other skills such as communication and critical thinking skills, it was not necessary
for the entry-level status of students.
According to Knudson et al. (2014), recent college graduates struggle to communicate
with clients and employees. Knudson et al. (2014) recommended that the learning environment
ensures that students have effective communication and problem-solving skills.
According to Succi and Canovi (2019), both managers and students have shown a
higher concentration on employability skills and a desire for managers and educators to pay
more attention to employability skills throughout the last 5–10 years. In the study, participants
have been asked to measure each employability skill on a Likert Scale of five points (1 = not
important to 5 = very important). Communication skills, commitment to work, and teamwork
skills have appeared as the most important employability skills to improve the employability
of graduates.
This study focuses on the skills that the industry considers essential, graduates should
have, and the university should at once address.
2.6 Conceptual Framework
The conceptual framework, which is illustrated in Figure 2.1, highlights the relationship
between the study variables, the independent variable (internship programs) and the dependent
variable (graduates' employability).
Figure 2.1. Conceptual Framework.
The conceptual framework suggests that the knowledge, experience, and skills of
graduates who have attended internship programs will be enhanced. Subsequently, the more
graduates gain knowledge, experience, and skills, the more likely to be employed.
2.7 Research Hypotheses
Hypotheses have been established in order to solve the problem of the research, based
on the reviewed literature on the role of internship programs in raising graduates'
employability. The researcher has developed the following hypotheses:
H1: Internship programs have a significant impact on increasing the graduates’
employability.
H1a: Employability skills have a significant impact on increasing the graduates’
employability.
H2: There are no significant differences in the opinions of employers and graduates
about the importance of employability skills.
H3: There are no significant differences in the benefits of the internship programs,
according to the graduates’ gender.
H4: There are no significant differences in the acquired employability skills, according
to the graduates’ gender.
H5: There are no significant differences in the employability skills’ importance,
H6: There are no significant differences in the benefits of internship programs,
according to the duration of the internship.
to the duration of the internship.
2.8 Summary
This chapter deals with the literature reviewed from previous studies. The researcher
discusses the definitions, benefits, importance, and measurements of each of the research
variables and the effect of the independent variable (internship programs) on the dependent
variable (graduates’ employability). To understand the relationship between the variables, the
researcher developed a conceptual framework and formulated the hypotheses of the research.
This chapter shows that internship programs and employability still need more research to be
defined consistently.
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
In this chapter, the researcher describes in-depth the utilized methodology for the study.
Chapter three discusses the design of the research, population and sampling techniques used,
instrumentation, collection of the data, and the scales of validity and reliability. The chapter
also deals with the required measurements that have been established and routinely
implemented to obtain a high degree of validity and reliability.
3.2 Research Design
According to Sekaran and Bougie (2016), the research design has been defined as a
roadmap or strategy for data collection, measurement, and analysis designed to address
research questions. The researcher applied the quantitative research approach to this study
because it allowed the researcher to use the questionnaire instrument for data collection, discuss
the variables discrepancies, and obtain a statistical analysis to respond to the hypotheses (Engel
& Schutt, 2016).
The quantitative research approach has been defined by Creswell and Creswell (2018)
as an approach that investigates the interaction between variables to test the hypotheses. In
turn, these variables can usually be measured with instruments, so that statistical procedures
can be used to analyze the numbered data.
3.3 Population and Sampling
3.3.1 Population
The study population refers to the group of people and/or community, things of interest,
or events that the researcher needs to investigate. Lind, Marchal, and Wathen (2017) defined
the population as all the persons or things of interest or the obtained measurements from all
persons or items of interest. According to Sekaran and Bougie (2016), the population is the
community of individuals, activities, or objects of concern the researcher needs to conclude.
The population of the study consisted of two groups. The researcher could not
determine the population of both groups. The population of the first group consisted of the
graduates of two Yemeni universities, LIU and IUTT, while the population of the second group
consisted of employers who provide internships for those graduates.
Selecting the first group has allowed the researcher to examine graduates who entered
and/or would be expected to enter the workforce and immediately add value to themselves and
the firms they are trained in. On the other hand, selecting the second group has allowed the
researcher to know the extent to which do internships contribute to the rehabilitation of fresh
graduates and to overcome the difficulties which may face them when entering the labor
market.
3.3.2 Sampling
The study sample is a collection of individuals, objects, or items for measurement that
are selected from the targeted population. To guarantee that the findings are generalizable from
the research sample to the entire population, the sample must represent the population.
The samples have been primarily selected from the targeted population. For the first
group, the researcher has distributed 300 questionnaires. The researcher has received 120
responses from the first group. Then after the processing, there were 82 valid responses. For
the second group, the researcher has distributed 80 questionnaires and received only 35 valid
responses.
3.4 Instrumentation
Instrumentation is the way of design and analysis methods that is used to gather the
requisite information for the study. For collecting data, several approaches can be used.
Observations, interviews, and questionnaires are the commonly used instruments. As this
research has taken the path of the quantitative approach, questionnaires are the instruments that
have been used for this study. The questionnaires have been distributed among the targeted
sample groups. As the questionnaires have been cited from previous studies as mentioned later,
they need to be edited to cope up with the study environment. After the editing, the
questionnaires have been approved by the arbitration committee consisting of Dr. Wael Al-
Hakimi and Dr. Kamal Tamim.
3.4.1 First Group Instrumentation
The instrument of the first group was distributed to the selected sample of graduates
from the universities of IUTT and LIU to examine the benefits which have been gained from
the internship programs. The researcher has used a combination of instruments from more than
a study and edited them to be appropriate to the dissertation environment. The instruments have
been quoted from Sawyer (as cited in Barnwell, 2016) and Eurobarometer (2010). The
instrument has been called the Career Benefits of Internship Experience Questionnaire. The
questionnaire consisted of statements that cover various aspects of internship programs and
employability skills. The instrument had 47 questions, separated into three sections. The first
section is called the demographic information, and it consists of 8 questions. The second
section has been named internship programs, and it consists of 17 questions with a Likert scale
of five points (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, and 5= Strongly
Agree). The third section has been named employability skills, and it consists of 22 questions,
with 11 questions with a Likert scale of five points (5= Too Much, 4= Much, 3= Somewhat,
2= Little, and 1= Very Little) to measure the extent the internships help the graduates to gain
the determined employability skills, where 11 questions with a Likert scale of five points
(5=Very Important, 4=Rather important, 3=Rather Unimportant, 2=Not Important at all, and
1=Do not Know/No Answer) to identify the importance of the defined employability skills for
acquiring employment. The questionnaire was designed to obtain the perceptions that graduates
had regarding their internship experience and its influences upon their employment attainment
and career development. Questionnaires are used to measure quality and are a common tool
used in research studies (Allen & Seaman, 2007). The Likert scale is used to obtain individuals’
perceptions and feelings about a service or interaction.
Originally, the questionnaire was written in English. The researcher translated the
questionnaire to Arabic language to be most compatible with the respondents.
3.4.2 Second Group Instrument
The instrument of the second group was targeted to each member of the selected sample
of employers in order to generate insights into the nature of the internship experience, the
educational context for internships, the perceived benefits that graduates and employers gain
through internship programs, and to what extent do employers accept to hire an intern. The
researcher has used a combination of instruments from more than a study and edited them to
be appropriate to the dissertation environment. The instruments have been quoted from
Eurobarometer (2010), and Iyengar, Gregory, and Dye (1994). The instrument has been named
the Employers' Perceptions Questionnaire of Internship for Recent Graduates. The Employers’
Perception of Internship Program Questionnaire had 27 questions, separated into three sections.
The first section is called the demographic information, and it consists of 2 questions. The
second section has been named internship programs and it consists of 14 questions with a Likert
scale of five points (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, and 5= Strongly
Agree). The third section has been named skills and consists of 11 questions with a Likert scale
of five points (5=Very Important, 4=Rather important, 3=Rather Unimportant, 2=Not
Important at all, and 1=Do not Know/No Answer) to rate the importance of each of the
identified employability skills for recruiting graduates in their organizations.
The employers' questionnaire was originally written in English. The researcher has
translated the questionnaire into Arabic language to be most compatible with the respondents.
3.4.3 Measurement of Employability
The respondents of the study were grouped into two separate groups. For the first group
(graduates), the measurement of employability skills has been done considering two sections:
the extent of acquisition of employability skills during internships and the extent of the
employability skills’ importance for employers. On the first side, eleven statements have been
adopted from Eurobarometer (2010) in order to measure the acquisition of employability skills
through an internship. The statements regarding the employability skills gained from internship
programs are illustrated in Table 3.1.
Table 3.1
The Employability Skills Gained from Internship Programs
# Statements
1 To what extent internship helped you acquire teamwork skills?
2 To what extent internship helped you acquire sector-specific skills?
3 To what extent internship helped you acquire communication skills?
4 To what extent internship helped you acquire computer skills?
To what extent internship helped you acquire the ability to adapt & act in new
5 environments?
6 To what extent internship helped you acquire good reading/writing skills?
7 To what extent internship helped you acquire analytical & problem-solving skills?
8 To what extent internship helped you acquire planning & organizational skills?
9 To what extent internship helped you acquire decision-making skills?
10 To what extent internship helped you being good with numbers?
11 To what extent internship helped you acquire language skills?
For the second side, eleven statements have been adopted from Eurobarometer (2010)
in order to measure the importance of these employability skills for graduates to be employable.
The statements regarding the employability skills’ importance for graduates' employability are
shown in Table 3.2.
Table 3.2
The Employability Skills’ Importance for Graduates' Employability
# Statements
1 Tell me how teamwork skills are important in getting a job?
2 Tell me how sector-specific skills are important in getting a job?
3 Tell me how communication skills are important in getting a job?
4 Tell me how computer skills are important in getting a job?
Tell me how the ability to adapt to & act in new environments is important in getting
5 a job?
6 Tell me how being good reading/writing skills are important in getting a job?
7 Tell me how analytical & problem-solving skills are important in getting a job?
8 Tell me how planning ^ organizational skills are important in getting a job?
9 Tell me how decision-making skills are important in getting a job?
10 Tell me how being good with numbers are important in getting a job?
11 Tell me how language skills are important in getting a job?
For the second group (employers), eleven statements have been adopted from
Eurobarometer (2010) in order to measure the extent of the importance of employability
skills for the employers when recruiting higher education graduates. The statements
regarding these skills are shown in Table 3.3.
Table 3.3
Employability Skills' Importance for Employers
# Statements
1 How important are teamwork skills to graduates to be recruited in your organization?
How important are sector-specific skills to graduates to be recruited in your
2 organization?
How important are communication skills to graduates to be recruited in your
3 organization?
4 How important are computer skills to graduates to be recruited in your organization?
How important is being able to adapt & act in new environments for graduates to be
5 recruited in your organization?
How important are being good reading/writing skills to graduates to be recruited in
6 your organization?
How important are analytical & problem-solving skills to graduates to be recruited in
How important are planning & organizational skills to graduates to be recruited in
How important are decision-making skills to graduates to be recruited in your
9 organization?
How important are being good with numbers to graduates to be recruited in your
10 organization?
11 How important are language skills to graduates to be recruited in your organization?
3.4.4 Measurement of Internships
Because the selected sample in the study consisted of two separate groups, the
statements regarding the internship programs have been stated differently. For the first group
(graduates), seventeen statements have been adopted from Sawyer (as cited in Barnwell, 2016)
in order to measure the contribution of internship programs into the graduates’ career
development. The items regarding the internship programs’ benefits for graduates are
illustrated in Table 3.4.
Table 3.4
Internship Programs’ Benefits for Graduates
# Statements
1. The internship has provided me with an advantage in securing employment after
graduation.
2. The internship has contributed to my career advancement.
3. The internship provided me opportunities for increased responsibilities at work.
4. The internship enhanced my ability to transition into my employer’s organization.
5. The internship improved my ability to effectively function within teams.
6. The internship improved my ability to define, analyze, and solve technical problems.
7. The internship improved my ability to communicate effectively.
8. The internship increased my understanding of professional responsibilities.
9. The internship increased my understanding of social responsibilities.
10. The internship increased my understanding of ethical responsibilities.
11. The internship increased my confidence in my capabilities in doing my job tasks.
12. The internship developed my interpersonal skills.
13. The internship developed my ability to have good relationships with others.
14. The internship increased my respect for diversity and understanding of cultural
differences.
15. The internship contributed to my overall career development.
16. The internship was positive for me.
17. Based on my internship, I would recommend that the students at universities obtain
internship experience before seeking a job.

For the second group (employers), fourteen statements have been adopted from Iyengar
et al. (1994) in order to measure the value of interns' contribution employers perceive. These
statements are illustrated in Table 3.5.
Table 3.5
The Employers' Perception of Interns' Contribution
# Statements
1 Interns have enriched our organization.
2 Our organization acquired a lot from interns.
Our organization regards interning experience as very desirable on an applicant’s

3
resume.
4 University student interns are very able to independently work.
5 Intern must have strong written communication skills.
6 Interns must have strong oral communication skills
Our organization is more likely to hire applicants who have had internship
7
experience.
It would be very worthwhile for our organization to have a graduate-level student

8
intern design a project-specific to our needs.
Our organization is extremely interested in the perspective which research-

9
oriented graduate-level student interns would provide.
Undergraduate and graduate interns from the Business Administration Disciplines

10
bring a highly creative perspective to our organization.
11 Creativity is particularly important to our business.
12 Research skills are particularly important to our business.
Our organization utilizes a methodology developed from Academic

13
Communications Research.
An intern who has a university-level education in Policy Research related skills

14
would make a strong contribution to the planning processes in our organization.
3.5 Data Collection
Questionnaires were planned to collect quantitative data. Therefore, they are easy to be
distributed electronically. Questionnaires take less time than interviews and observations, but
there is a high probability of failure to respond. Electronic or online questionnaires can be
distributed quickly and easily. The researcher decided to simply send the questionnaires
through WhatsApp, Messenger Apps, or social media.
Data collection has helped in obtaining first-hand data and initial insights into the
research issue. In this study, two main sources of data have been defined. The first source
consists of the selected sample of graduates, while the second source consists of the selected
sample of employers. The data that have been collected from both groups are primary data,
also known as first-hand or raw data.
In this study, the researcher utilized an electronic online questionnaire as the data
collection method, which was managed personally by its distribution through WhatsApp and
Messenger applications. The researcher used Microsoft Form to design the questionnaires. The
questionnaires were sent through a link to the sample groups. The researcher then analyzed the
data by using the IBM Statistical Package for the Social Sciences (SPSS) (V26.0) software.
3.6 Scale of Validity and Reliability
The validity, as stated by Bolar (2015), is the degree to what extent do instruments are
truly measuring what needs to be measured. In this study, the researcher has discussed the
validity of the instrument used to collect the data. Especially, the study examines different
response scales used in a written tool to gather data in a field research. The researcher has
confirmed that if the instrument is inaccurate, the results, interpretation, and conclusion will
also be not accurate. The instrument that generates an incorrect output is not reliable.
As stated by Rosé et al. (2018), reliability is the degree to which a measurement tool
generates consistent and stable outcomes. The score of reliability refers to the trust interval in
which the subject's true score is included.
3.6.1 Reliability Test
Cronbach’s alpha is a scale used to assess internal consistency or reliability for a range
of scale or test elements. In other words, the reliability of any particular metric indicates how
consistent a concept is. Cronbach’s alpha is one way of measuring the strength of that
consistency.
Alpha Cronbach test was run to examine the instrument reliability and internal
consistency. As shown in Table 3.6 the study instrument has internal consistency and high
reliability. Alpha Cronbach was found to be greater than 0.700 for all the variables of the study.
This means that the study instrument is reliable and if used with a similar sample, it will give
similar results.
Table 3.6
Reliability Analysis for the First Group Variables
Variable Cronbach's Alpha No. of Items
Benefits of Internship Programs 0.842 17
Acquired Employability Skills 0.837 11
Employability Skills’ Importance 0.809 11
Table 3.7 shows that the Cronbach's Alpha for the questionnaire of the second group.
Cronbach's Alpha for all the variable shows greater than 0.700. In other words, the second
group questionnaire is reliable and internally consistent.

Table 3.7
Reliability Analysis for the Second Group Variables
Variable Cronbach's Alpha No. of Items
Internship Programs’ Benefits .878 14
Employability Skills’ Importance .878 11
3.7 Data Analysis
The data which has been gathered were keyed to be analyzed and processed using the
IBM SPSS (V26.0) software. The analysis of the data was conducted using both descriptive
statistics and statistical regression. Descriptive statistics such as percentage, frequency,
Standard Deviation (SD), and mean were used in order to recap and present the data. Tables,
charts, and graphs were used to improve comprehension and enable a simple comparison of
the obtained questionnaire data. The contribution of the independent variable (internship
programs) in enhancing the dependent variable (employability of graduates) was analyzed
concerning statistical regression.
3.8 Summary
This chapter discusses the research design, population and samples, instrumentation,
and data collection and analysis. The next chapter presents the findings of the study, and the
last chapter, which is chapter five, presents a discussion of the findings and the results, along
with a summary of the direction of future studies.

CHAPTER 4
DATA ANALYSIS
4.1 Introduction
This chapter analyzes the data that have been gathered from the questionnaires that
have been distributed to the targeted samples. In order to test the study hypotheses and identify
and describe the role of internship programs in increasing graduates’ employability, the IBM
SPSS (V26.0) software has been used for analyzing the data.
4.2 Data Screening
The questionnaires were disseminated and completed online for the purpose of
preventing any missing data due to the capacity of the online questionnaire to alert the
respondents of the missing items during the filling process.
4.3 Sample Profile
The samples have been primarily selected from the targeted population. For the first
group (graduates), the researcher has received a list containing the names and phone numbers
of 150 graduates from IUTT. Out of the 150 potential participants, the researcher could not
reach 49. The questionnaire has been sent to the rest 101 potential participants. Around 38
potential participants responded that he/she was not a graduate from IUTT. The researcher
received only 36 responses out of the rest 63 potential participants.
For the potential participants in LIU, the questionnaire has been distributed through
WhatsApp groups and the students center page on Facebook. The researcher received 46
responses from LIU graduates. The total number of responses have been received from
graduates from both universities, LIU and IUTT, were 82 responses.
For the second group (employers), the responses were tiny due to the current war
situation which destroyed the businesses infrastructure in Yemen, which in turn caused a
shortage of the employers who provide internships for the graduates. As a result, the researcher
has distributed 80 questionnaires and only received 35 valid responses.
4.4 Demographic Information
4.4.1 University Frequency
Beginning with the demographic information. Table 4.1 and Figure 4.1 show the
distribution of responses among the selected universities. The table and figure show that 46
responses, which represent 56.1%, were from LIU, while 36 responses, which represent 43.9%,
were from IUTT.
Table 4.1
Frequency of Universities
Frequency Percent
LIU 46 56.1%
IUTT 36 43.9%
Total 82 100.0%
Universities
43.9% LIU
56.1% IUTT
Figure 4.1. Frequency of Universities.

4.4.2 Gender Frequency
The results in Table 4.2 and Figure 4.2 show the gender distribution of the respondents.
The percentage of the male respondents was 58.5% and the percentage of the female
respondents was 41.5%.
Table 4.2
Frequency of Gender
Frequency Percent
Male 48 58.5%
Female 34 41.5%
Total 82 100.0%
Gender
41.5% Male
58.5% Female
Figure 4.2. Frequency of Gender.
4.4.3 Age Frequency
The age of respondents was distributed along the line of 18-23, 24-29, 30-40, and 41 or
more. Table 4.3 and Figure 4.3 show that 20.7% of the graduates were within the age of 18 and
23 years old, 36.6% of the graduates were within the age of 24 and 29 years old, 32.9% of the
graduates were within the age of 30 and 40 years old, and 9.8% of the graduates were within
the age of 41 years old or more.
Table 4.3
Frequency of Age
Frequency Percent
18-23 17 20.7%
24-29 30 36.6%
30-40 27 32.9%
41 or more 8 9.8%
Total 82 100.0%
Age
40% 36.6%
35% 32.9%
30%
25%
20.7%
20%
15%
9.8%
10%
5%
0%
18-23 24-29 30-40 41 or more
Figure 4.3. Frequency of Age.
4.4.4 Governorate of Residence Frequency
Most of the governorate residences of the respondents, as shown in Table 4.4 and Figure
4.4, were in Sana’a governorate with the percentage of 89.0% followed by Taiz governorate
with the percentage of 7.3%. For each of Aden, Ibb, and Dhale governorates the percentage
was 1.2%.
Table 4.4
Frequency of Residence's Governorate
Frequency Percent
Sana'a 73 89.0%
Taiz 6 7.3%
Aden 1 1.2%
Ibb 1 1.2%
Dhale 1 1.2%
Total 82 100.0%
Figure 4.4. Frequency of Residence's Governorate.
4.4.5 Type of Internship Frequency
The responses were distributed about the type of internship they received. Table 4.5
and Figure 4.5 show that 39.0% have their internship through university, 39.0% have their
internship through personal relations, and 22.0% have their internship through volunteering.
Table 4.5
Frequency of Internship Type
Frequency Percent
Through university 32 39.0%
Volunteer 18 22.0%
Personal Relations 32 39.0%
Total 82 100.0%
Internship Type
39.0% 39.0% Through university

Volunteer
Personal Relations
22.0%
Figure 4.5. Frequency of Internship Type.
4.4.6 Internship Duration Frequency
Table 4.6 and Figure 4.6 represent the distribution of the internship duration. 63.4%
was for 3 months or less, 19.5% was for more than 3 months to 6 months, and 17.1% was for
more than 6 months.

Table 4.6
Frequency of Internship Duration
Frequency Percent
3 months or less 52 63.4%
More than 3 to 6 months 16 19,5%
More than 6 months 14 17.1%
Total 82 100.0%
Internship Duration
17.1%
3 months or less
More than 3 to 6 months
19.5%
63.4% More than 6 months
Figure 4.6. Frequency of Internship Duration.
4.4.7 Educational Degree Frequency
The educational background of the respondents centered on bachelor and master. Table
4.7 and Figure 4.7 show that most of the respondents have a bachelor degree with the
percentage of 82.9%, where the respondents who have a master degree consisted of 17.1%.
Table 4.7
Frequency of Educational Degree
Frequency Percent
Bachelor 68 82.9%
Master 14 17.1%
Total 82 100.0%
Educational Degree
17.1%
Bachelor
Master
82.9%
Figure 4.7. Frequency of Educational Degree.
4.4.8 Major Specialization Frequency
The major specialization of the respondents is listed in Table 4.8 and Figure 4.8 below.
The results show that 42.7% of the respondents studied International Business Administration
(IBA), 22.0% of the respondents studied Management Information Technology (MIS), 2.4%
of the respondents studied Information Technology (IT), 8.5% of the respondents studied
Financial Accounting (FA), 12.2% of the respondents studied Pharmacy (Phar.), 4.9% of the
respondents studied Civil Engineering (CE), 1.2% of the respondents studied Graphic Design
(GD), 4.9% of the respondents studied Oil and Gas Engineering (O & G), and 1.2% of the
respondents studied Architecture Engineering (AE).

Table 4.8
Frequency of Major Specialization
Acronym Frequency Percent
International Business Administration IBA 35 42.7%
Management Information Technology MIS 18 22.0%
Information Technology IT 2 2.4%
Financial Accounting FA 7 8.5%
Pharmacy Phar. 10 12.2%
Civil Engineering CE 4 4.9%
Graphic Design GD 1 1.2%
Oil & Gas Engineering O&G 4 4.9%
Architecture Engineering AE 1 1.2%
TOTAL 82 100.0%
Figure 4.8. Frequency of Major Specialization.

4.4.9 Organizations Frequency
Table 4.9 and Figure 4.9 show the responses of employers’ distribution. 24 employers
are from local organizations which represent 68.6% of the employers’ responses, while 11
employers are from international organizations which represent 31.4% of the employers’
responses.
Table 4.9
Frequency of Organizations
Frequency %
Local Organization 24 68.6%
International Organization 11 31.4%
Total 35 100.0%
Organizations
31.4%
Local Organization
International Organization
68.6%
Figure 4.9. Frequency of Organizations.
4.4.10 Interns Accepted Frequency
Table 4.10 and Figure 4.10 show that local organizations have annually accepted 198
which represent 73.1%, and international organizations have annually accepted 73 interns
which represent 26.9%.

Table 4.10
Frequency of Accepted Interns
Frequency %
Local Organization 198 73.1%
International Organization 73 26.9%
Total 271 100.0%
# Of Accepted Interns
26.9%
Local Organization
International
Organization
73.1%
Figure 4.10. Frequency of Accepted Interns.
Descriptive Statistics
4.4.11 Internship Programs’ Benefits
As shown in Table 4.11, the verbal evaluation of internship programs’ benefits has been
mentioned in order to clarify to the degree to which the graduates have responded among the
statements of the internship programs’ benefits.

Table 4.11
Verbal Evaluation of Internship Programs’ Benefits
Average Range Verbal Evaluation
1.00 - 1.80 Strongly Disagree
1.81 - 2.60 Disagree
2.61 - 3.40 Neutral
3.41 - 4.20 Agree
4.21 – 5.00 Strongly Agree
Table 4.12 shows the descriptive statistics related to the internship programs’ benefits.
As shown in the table, item (17) which states (Based on my internship, I would recommend
that the students at universities obtain internship experience before seeking a job) was
ranked the first one (Mean=4.55, SD=0.63) while item (4) which states (The internship
enhanced my ability to transition into my employer’s organization) was ranked the last
(Mean=3.74, SD=0.84).
Table 4.12
Descriptive Statistics of Graduates’ Internship Programs’ Benefits
Acrony
Item Mean SD % Response
m
Item-01 The internship has 3.87 0.86 77.4% Agree
provided me with an
advantage in securing
employment after
graduation.
Item-02 The internship has 3.90 0.84 78.0% Agree

contributed to my career
advancement.
Item-03 The internship provided 3.98 0.67 79.6% Agree
me opportunities for
increased responsibilities
at work.
Item-04 The internship enhanced 3.74 0.84 74.8% Agree
my ability to transition
into my employer’s
organization.
Item-05 The internship improved 4.17 0.64 83.4% Agree
my ability to function
effectively within teams.
my ability to identify,
analyze, and solve
technical problems.
my ability to
communicate effectively.
Item-08 The internship increased 4.26 0.56 85.2% Strongly
my understanding of Agree
professional
responsibilities.
Item-09 The internship increased 3.82 0.83 76.4% Agree

my understanding of
social responsibilities.
my understanding of
ethical responsibilities.
Item-11 The internship increased 4.35 0.55 87.0% Strongly
my confidence in my Agree
capabilities in doing my
job tasks.
Item-12 The internship developed 4.12 0.74 82.4% Agree
my interpersonal skills.
Item-13 The internship developed 4.18 0.67 83.6% Agree
my ability to have good
relationships with others.
my respect for diversity
and understanding of
cultural differences.
Item-15 The internship 3.98 0.70 79.6% Agree
contributed to my overall
career development.
Item-16 The internship was 4.10 0.76 82.0% Agree
positive for me.
Item-17 Based on my internship, 4.55 0.63 91.0% Strongly
I would recommend that Agree

the students at
universities obtain
internship experience
before seeking a job.
Internship Programs’ Benefits 4.06 0.40 81.1% Agree
Table 4.13 shows the descriptive statistics related to the internship programs’ benefits.
The table shows that item (5) which states (Intern must have strong written communication
skills) was ranked the highest one (Mean=4.63, SD=0.49) while item (13) which states (Our
organization utilizes a methodology developed from Academic Communications
Research) was ranked the least (Mean=4.06, SD=1.16).
Table 4.13
Descriptive Statistics of Employers’ Internship Programs’ Benefits
Acronym Item Mean SD % Response
Item-01 Interns have enriched our 4.37 0.69 87.43% Strongly Agree
organization.
Item-02 Our organization has 4.37 0.69 87.43% Strongly Agree
acquired a great deal from
interns.
Item-03 Our organization regards 4.49 0.66 89.71% Strongly Agree
interning experience as
very desirable on an
applicant’s.
Item-04 University student interns 4.23 0.88 84.57% Strongly Agree
are very able to work
independently.
Item-05 Intern must have strong 4.63 0.49 92.57% Strongly Agree
written communication
skills.
Item-06 Interns must have strong 4.26 0.82 85.14% Strongly Agree
oral communication skills
Item-07 Our organization is more 4.11 0.58 82.29% Agree
likely to hire applicants
who have had internship
experience.
Item-08 It would be very 4.23 0.73 84.57% Strongly Agree
worthwhile for our
organization to have a
graduate-level student
intern design a project-
specific to our needs.
Item-09 Our organization is very 4.34 0.64 86.86% Strongly Agree
interested in the
perspective which
research-oriented
graduate-level student
interns would provide.

Item-10 Undergraduate and 4.26 0.82 85.14% Strongly Agree
graduate interns from the
Business Administration
disciplines bring a highly
creative perspective to our
organization.
Item-11 Creativity is particularly 4.20 0.68 84.00% Agree
important to our business.
Item-12 Research skills are 4.43 0.78 88.57% Strongly Agree
particularly important to
our business.
Item-13 Our organization utilizes a 4.06 1.16 81.14% Agree
methodology developed
from Academic
Communications
Research.
Item-14 An intern who has a 4.29 0.83 85.71% Strongly Agree
university-level education
in Policy Research related
skills would make a strong
contribution to the
planning processes in our
organization.
Internship Programs’ Benefits 4.30 0.47 86.08% Strongly Agree

4.4.12 Acquired Employability Skills
As shown in Table 4.14, the verbal evaluation of acquired employability skills has been
mentioned in order to clarify the degree to which the graduates have responded among the
statements of the acquired employability skills.
Table 4.14
Verbal Evaluation of Acquired Employability Skills
1.00 - 1.80 Nothing
1.81 - 2.60 Too Little
2.61 - 3.40 Somewhat
3.41 - 4.20 Much
4.21 – 5.00 Too Much
Table 4.15 shows the descriptive statistics of the employability skills that the graduates
have been acquired during the enrollment of the internship programs. As shown in the table
above, the skill of the ability to adapt to and act in new environments was the skill that most
acquired (Mean=3.94, SD=0.82). However, the least acquired skills were language skills
(Mean=3.24, SD=1.25).
Table 4.15
Descriptive Statistics of Acquired Employability Skills
Skill-01 Teamwork skills 3.76 0.90 75.2% Much
Skill-02 Sector-specific skills 3.65 1.12 73.0% Much
Skill-03 Communication skills 3.88 0.81 77.6% Much
Skill-04 Computer skills 3.72 1.15 74.4% Much
Skill-05 Ability to adapt to and act in 3.94 0.82 78.8% Much

new environments
Skill-06 Good reading/writing skills 3.46 1.15 69.2% Much
Skill-07 Analytical and problem- 3.49 1.00 69.8% Much
solving skills
Skill-08 Planning and organizational 3.59 1.04 71.8% Much
skills
Skill-09 Decision-making skills 3.48 0.96 69.6% Much
Skill-10 Being good with numbers 3.49 1.10 69.8% Much
Skill-11 Language skills 3.24 1.25 64.8% Somewhat
Acquired Employability Skills 3.61 0.64 72.2% Much
4.4.13 Employability Skills’ Importance
As shown in Table 4.16, the verbal evaluation of the employability skills’ importance
has been mentioned in order to clarify the degree to which the graduates have responded among
the statements of employability skills’ importance.
Table 4.16
Verbal Evaluation of Employability Skills’ Importance
1.00 - 1.80 Not Important at All
1.81 - 2.60 Rather Unimportant
2.61 - 3.40 Neither Important nor Unimportant
3.41 - 4.20 Rather Important
4.21 – 5.00 Very Important

Table 4.17 shows the descriptive statistics of the employability skills’ importance. As
displayed in the table, all the skills have been rated as very important. The computer skills were
ranked as the highest level of importance (Mean=4.65, SD=0.53). The communication skills
came in the second rank of importance (Mean=4.62, SD=0.56). The skill of being good with
numbers was ranked the least important skill (Mean=4.22, SD=0.77).
Table 4.17
Descriptive Statistics of Graduates’ Employability Skills’ Importance
Skill-01 Teamwork skills 4.56 0.65 91.2% Very Important
Skill-02 Sector-specific skills 4.29 0.91 85.8% Very Important
Skill-03 Communication skills 4.62 0.56 92.4% Very Important
Skill-04 Computer skills 4.65 0.53 93.0% Very Important
Skill-05 Ability to adapt to and act in new 4.59 0.57 91.8% Very Important
environments
Skill-06 Good reading/writing skills 4.35 0.69 87.0% Very Important
Skill-07 Analytical and problem-solving 4.41 0.75 88.2% Very Important
skills
Skill-08 Planning and organizational skills 4.50 0.65 90.0% Very Important
Skill-09 Decision-making skills 4.43 0.69 88.6% Very Important
Skill-10 Being good with numbers 4.21 0.77 84.2% Very Important
Skill-11 Language skills 4.30 0.84 86.0% Very Important
Employability Skills’ Importance 4.45 0.41 88.9% Very Important
Table 4.18 shows the descriptive statistics of the employability skills’ importance. As
displayed in the table, one skill has been rated rather important, and the rest skills have been
rated as very important. The sector-specific skills were ranked as the highest level of
importance (Mean=4.51, SD=0.70). The skills of being good with numbers were ranked the
least important skills (Mean=4.00, SD=0.77).
Table 4.18
Descriptive Statistics of Employers’ Employability Skills’ Importance
Item-1 Teamwork skills 4.43 0.70 88.60% Very Important
Item-2 Sector-specific skills 4.51 0.70 90.20% Very Important
Item-3 Communication skills 4.49 0.66 89.80% Very Important
Item-4 Computer skills 4.09 0.89 81.80% Rather Important
Item-5 Ability to adapt to and act in 4.40 0.78 88.00% Very Important
new environments
Item-6 Good reading/writing skills 4.34 0.80 86.80% Very Important
Item-7 Analytical and problem- 4.31 0.68 86.20% Very Important
solving skills
Item-8 Planning and organizational 4.31 0.63 86.20% Very Important
skills
Item-9 Decision-making skills 4.14 0.77 82.80% Rather Important
Item-10 Being good with numbers 4.00 0.77 80.00% Rather Important
Item-11 Language skills 4.29 0.83 85.80% Very Important
Employability Skills’ Importance 4.30 0.50 86.02% Very Important

4.5 Validity Analysis
The extent to which a tool assesses the characteristic or theoretical construct that it is
designed to measure is referred to as construct validity. Construct validity may be assessed in
both convergent and discriminant validity tests. Convergent validity refers to the relationship
between an item and its dimension.
4.5.1 Graduates’ Instrument
Internship Programs’ Benefits
A Pearson coefficient correlation test was run to test the validity of the variable and its
item. The correlation between the overall variable mean and the means of the item was
conducted. As shown in Table 4.19, there is a statistically significant correlation between the
overall mean of the variable and the mean of each item (P<0.05) indicating that the items are
valid and measure what they are supposed to measure.
Table 4.19
Validity of Graduates’ Internship Programs’ Benefits
Internship Programs’
Benefits
R P
The internship has provided me with an advantage in securing .230* 0.037
employment after graduation.
The internship has contributed to my career advancement. .489** 0.000
The internship provided me opportunities for increased .543** 0.000
responsibilities at work.
The internship enhanced my ability to transition into my .357** 0.001
employer’s organization.
The internship improved my ability to function effectively within .552** 0.000
teams.
The internship improved my ability to identify, analyze, and solve .584** 0.000
technical problems.
The internship improved my ability to communicate effectively. .595** 0.000
The internship increased my understanding of professional .633** 0.000
responsibilities.
The internship increased my understanding of social .530** 0.000
responsibilities.
The internship increased my understanding of ethical .492** 0.000
responsibilities.
The internship increased my confidence in my capabilities in .588** 0.000
doing my job tasks.
The internship developed my interpersonal skills. .769** 0.000
The internship developed my ability to have good relationships .624** 0.000
with others.
The internship increased my respect for diversity and .654** 0.000
understanding of cultural differences.
The internship contributed to my overall career development. .630** 0.000
The internship was positive for me. .530** 0.000
Based on my internship, I would recommend that the students at .444** 0.000
university.
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
Acquired Employability Skills
Table 4.20
Validity of Graduates’ Acquired Employability Skills
R P
Acquired teamwork skills .480** .000
Acquired sector-specific skills .541** .000
Acquired communication skills .678** .000
Acquired computer skills .558** .000
Acquired the ability to adapt to & act in new .526** .000
environments
Acquired reading/writing skills .602** .000
Acquired analytical & problem-solving skills .736** .000
Acquired planning & organizational skills .715** .000
Acquired decision-making skills .621** .000
Acquired dealing with numbers .593** .000
Acquired language skills .753** .000

Employability Skills’ Importance

item. The correlation between the overall variable means and the means of the item was
Table 4.21
Validity of Graduates’ Importance of Employability Skills
R P
Importance of teamwork skills .408** .000
Importance of sector-specific skills .557** .000
Importance of communication skills .628** .000
Importance of computer skills .653** .000
Importance of ability to adapt to & act in .484** .000
new environments
Importance of reading/writing skills .528** .000
Importance of analytical & problem- .697** .000
solving skills
Importance of planning & organizational .719** .000
skills
Importance of decision-making skills .774** .000
Importance of being good with numbers .570** .000
Importance of language skills .530** .000

4.5.2 Employers’ Instrument
Table 4.22
Validity of Employers’ Internship Programs’ Benefits
Internship Programs’
Benefits
R P
Interns have enriched our organization. .662** 0.000
Our organization has acquired a great deal from interns. .584** 0.000
Our organization regards interning experience as very desirable on .652** 0.000
an applicant’s.
University student interns are very able to work independently. .623** 0.000
Intern must have strong written communication skills. .529** 0.001
Interns must have strong oral communication skills .570** 0.000
Our organization is more likely to hire applicants who have had .610** 0.000
internship experience.
It would be very worthwhile for our organization to have a .553** 0.001
graduate-level student intern design a project-specific to our needs.
Our organization is very interested in the perspective which .584** 0.000
research-oriented graduate-level student interns would provide.

Undergraduate and graduate interns from the Business .651** 0.000
Administration disciplines bring a highly creative perspective to
our organization.
Creativity is particularly important to our business. .703** 0.000
Research skills are particularly important to our business. .618** 0.000
Our organization utilizes a methodology developed from Academic .729** 0.000
An intern who has a university-level education in Policy Research .713** 0.000
related skills would make a strong contribution to the planning
processes in our organization.

Table 4.23
Validity of Employers’ Importance of Employability Skills
Employability Skills’
Importance
R P
Teamwork skills are important when recruiting higher education .597** 0.000
graduates in my company.
Sector-specific skills are important when recruiting higher .716** 0.000
education graduates in my company.
Communication skills are important when recruiting higher .854** 0.000
Computer skills are important when recruiting higher education .727** 0.000
The ability to adapt to and act in new environments is important .602** 0.000
when recruiting higher education graduates in my company.
Good reading/writing skills are important when recruiting higher .778** 0.000
Analytical and problem-solving skills are important when .713** 0.000
recruiting higher education graduates in my company.
Planning and organizational skills are important when recruiting .561** 0.000
higher education graduates in my company.
Decision-making skills are important when recruiting higher .534** 0.001
Good with numbers is important when recruiting higher education .694** 0.000
Language skills are important when recruiting higher education .638** 0.000

4.6 Normality Assessment
Many statistical tests such as t-test, correlation, regression, and variance (parametric
tests) require normal distribution. If normality is not examined, results may not be precise and
reliable. Normality indicates that the population from which the study sample is taken follows
a normal distribution. The normality can be examined visually using graphs or by tests. The
most common tests used in checking normality are skewness and kurtosis. A value within ±1
indicated that the assumption of normality is met.
Table 4.24 shows the normality test assessment, as skewness and kurtosis tests were
run. Since the values of skewness and kurtosis are within ±1, the data of the study follows the
normal distribution. Based on that, parametric tests should be used in the analysis of the study
data.
Table 4.24
Normality Test Assessment (Graduates’ Questionnaire)
Skewness Kurtosis
Statistic Std. Error Statistic Std. Error
Internship Programs’ Benefits -.104- .266 .472 .526
Acquired Employability Skills -.630- .266 .280 .526
Employability Skills’ Importance -.622- .266 -.612- .526
Table 4.25 shows the normality test assessment, as skewness and kurtosis tests were
run. Since the values of skewness and kurtosis are within ±1, the standard error value of
kurtosis is within ±2, which is considered acceptable, the data of the study follows the normal
distribution. Based on that, parametric tests should be used in the analysis of the study data.
Table 4.25
Normality Test Assessment (Employers’ Questionnaire)
Skewness Kurtosis
Statistic Std. Error Statistic Std. Error
Internship Programs’ Benefits -.358 .398 -.846 .778

Employability Skills’ Importance -.492 .398 -.908 .778
4.7 Univariate Outliers
Outliers are observations that are far distant from the center of the data. Outliers can
distort the findings of the study if not handled correctly. Outliers can be either removed,
replaced, or kept as they are. Boxplot graphing was run to detect outliers as follows.
Figure 4.11. Graduates’ Instrument’s Univariate Outliers.
For the graduates' instrument, as shown in Figure 4.11, the internship programs variable
has 4 outliers, employability skills have two outliers, and no outliers were found in the variable
of the employability skills’ importance. Since these variables are normally distributed, these
outliers have no impact on the results of the study and thus outliers are not excluded from the
data.
Figure 4.12. Employers’ Instrument’s Univariate Outliers.
For the employers' instrument, as shown in Figure 4.12, no outliers were found in the
variable of the internship programs’ benefits and the variable of the employability skills’
importance.
4.8 Hypotheses Testing
To test the study hypotheses, one sample t-test was run after checking its assumptions,
and the results are as follows:
1. The dependent variables should be continuous scale (interval or ratio) and this
assumption has been met since internship program and employability skills are
measured by interval scale.
2. The data are normally distributed.
This assumption was tested using the Shapira-wilk test as follows.
As shown in Table 4.26 the second assumption of one sample t-test was met. Shapiro-
Wilk statistic was not statistically significant (P>0.05) indicating that both variables are
normally distributed.
Table 4.26
Shapiro-Wilk Statistics
Shapiro-Wilk
Statistic df Sig.
Internship Programs .985 82 .466
Employability Skills .975 82 .096
After the assumptions have been met, the next step is to test the hypothesis as shown in
Table 4.27. One sample t-test was run to investigate the impact of internship programs and
employability skills on graduate employability. The calculated mean was compared to
hypothesized mean (3).
Table 4.27
One Sample t-Test
Mean
N Mean SD t P
difference
Internship Programs 82 4.06 0.40 1.06 24.189 0.000
Employability Skills 82 3.61 0.64 0.61 8.627 0.000
H1: Internship programs have a significant impact on increasing the graduates’
employability.
Significant differences are highlighted based on one sample t-test. As shown in Table
4.27, there is a statistically significant impact of internship programs on the graduates’
employability (Mean=4.0567, SD=.39557, t=24.189, P<0.05). The calculated mean is about
1.0567 degrees higher than the hypothesized mean. Thus, H1 is retained.

H1a: Employability skills have a significant impact on increasing the graduates’
employability.
In addition, there is a statistically significant impact of employability skills on the
graduates’ employability (Mean=3.6075, SD=.63771, t=8.627, P<0.05), and thus the sub-
hypothesis is retained. The calculated mean is about 0.6076 higher than the hypothesized mean.
This indicates the more employability skills the graduates gained, the higher the opportunity to
get employed.
Employers and Graduates' Opinions about Employability Skills’ Importance
An independent t-test was run to examine any statistically significant differences
between both groups of employers and graduates about the employability skills’ importance.
This is shown in Table 4.28.
Table 4.28
Employers and Graduates' Opinions of Employability Skills’ Importance
Group N Mean SD t P
Employers 35 4.30 0.50 -1.669 0. 098

Graduates 82 4.45 0.41
H2: There are no significant differences in the opinions of employers and graduates
about the importance of employability skills.
As shown in Table 4.28, there is no statistically significant difference in the responses
of both groups of employers and graduates about the employability skills’ importance (t=0.589,
P>0.05). This indicates that both groups of employers' and graduates' opinions are the same.
Thus, H2 is retained.
Differences according to Gender

An independent t-test was run to examine any statistically significant differences
between male and female graduates about the study variables. This is illustrated in Table 4.29.
Table 4.29
Independent t-Test
Gender N Mean SD t P
Male 48 4.06 0.43 0.025 0.980

Female 34 4.06 0.35
Male 48 3.68 0.66 1.258 0.212

Female 34 3.50 0.60
Male 48 4.48 0.41 0.798 0.427

Female 34 4.40 0.42
H3: There are no significant differences in the internship programs’ benefits, according
As shown in Table 4.29, there is no statistically significant difference in the responses
of the graduates about internship programs’ benefits according to their gender (t=0.025,
P>0.05). This indicates that both male and female opinions are the same. Thus, H3 is retained.
Table 4.29 shows that there is no statistically significant difference in the responses of
the graduates about acquired employability skills according to their gender (t=1.258, P>0.05).
This indicates that both male and female opinions are the same. Thus, H4 is retained.
H5: There are no significant differences in the employability skills’ importance,

Table 4.29 shows that there is no statistically significant difference in the responses of
the graduates about employability skills’ importance according to their gender (t=0.798,
P>0.05). This indicates that both male and female opinions are the same. Thus, H5 is retained.
Differences according to Internship’s Duration
One-way ANOVA was run to examine any statistical differences among the duration
internship categories about the study variables. This is clear in Table 4.30.
Table 4.30
One-Way ANOVA
N Mean SD F P
3 months or less 52 4.07 0.42 .116 0.891
Internship Programs’ From 3 - 6 months 16 4.05 0.33
Benefits More than 6 months 14 4.01 0.39
Total 82 4.06 0.40
3 months or less 52 3.61 0.58 .028 0.972
Acquired From 3 -6 months 16 3.57 0.57
Employability Skills More than 6 months 14 3.62 0.91
Total 82 3.61 0.64
3 months or less 52 4.47 0.41 .172 0.842
Employability Skills’ From 3 -6 months 16 4.42 0.40
Importance More than 6 months 14 4.40 0.43
Total 82 4.45 0.41
H6: There are no significant differences in the internship programs’ benefits, according

As shown in Table 4.30, there are no statistical differences in the responses of the
graduates about internship programs' benefits according to the internship duration (f=0.116,
P>0.05). Thus, H6 is retained.
Table 4.30 shows that there are no statistical differences in the responses of the
graduates about employability skills according to the internship duration (f=0.028, P>0.05).
There are no statistical differences in the responses of the graduates about employability skills’
importance according to the internship duration (f=0.172, P>0.05). Thus, H7 is retained.
Table 4.31 shows the hypotheses testing results.
Table 4.31
Hypotheses Testing Results
Hypotheses Text Decision
Internship programs have a significant impact on increasing Supported

H1
graduates’ employability.
Employability skills have a significant impact on increasing Supported

H1a
graduates’ employability.
There are no significant differences in the opinions of Supported
H2 employers and graduates about the importance of
employability skills.
There are no significant differences in the benefits of the Supported

H3
internship programs, according to the graduates’ gender.
There are no significant differences in the acquired Supported

H4
employability skills, according to the graduates’ gender.
H5 There are no significant differences in the employability Supported

skills’ importance, according to the graduates’ gender.
There are no significant differences in the internship Supported
H6 programs’ benefits, according to the duration of the
internship.
There are no significant differences in the acquired Supported
H7 employability skills, according to the duration of the
internship.
4.9 Summary
The data screening, the sample profile, frequency analysis, descriptive statistics,
correlation, and regression analyses are presented in this chapter. The study findings are also
presented in line with the research questions and hypotheses testing. The results clearly show
that there is a significant correlation between the dependent variables (internship programs),
which affect the independent variable (graduates’ employability). The results also show how
all the hypotheses (H1, H1a, H2, H3, H4, H5, H6, & H7) are accepted by the findings of the
study. In the upcoming chapter, the findings ae discussed based on the literature reviewed and
the conceptual framework constructed. Recommendations, restrictions, and the potential for
further research are also mentioned in the next chapter.

CHAPTER 5
DISCUSSION AND CONCLUSION
5.1 Introduction
This chapter offers an overview of key results as linked to the literature. Depending on
the study findings, recommendations for all parties, who have a share of obligation and/or
benefit which could contribute to the enhancement of employability for graduates, are stated
in this chapter. The limitations that have been faced by the researcher are also mentioned in
this chapter. The researcher also provides recommendations and advice for further research
into the study area. Finally, this chapter ends with a conclusion to the study.
5.2 Discussion
The purpose of this quantitative study was to identify the impact of internship programs
on enhancing graduates’ employability. In addition, the study mentions the most important
skills evaluated by employers and graduates.
The first question of the study was: What are the effects of internship programs on
the graduates' employability skills?
To answer this question, the main hypothesis (H1) which states that ‘Internship
programs have a significant impact on increasing the graduates’ employability’ and the sub
hypothesis (H1a) which states that ‘Employability skills have a significant impact on increasing
the graduates’ employability’ were developed.
To test these hypotheses one sample t-Test was run to compare the calculated mean
with the hypothesized mean (3).
For (H1), there is a significant impact of internship programs on the graduate’s
employability (Mean=4.0567, SD=.39557, t=24.189, P<0.05). The calculated mean is about
1.0567 degrees higher than the hypothesized mean.

For (H1a), there is a statistically significant impact of employability skills on the
graduate's employability (Mean=3.6075, SD=.63771, t=8.627, P<0.05). The calculated mean
is about 0.6076 higher than the hypothesized mean.
The second question of the study was: Is there a difference in the opinions of
employers and graduates regarding employability skills' importance?
To answer this question, the hypothesis (H2), which states that ‘There are no significant
differences in the opinions of employers and graduates about the importance of employability
skills’, was developed.
To test this hypothesis, an independent t-test was run. The results show that there is no
significant difference in the responses of both groups of employers and graduates about the
importance of employability skills (t=0.589, P>0.05). This indicates that both groups of
employers and graduates' opinions are the same.
The discussion allowed the researcher to offer a concise summary to the study
stakeholders with recommendations for enhanced improvement in the context of higher
education quality.
5.3 Recommendations
In light of the results of this study, the researcher recommends a set of
recommendations and suggestions for all the stakeholders in order to enhance the employability
of graduates. Among these recommendations are the following:
1. The government, represented by the Ministry of Higher Education and Scientific
Research, must formulate policies and procedures which would set guidelines for
HEIs to be able to create and implement training programs to be offered to their
students.
2. The government, represented by the Ministry of Higher Education and Scientific
Research and the Ministry of Social Affairs and Labor, should obligate both HEIs
and employers to activate training programs for recent graduates in order to assist
recent graduates in acquiring skills that are commensurate with employment
opportunities in the market the work.
3. The government needs to make it simpler and more advantageous for employers to
employ graduates through training and salary subsidies. This means that measures
that help reduce unemployment and contribute to the country's economy can be
effectively implemented. These policies can provide companies employing the bulk
of graduates with advantageous tax rates. This gives higher education institutions
the opportunity to associate with the private sector and government not only in
classifying areas of need but also in proposing solutions to the problem of graduates'
unemployment.
4. HEIs have to create and implement training programs and offer them to their
students because of their many benefits that may benefit these institutions in terms
of ranking the university at the national and international levels, not to mention that
the good reputation that HEIs will be gained if these training programs are offered.
5. For employers, the chance to choose and develop their future talent is one of the
most relevant benefits of offering internships. Employers will be able to assess and
examine potential workers before offering full-time jobs, leading to recruitment
cost savings. Some of the benefits employers can gain by offering internships are
listed below:
a. To provide a free provision of innovative or sophisticated tasks for
professional personnel.
b. To improve the retention rate for employees.
c. To support the organization in the implementation of the newest tactics and
techniques.
d. To keep links with universities and improve the campus vision.
e. To encourage community participation — phenomenal tool for public
relations.
f. To attract and develop an excitement for other pupils.
g. To build field awareness for future employees.
h. To contribute to the community by training future employees.
5.4 Limitations
Regarding the first population (graduates), the researcher only focused on graduates of
two universities located in Sana’a—Yemen. Due to the lack of graduates' information, the
researcher could not reach a great number of graduates who had had internships. Regarding the
second population (employers), the responses were tiny due to the current war situation, which
destroyed the business infrastructure in Yemen, which in turn caused a shortage of employers
who provide internships for graduates.
5.5 Future Research
For future research, I recommend that more research need to be applied to a larger
population. Seventy-two percent of graduates said that an internship gave them an edge in
obtaining jobs following graduation. Research is needed to be done to find out what influences
the incapacity of a student to progress following an internship. Research utilizing other
methodologies should also be carried out.
Future research on the scheduling of internships is needed to be done. Such research
would assist in identifying if there are advantages of incorporating internships early in a
student’s educational career. This would give additional information on the potential to benefit
stakeholders from a more uniform balance between the internship experience and the
classroom.
While the researcher still agrees that quantitative research was the right choice for this
study, quantitative research tools such as questionnaires are not designed to capture hard facts.
More credibility could be given to this study if it was coupled with qualitative research. For
example, an interview, observation, or focus group may offer more evidence to strengthen the
data discovered.
5.6 Conclusion
From the point of view of both graduates and employers, through this study, the
researcher came up with the fact that internship programs have a significant impact on
enhancing graduates' employability.
The results showed a correspondence between the responses of both employers and
graduates regarding the importance of employability skills in getting a job. The results of the
study also showed that the internship programs greatly helped graduates obtain the skills
required to be prepared for obtaining jobs.
The objectives of the study have been positively achieved, the questions of the study
have been answered, and also the hypotheses have been supported, as the findings proved that
the internship programs have acquired the graduates with the employability skills required by
employers. The findings also showed that there is no difference between the opinions of both
employers and graduates regarding the importance of employability skills for being hired as
68% of graduates said that the internship enhanced their transition into my employer’s
organization, and 94% of graduates said that the internship has provided them with an
advantage in securing employment after graduation.

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APPENDICES
A: Graduates’ Questionnaire English Version
Career Benefits of Internship Experience Questionnaire
The purpose of this study is to explore the effect of internship programs in enhancing
the employability of graduates. I request you to be one of the main participants in the study.
The final thesis will be available in the library of the Lebanese International University, Sana'a
- Yemen.
Participation & Confidentiality
Your participation is voluntary, greatly needed, and highly appreciated. As a
participant, nothing you will say will identify your identity. Participating in this study will
take=at most=20 minutes of your valuable time.
Part A – Demographic Information:
1. The university you graduated from:
2. Gender: ☐ Male ☐ Female
3. Age: ☐ between 18 and 23 ☐ between 24 and 29 ☐ between 30 and 40 ☐ 41 and
more
4. Governorate of Residence:
☐ Sana'a ☐ Hajjah ☐ Amran
☐ Taiz ☐ Al Hudaydah ☐ Al Mahrah
☐ Adan ☐ Al Bayda' ☐ Al Mahwit
☐ Ibb ☐ Al Dali' ☐ Socotra
☐ Dhamar ☐ Lahj ☐ Al Jawf
☐ Shabwah ☐ Abyan ☐ Sana'a City

☐ Raymah ☐ Ma'rib ☐ Hadramawt
☐ Sa`dah
5. Type of Internship: ☐ Through university ☐ Volunteer ☐ Personal Relation
6. Internship Duration: ☐ 3 months or less ☐ More than 3 to 6 months ☐ More than 6
months
7. Degree Obtained: ☐ Bachelor ☐ High Diploma ☐ Master ☐ PhD
8. Major:
Part B – Internship Programs:
A Likert scale of five points rating [1= Strongly Disagree, 2= Disagree, 3= Neutral,
4= Agree, and 5 Strongly Agree], please indicate the degree to which you agree or disagree
with each of the statements below, regarding your internship experience and your career
development.
Strongly Disagree
Strongly Agree
Disagree
Neutral
Agree
9. The internship has provided me
with an advantage in securing [1] [2] [3] [4] [5]
employment after graduation.
10. The internship has contributed

[1] [2] [3] [4] [5]
to my career advancement.
11. The internship provided me
opportunities for increased [1] [2] [3] [4] [5]
responsibilities at work.
12. The internship enhanced my [1] [2] [3] [4] [5]

ability to transition into my
employer’s organization.
13. The internship improved my
ability to function effectively [1] [2] [3] [4] [5]
within teams.
ability to define, analyze, and [1] [2] [3] [4] [5]
solve technical problems.
ability to effectively [1] [2] [3] [4] [5]
communicate.
16. The internship increased my
understanding of professional [1] [2] [3] [4] [5]
responsibilities.
understanding of social [1] [2] [3] [4] [5]
responsibilities.
understanding of ethical [1] [2] [3] [4] [5]
responsibilities.
confidence in my capabilities in [1] [2] [3] [4] [5]
doing my job tasks.
20. The internship developed my

[1] [2] [3] [4] [5]
interpersonal skills.
21. The internship developed my

[1] [2] [3] [4] [5]
ability to have good
relationships with others.
respect for diversity and

[1] [2] [3] [4] [5]
understanding of cultural
differences.
23. The internship contributed to

[1] [2] [3] [4] [5]
my overall career development.
24. The internship was positive for

[1] [2] [3] [4] [5]
me.
25. Based on my internship, I
would recommend that the
students at universities obtain [1] [2] [3] [4] [5]
internship experience before
seeking a job.
Part C – Employability Skills:
A Likert scale five points rating [5=Too Much, 4 – Much, 3 – Somewhat, 2 – Too Little,
and 1=Nothing], To what extent did the internship help you acquire the following skills?
Too Little
Somewhat
Too Much
Nothing
Much
26. Teamwork skills [5] [4] [3] [2] [1]
27. Sector-specific skills [5] [4] [3] [2] [1]
28. Communication skills [5] [4] [3] [2] [1]
29. Computer skills [5] [4] [3] [2] [1]
30. Ability to adapt to & act in new environments [5] [4] [3] [2] [1]
31. Good reading/writing skills [5] [4] [3] [2] [1]

32. Analytical & problem-solving skills [5] [4] [3] [2] [1]
33. Planning & organizational skills [5] [4] [3] [2] [1]
34. Decision-making skills [5] [4] [3] [2] [1]
35. Good with numbers [5] [4] [3] [2] [1]
36. Language skills [5] [4] [3] [2] [1]
Based on your experience, tell me how important each of the following skills is in
getting a job?
A Likert scale five points rating [5=Very Important, 4=Rather Important, 3=Not
Important nor Unimportant, 2= Rather Unimportant, & 1=Not Important at all]
Rather Unimportant
Not Important at all

Not Important nor
Rather Important
Very Important
Unimportant
37. Teamwork skills [5] [4] [3] [2] [1]
40. Computer skills [5] [4] [3] [2] [1]
41. Ability to adapt to & act

[5] [4] [3] [2] [1]
in new environments
42. Good reading/writing

[5] [4] [3] [2] [1]
skills
43. Analytical & problem-

[5] [4] [3] [2] [1]
solving skills
44. Planning & [5] [4] [3] [2] [1]

organizational skills
47. Language skills [5] [4] [3] [2] [1]
Thank you for having done this questionnaire, your participation is greatly appreciated.
I hope that others may benefit in the future from what is learned as a result of this study.
‫‪INTERNSHIP PROGRAMS ENHANCING GRADUATES’ EMPLOYABILITY‬‬ ‫‪105‬‬
‫‪B: Graduates’ Questionnaire Arabic Version‬‬
‫اﺳﺘﺒﯿﺎن اﻟﻔﻮاﺋﺪ اﻟﻤﺘﺼﻮرة ﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ‬
‫اﻟﻐﺮض ﻣﻦ ھﺬه اﻟﺪراﺳﺔ ھﻮ اﺳﺘﻜﺸﺎف ﺗﺄﺛﯿﺮ ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻓﻲ ﺗﻌﺰﯾﺰ ﻗﺎﺑﻠﯿﺔ ﺗﻮظﯿﻒ اﻟﺨﺮﯾﺠﯿﻦ‪ .‬أطﻠﺐ‬
‫ﻣﻨﻚ أن ﺗﻜﻮن أﺣﺪ اﻟﻤﺸﺎرﻛﯿﻦ اﻟﺮﺋﯿﺴﯿﯿﻦ ﻓﻲ اﻟﺪراﺳﺔ‪ .‬اﻷطﺮوﺣﺔ اﻟﻨﮭﺎﺋﯿﺔ ﺳﺘﻜﻮن ﻣﺘﺎﺣﺔ ﻓﻲ ﻣﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﺔ اﻟﻠﺒﻨﺎﻧﯿﺔ اﻟﺪوﻟﯿﺔ‪،‬‬
‫ﺻﻨﻌﺎء ‪ -‬اﻟﯿﻤﻦ‪.‬‬
‫اﻟﻤﺸﺎرﻛﺔ واﻟﺴﺮﯾﺔ‬
‫ﻣﺸﺎرﻛﺘﻚ ﺗﻄﻮﻋﯿﺔ وﻣﻄﻠﻮﺑﺔ وﻣﺤﻞ ﺗﻘﺪﯾﺮ ﻛﺒﯿﺮ‪ .‬ﻛﻤﺸﺎرك‪ ،‬ﻻ ﺷﻲء ﺳﺘﻘﻮﻟﮫ ﺳﯿﺤﺪد ھﻮﯾﺘﻚ‪ .‬ﺳﺘﺴﺘﻐﺮق اﻟﻤﺸﺎرﻛﺔ ﻓﻲ‬
‫اﻻﺟﺎﺑﺔ ﻋﻠﻰ اﻻﺳﺘﺒﯿﺎن ‪ 6‬دﻗﺎﺋﻖ ﻣﻦ وﻗﺘﻚ اﻟﺜﻤﯿﻦ‪.‬‬
‫اﻟﺠﺰء أ – اﻟﻤﻌﻠﻮﻣﺎت اﻟﺪﯾﻤﻮﻏﺮاﻓﯿﺔ‪:‬‬
‫‪ .1‬اﻟﺠﺎﻣﻌﺔ اﻟﺘﻲ ﺗﺨﺮﺟﺖ ﻣﻨﮭﺎ‪:‬‬
‫‪ .2‬اﻟﺠﻨﺲ‪ ☐ :‬ذﻛﺮ ☐ أﻧﺜﻰ‬
‫‪ .3‬اﻟﻌﻤﺮ‪ ☐ :‬ﻣﺎ ﺑﯿﻦ ‪ 18‬و ‪ ☐ 23‬ﻣﺎ ﺑﯿﻦ ‪ 24‬و ‪ ☐ 29‬ﻣﺎ ﺑﯿﻦ ‪ 30‬و ‪ 41 ☐ 40‬أو اﻛﺜﺮ‬
‫‪ .4‬ﻣﺤﺎﻓﻈﺔ اﻹﻗﺎﻣﺔ‪:‬‬
‫☐ ﻋﻤﺮان‬ ‫☐ ﺣﺠﺔ‬ ‫☐ ﺻﻨﻌﺎء‬
‫☐ اﻟﻤﮭﺮة‬ ‫☐ اﻟﺤﺪﯾﺪة‬ ‫☐ ﺗﻌﺰ‬
‫☐ اﻟﻤﺤﻮﯾﺖ‬ ‫☐ اﻟﺒﯿﻀﺎء‬ ‫☐ ﻋﺪن‬
‫☐ ﺳﻘﻄﺮى‬ ‫☐ اﻟﻀﺎﻟﻊ‬ ‫☐ إب‬
‫☐ اﻟﺠﻮف‬ ‫☐ ﻟﺤﺞ‬ ‫☐ ذﻣﺎر‬
‫☐ أﻣﺎﻧﺔ اﻟﻌﺎﺻﻤﺔ‬ ‫☐ أﺑﯿﻦ‬ ‫☐ ﺷﺒﻮة‬
‫☐ ﺣﻀﺮﻣﻮت‬ ‫☐ ﻣﺄرب‬ ‫☐ رﯾﻤﺔ‬
‫☐ ﺻﻌﺪة‬
‫‪ .5‬ﻧﻮع اﻟﺘﺪرﯾﺐ‪ ☐ :‬ﻣﻦ ﺧﻼل اﻟﺠﺎﻣﻌﺔ ☐ ﺗﻄﻮع ☐ ﻋﻼﻗﺎت ﺷﺨﺼﯿﺔ‬

‫‪ .6‬ﻣﺪة اﻟﺘﺪرﯾﺐ‪ 3 ☐ :‬أﺷﮭﺮ او اﻗﻞ ☐ أﻛﺜﺮ ﻣﻦ ‪ 3‬اﻟﻰ ‪ 6‬أﺷﮭﺮ ☐ أﻛﺜﺮ ﻣﻦ ‪ 6‬أﺷﮭﺮ‬
‫☐ دﻛﺘﻮراة‬ ‫☐ ﻣﺎﺟﺴﺘﯿﺮ‬ ‫‪ .7‬اﻟﺪرﺟﺔ اﻟﻌﻠﻤﯿﺔ اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﯿﮭﺎ‪ ☐ :‬ﺑﻜﺎﻟﻮرﯾﻮس ☐ دﺑﻠﻮم ﻋﺎﻟﻲ‬
‫‪ .8‬اﻟﺘﺨﺼﺺ‪__________________________________ :‬‬
‫اﻟﺠﺰء ب – ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ‬
‫ﻋﻠﻰ ﻣﻘﯿﺎس ﻣﻦ واﺣﺪ إﻟﻰ ﺧﻤﺴﺔ ]‪ = 1‬ﻣﻌﺎرض ﺑﺸﺪة‪ = 2 ،‬ﻣﻌﺎرض‪ = 3 ،‬ﻣﺤﺎﯾﺪ‪ = 4 ،‬ﻣﻮاﻓﻖ‪ = 5 ،‬ﻣﻮاﻓﻖ‬
‫ﺑﺸﺪة[‪ ،‬ﯾﺮﺟﻰ اﻹﺷﺎرة إﻟﻰ درﺟﺔ ﻣﻮاﻓﻘﺘﻚ أو ﻋﺪم ﻣﻮاﻓﻘﺘﻚ ﻋﻠﻰ ﻛﻞ ﻣﻦ اﻟﻌﺒﺎرات أدﻧﺎه ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺘﺠﺮﺑﺔ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ‬
‫وﺗﻄﻮر ﺣﯿﺎﺗﻚ اﻟﻤﮭﻨﯿﺔ‪.‬‬
‫ﻣﻌﺎرض ﺑﺸﺪة‬
‫ﻣﻮاﻓﻖ ﺑﺸﺪة‬
‫ﻣﻌﺎرض‬
‫ﻣﻮاﻓﻖ‬
‫ﻣﺤﺎﯾﺪ‬
‫‪ .9‬ﻣﻨﺤﻨﻲ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻣﯿﺰة ﻓﻲ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﺤﺼﻮل ﻋﻠﻰ ﻋﻤﻞ ﺑﻌﺪ اﻟﺘﺨﺮج‪.‬‬
‫‪ .10‬ﺳﺎھﻢ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻓﻲ ﺗﻘﺪﻣﻲ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﻮظﯿﻔﻲ‪.‬‬
‫‪ .11‬أﺗﺎح ﻟﻲ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻓﺮ ً‬

‫ﺻﺎ ﻟﺰﯾﺎدة‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﻤﺴﺆوﻟﯿﺎت ﻓﻲ اﻟﻌﻤﻞ‪.‬‬
‫‪ .12‬ﻋﺰز اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻗﺪرﺗﻲ ﻋﻠﻰ‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫اﻻﻧﺘﻘﺎل إﻟﻰ اﻟﻌﻤﻞ ﻣﻊ اﻟﺸﺮﻛﺔ اﻟﺘﻲ اﻋﻤﻞ‬
‫ﺑﮭﺎ اﻻن‪.‬‬
‫‪ .13‬أدى اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ إﻟﻰ ﺗﺤﺴﯿﻦ ﻗﺪرﺗﻲ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻋﻠﻰ اﻟﻌﻤﻞ ﺑﻔﻌﺎﻟﯿﺔ ﺿﻤﻦ اﻟﻔﺮﯾﻖ‪.‬‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫ﻋﻠﻰ ﺗﺤﺪﯾﺪ اﻟﻤﺸﻜﻼت اﻟﻔﻨﯿﺔ وﺗﺤﻠﯿﻠﮭﺎ‬
‫وﺣﻠﮭﺎ‪.‬‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺑﺸﻜﻞ ﻓﻌﺎل‪.‬‬
‫ﻓﮭﻤﻲ‬ ‫ﻣﻦ‬ ‫اﻟﺪاﺧﻠﻲ‬ ‫اﻟﺘﺪرﯾﺐ‬ ‫‪ .16‬زاد‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻟﻠﻤﺴﺆوﻟﯿﺎت اﻟﻤﮭﻨﯿﺔ‪.‬‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻟﻠﻤﺴﺆوﻟﯿﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ‪.‬‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻟﻠﻤﺴﺆوﻟﯿﺎت اﻷﺧﻼﻗﯿﺔ‪.‬‬
‫‪ .19‬زاد اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻣﻦ ﺛﻘﺘﻲ ﺑﻘﺪرﺗﻲ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻋﻠﻰ اﻧﺠﺎز ﻣﮭﺎﻣﻲ اﻟﻮظﯿﻔﯿﺔ‪.‬‬
‫‪ .20‬طﻮر اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻣﮭﺎراﺗﻲ ﻓﻲ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻵﺧﺮﯾﻦ‪.‬‬
‫‪ .21‬طﻮر اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻗﺪرﺗﻲ ﻋﻠﻰ أن‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﺗﻜﻮن ﻟﺪي ﻋﻼﻗﺔ ﺟﯿﺪة ﻣﻊ اﻵﺧﺮﯾﻦ‪.‬‬
‫‪ .22‬زاد اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻣﻦ اﺣﺘﺮاﻣﻲ ﻟﻠﺘﻨﻮع‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫وﻓﮭﻢ اﻻﺧﺘﻼﻓﺎت اﻟﺜﻘﺎﻓﯿﺔ‪.‬‬
‫‪ .23‬ﺳﺎھﻢ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻓﻲ ﺗﻄﻮري‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﻮظﯿﻔﻲ اﻟﻌﺎم‪.‬‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫‪ .24‬ﻛﺎﻧﺖ ﻓﺘﺮة اﻟﺘﺪرﯾﺐ إﯾﺠﺎﺑﯿﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ‪.‬‬
‫‪ .25‬ﺑﻨﺎ ًء ﻋﻠﻰ ﻓﺘﺮة اﻟﺘﺪرﯾﺐ‪ ،‬اﻟﺘﻲ ﻗﻀﯿﺘﮭﺎ‪،‬‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫أوﺻﻲ اﻟﻄﻼب ﺑﺎﻟﺤﺼﻮل ﻋﻠﻰ ﺧﺒﺮة‬
‫ﺗﺪرﯾﺒﯿﺔ ﻗﺒﻞ ﻣﺤﺎوﻟﺔ اﻟﺤﺼﻮل ﻋﻠﻰ‬
‫وظﯿﻔﺔ‪.‬‬
‫اﻟﺠﺰء ﺟـ – ﻣﮭﺎرات اﻟﺘﻮظﯿﻒ‬
‫ﻋﻠﻰ ﻣﻘﯿﺎس ﻣﻦ واﺣﺪ إﻟﻰ ﺧﻤﺴﺔ ]‪ = 5‬ﻛﺜﯿﺮا ﺟﺪا‪ =4 ،‬ﻛﺜﯿﺮ ﺑﻌﺾ اﻟﺸﺊ‪ = 3 ،‬ﻗﻠﯿﻞ ﺑﻌﺾ اﻟﺸﺊ‪ =2،‬ﻗﻠﯿﻞ ﺟﺪاً‪=1 ،‬‬
‫ﻻ ﺷﺊ[‪ ،‬إﻟﻰ أي ﺣﺪ ﺳﺎﻋﺪ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ ﻓﻲ اﻛﺘﺴﺎﺑﻚ اﻟﻤﮭﺎرات اﻟﺘﺎﻟﯿﺔ؟‬

‫ﻛﺜﯿﺮ ﺑﻌﺾ اﻟﺸﻲ‬
‫ﻗﻠﯿﻞ ﺑﻌﺾ اﻟﺸﻲ‬
‫ﻛﺜﯿﺮ ﺟﺪا ً‬
‫ﻗﻠﯿﻞ ﺟﺪا ً‬
‫ﻻ ﺷﺊ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .26‬ﻣﮭﺎرات اﻟﻌﻤﻞ اﻟﺠﻤﺎﻋﻲ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .27‬اﻟﻤﮭﺎرات ﺧﺎﺻﺔ ﺑﺎﻟﺘﺨﺼﺺ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .28‬ﻣﮭﺎرات اﻟﺘﻮاﺻﻞ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .29‬ﻣﮭﺎرات اﻟﺤﺎﺳﻮب‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .30‬اﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﻜﯿﻒ واﻟﻌﻤﻞ ﻓﻲ ﺑﯿﺌﺎت ﺟﺪﯾﺪة‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .31‬ﻣﮭﺎرات اﻟﻘﺮاءة ‪ /‬واﻟﻜﺘﺎﺑﺔ ﺟﯿﺪة‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .32‬اﻟﻤﮭﺎرات اﻟﺘﺤﻠﯿﻠﯿﺔ وﺣﻞ اﻟﻤﺸﻜﻼت‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .33‬ﻣﮭﺎرات اﻟﺘﺨﻄﯿﻂ واﻟﺘﻨﻈﯿﻢ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .34‬ﻣﮭﺎرات إﺗﺨﺎذ اﻟﻘﺮار‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .35‬ﻣﮭﺎرات اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻷرﻗﺎم‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .36‬اﻟﻤﮭﺎرات اﻟﻠﻐﻮﯾﺔ‬
‫ﻋﻠﻰ ﻣﻘﯿﺎس ﻣﻦ واﺣﺪ إﻟﻰ ﺧﻤﺴﺔ ]‪ = 5‬ﻣﮭﻢ ﺟﺪًا‪ = 4 ،‬ﻣﮭﻢ إﻟﻰ ﺣﺪ ﻣﺎ‪ = 3 ،‬ﻻ ﻣﮭﻢ وﻻ ﻏﯿﺮ ﻣﮭﻢ‪ = 2 ،‬ﻏﯿﺮ ﻣﮭﻢ‬
‫اﻟﻰ ﺣﺪ ﻣﺎ‪ = 1 & ،‬ﻏﯿﺮ ﻣﮭﻤﺔ إطﻼﻗًﺎ[‪ ،‬ﺑﻨﺎء ﻋﻠﻰ ﺗﺠﺮﺑﺘﻚ‪ ،‬اﺧﺒﺮﻧﻲ ﻣﺎ ﻣﺪى أھﻤﯿﺔ ﻛﻼ ﻣﻦ اﻟﻤﮭﺎرات اﻟﺘﺎﻟﯿﺔ ﻟﻠﺤﺼﻮل ﻋﻠﻰ‬
‫ﻋﻤﻞ؟‬
‫ﻻ ﻣﮭﻢ وﻻ ﻏﯿﺮ ﻣﮭﻢ‬
‫ﻏﯿﺮ ﻣﮭﻢ إﻟﻰ ﺣﺪ ﻣﺎ‬
‫ﻏﯿﺮ ﻣﮭﻤﺔ إطﻼﻗﺎ ً‬
‫ﻣﮭﻢ إﻟﻰ ﺣﺪ ﻣﺎ‬
‫ﻣﮭﻤﺔ ﺟﺪا‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .39‬ﻣﮭﺎرات اﻟﺘﻮاﺻﻞ‬
‫]‪[1‬‬ ‫]‪[2‬‬ ‫]‪[3‬‬ ‫]‪[4‬‬ ‫]‪[5‬‬ ‫‪ .40‬ﻣﮭﺎرات اﻟﺤﺎﺳﻮب‬

‫ﺷﻜﺮا ﻟﻚ ﻋﻠﻰ وﻗﺘﻚ ﻓﻲ اﺳﺘﻜﻤﺎل ھﺬا اﻻﺳﺘﺒﯿﺎن‪ .‬ﻣﺸﺎرﻛﺘﻚ ﻣﻮﺿﻊ ﺗﻘﺪﯾﺮ ﻛﺒﯿﺮ‪ .‬آﻣﻞ أن ﯾﺴﺘﻔﯿﺪ اﻵﺧﺮون ﻓﻲ‬
‫اﻟﻤﺴﺘﻘﺒﻞ ﻣﻤﺎ ﺗﻢ ﺗﻌﻠﻤﮫ ﻣﻦ ھﺬه اﻟﺪراﺳﺔ‪.‬‬

C: Employers’ Questionnaire English Version
Employers' Perceptions Questionnaire of Internship for Recent Graduates
This study aims to determine to which extent the internship programs enhance
graduate employability and career development. I request you to be one of the main
participants in the study. The final thesis will be available in the library of the Lebanese
International University, Sana'a - Yemen.
Participation & Confidentiality
Your participation is voluntary, greatly needed, and highly appreciated. As a
participant, nothing you will say will identify your identity. Participating in this study will
take=at most=20 minutes of your valuable time.
Part A – Demographic Information:
1. Organization: ☐ Local Organization ☐ International Organization
2. Number of annually Interns accepted: _____________________________
Part B – Internship Program:
A Likert scale of five points rating [1= Strongly Disagree, 2= Disagree, 3=
Neutral, 4= Agree, and 5 Strongly Agree], please indicate to which degree do you agree
or disagree with each of the statements below, regarding the internship programs.
Strongly Disagree
Strongly Agree
Disagree
Neutral
Agree
3. Interns have enriched our

[1] [2] [3] [4] [5]
organization.
4. Our organization acquired a

[1] [2] [3] [4] [5]
lot from interns.
5. Our organization regards
interning experience as very

[1] [2] [3] [4] [5]
desirable on an applicant’s
resume.
6. University student interns
are very able to [1] [2] [3] [4] [5]
independently work.
7. Intern must have strong
written communication [1] [2] [3] [4] [5]
skills.
8. Interns must have strong oral

[1] [2] [3] [4] [5]
communication skills
9. Our organization is more
likely to hire applicants who

[1] [2] [3] [4] [5]
have had internship
experience.
10. It would be very worthwhile
for our organization to have

[1] [2] [3] [4] [5]
a graduate intern design a
project-specific to our needs.
11. Our organization is
extremely interested in the
perspective which research- [1] [2] [3] [4] [5]
oriented graduate interns
would provide.
12. Undergraduate and graduate
interns from the Business
Administration Disciplines
[1] [2] [3] [4] [5]
bring a highly creative
perspective to our
organization.
13. Creativity is specifically

[1] [2] [3] [4] [5]
important to our business.
14. Research skills are
particularly important to our [1] [2] [3] [4] [5]
business.
15. Our organization utilizes a
methodology developed
[1] [2] [3] [4] [5]
from Academic
16. An intern who has a
university-level education in
Research related skills
would make a strong [1] [2] [3] [4] [5]
contribution to the planning
processes in our
organization.
Part C – Employability Skills

A Likert scale five points rating [5=Very Important, 4=Rather Important, 3=Not
Important nor Unimportant, 2= Rather Unimportant, & 1=Not Important at all], Please
indicate the importance of the following skills when hiring fresh graduates.
Rather UnImportant
Not Important nor
Rather Important
Do not Know/No
Very Important
Unimportant
A
17. Teamwork skills [5] [4] [3] [2] [1]
20. Computer skills [5] [4] [3] [2] [1]
21. Ability to adapt to & act in new environments [5] [4] [3] [2] [1]
22. Good reading/writing skills [5] [4] [3] [2] [1]
23. Analytical & problem-solving skills [5] [4] [3] [2] [1]
24. Planning & organizational skills [5] [4] [3] [2] [1]
27. Language skills [5] [4] [3] [2] [1]
Thank you for having done this questionnaire, your participation is greatly appreciated.
I hope that others may benefit in the future from what is learned as a result of this study.
‫‪D: Employers’ Questionnaire Arabic Version‬‬
‫اﺳﺘﺒﯿﺎن ﺗﺼﻮرات أرﺑﺎب اﻟﻌﻤﻞ ﺣﻮل اﻟﺘﺪرﯾﺐ ﻟﺤﺪﯾﺜﻲ اﻟﺘﺨﺮج‬
‫ﺗﮭﺪف ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ إﻟﻰ أي ﻣﺪى ﺗﻌﺰز ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ ﻗﺎﺑﻠﯿﺔ ﺗﻮظﯿﻒ اﻟﺨﺮﯾﺠﯿﻦ وﺗﻄﻮﯾﺮھﻢ اﻟﻮظﯿﻔﻲ‪.‬‬
‫أطﻠﺐ ﻣﻨﻚ أن ﺗﻜﻮن أﺣﺪ اﻟﻤﺸﺎرﻛﯿﻦ اﻟﺮﺋﯿﺴﯿﯿﻦ ﻓﻲ اﻟﺪراﺳﺔ‪ .‬اﻷطﺮوﺣﺔ اﻟﻨﮭﺎﺋﯿﺔ ﺳﺘﻜﻮن ﻣﺘﺎﺣﺔ ﻓﻲ ﻣﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﺔ اﻟﻠﺒﻨﺎﻧﯿﺔ‬
‫اﻟﺪوﻟﯿﺔ‪ ،‬ﺻﻨﻌﺎء ‪ -‬اﻟﯿﻤﻦ‪.‬‬
‫اﻟﻤﺸﺎرﻛﺔ واﻟﺴﺮﯾﺔ‬
‫ﻣﺸﺎرﻛﺘﻚ ﺗﻄﻮﻋﯿﺔ وﻣﻄﻠﻮﺑﺔ وﻣﺤﻞ ﺗﻘﺪﯾﺮ ﻛﺒﯿﺮ‪ .‬ﻛﻤﺸﺎرك‪ ،‬ﻻ ﺷﻲء ﺳﺘﻘﻮﻟﮫ ﺳﯿﺤﺪد ھﻮﯾﺘﻚ‪ .‬ﺳﺘﺴﺘﻐﺮق اﻟﻤﺸﺎرﻛﺔ ﻓﻲ‬
‫اﻻﺟﺎﺑﺔ ﻋﻠﻰ اﻻﺳﺘﺒﯿﺎن ‪ 6‬دﻗﺎﺋﻖ ﻣﻦ وﻗﺘﻚ اﻟﺜﻤﯿﻦ‪.‬‬
‫اﻟﺠﺰء أ – اﻟﻤﻌﻠﻮﻣﺎت اﻟﺪﯾﻤﻮﻏﺮاﻓﯿﺔ‪:‬‬
‫‪ .1‬اﻟﻤﻮﺳﺴﺔ‪/‬اﻟﺸﺮﻛﺔ‪ ☐ :‬ﻣﺤﻠﯿﺔ ☐ دوﻟﯿﺔ‬
‫‪ .2‬ﻋﺪد اﻟﻤﺘﺪرﺑﯿﻦ اﻟﻤﻘﺒﻮﻟﯿﻦ ﺳﻨﻮﯾﺎ ً‪____________________________ :‬‬
‫اﻟﺠﺰء ب – ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ‪:‬‬
‫ﻋﻠﻰ ﻣﻘﯿﺎس ﻣﻦ واﺣﺪ إﻟﻰ ﺧﻤﺴﺔ ]‪ = 1‬ﻣﻌﺎرض ﺑﺸﺪة‪ = 2 ،‬ﻣﻌﺎرض‪ = 3 ،‬ﻣﺤﺎﯾﺪ‪ = 4 ،‬ﻣﻮاﻓﻖ‪ = 5 ،‬ﻣﻮاﻓﻖ ﺑﺸﺪة[‪،‬‬
‫ﯾﺮﺟﻰ اﻹﺷﺎرة إﻟﻰ درﺟﺔ ﻣﻮاﻓﻘﺘﻚ أو ﻋﺪم ﻣﻮاﻓﻘﺘﻚ ﻋﻠﻰ ﻛﻞ ﻣﻦ اﻟﻌﺒﺎرات أدﻧﺎه ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺐ اﻟﺪاﺧﻠﻲ‪.‬‬
‫ﻣﻌﺎرض ﺑﺸﺪة‬
‫ﻣﻮاﻓﻖ ﺑﺸﺪة‬
‫ﻣﻌﺎرض‬
‫ﻣﻮاﻓﻖ‬
‫ﻣﺤﺎﯾﺪ‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫‪ .3‬ﻟﻘﺪ أﺛﺮى اﻟﻤﺘﺪرﺑﯿﻦ ﻣﻨﻈﻤﺘﻨﺎ‪.‬‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫‪ .4‬اﻛﺘﺴﺒﺖ ﻣﻨﻈﻤﺘﻨﺎ اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﻤﺘﺪرﺑﯿﻦ‪.‬‬
‫أﻣﺮا‬
‫ً‬ ‫‪ .5‬ﺗﻌﺘﺒﺮ ﻣﻨﻈﻤﺘﻨﺎ ﺗﺠﺮﺑﺔ اﻟﺘﺪرﯾﺐ‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫ﻣﺮﻏﻮﺑًﺎ ﺟﺪًا ﻓﻲ اﻟﺴﯿﺮة اﻟﺬاﺗﯿﺔ ﻟﻤﻘﺪم‬
‫اﻟﻄﻠﺐ‪.‬‬
‫‪ .6‬اﻟﻤﺘﺪرﺑﯿﻦ ﻣﻦ اﻟﻄﻼب اﻟﺠﺎﻣﻌﯿﯿﻦ ﻗﺎدرون‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﺟﺪًا ﻋﻠﻰ اﻟﻌﻤﻞ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ‪.‬‬
‫‪ .7‬ﯾﺠﺐ أن ﯾﺘﻤﺘﻊ اﻟﻤﺘﺪرب ﺑﻤﮭﺎرات اﺗﺼﺎل‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[ 3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﻛﺘﺎﺑﯿﺔ ﻗﻮﯾﺔ‪.‬‬
‫‪ .8‬ﯾﺠﺐ أن ﯾﺘﻤﺘﻊ اﻟﻤﺘﺪرﺑﯿﻦ ﺑﻤﮭﺎرات اﺗﺼﺎل‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﺷﻔﮭﻲ ﻗﻮﯾﺔ‬
‫‪ .9‬ﻣﻦ اﻟﻤﺮﺟﺢ أن ﺗﻘﻮم ﻣﻨﻈﻤﺘﻨﺎ ﺑﺘﻮظﯿﻒ‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫اﻟﻤﺘﻘﺪﻣﯿﻦ اﻟﺬﯾﻦ ﻟﺪﯾﮭﻢ ﺧﺒﺮة ﻓﻲ اﻟﺘﺪرﯾﺐ‪.‬‬
‫ﺟﺪًا‬ ‫اﻟﻤﺠﺪي‬ ‫ﻣﻦ‬ ‫‪ .10‬ﺳﯿﻜﻮن‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫ﻟﻤﺆﺳﺴﺘﻨﺎ‪/‬ﻟﺸﺮﻛﺘﻨﺎ أن ﯾﻜﻮن ﻟﺪﯾﮭﺎ ﻣﺘﺪرب‬
‫ﺻﺎ ﺑﺎﺣﺘﯿﺎﺟﺎﺗﻨﺎ‪.‬‬
‫ﻋﺎ ﺧﺎ ً‬
‫ﺧﺮﯾﺞ ﯾﺼﻤﻢ ﻣﺸﺮو ً‬
‫‪ .11‬ﻣﺆﺳﺴﺘﻨﺎ‪/‬ﺷﺮﻛﺘﻨﺎ ﻣﮭﺘﻤﺔ ﺟﺪًا ﺑﺎﻟﻤﻨﻈﻮر‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫اﻟﺬي ﺳﯿﻮﻓﺮه اﻟﻤﺘﺪرﺑﯿﻦ ﻣﻦ اﻟﺨﺮﯾﺠﯿﻦ‬
‫اﻟﻤﻮﺟﻮدﯾﻦ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺒﺤﺚ‪.‬‬
‫‪ .12‬ﯾﻘﺪم اﻟﻤﺘﺪرﺑﯿﻦ اﻟﺠﺎﻣﻌﯿﯿﻦ واﻟﺨﺮﯾﺠﯿﻦ ﻣﻦ‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫ﻣﻨﻈﻮرا إﺑﺪاﻋﯿًﺎ‬

‫ً‬ ‫ﺗﺨﺼﺼﺎت إدارة اﻷﻋﻤﺎل‬
‫ﻟﻠﻐﺎﯾﺔ ﻟﻤﺆﺳﺴﺘﻨﺎ‪/‬ﻟﺸﺮﻛﺘﻨﺎ‪.‬‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫‪ .13‬اﻹﺑﺪاع ﻣﮭﻢ ﺑﺸﻜﻞ ﺧﺎص ﻷﻋﻤﺎﻟﻨﺎ‪.‬‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫‪ .14‬ﻣﮭﺎرات اﻟﺒﺤﺚ ﻣﮭﻤﺔ ﺑﺸﻜﻞ ﺧﺎص ﻟﻌﻤﻠﻨﺎ‪.‬‬
‫‪ .15‬ﺗﺴﺘﺨﺪم ﻣﺆﺳﺴﺘﻨﺎ‪/‬ﺷﺮﻛﺘﻨﺎ ﻣﻨﮭﺠﯿﺔ ﺗﻢ‬
‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬ ‫اﻻﺗﺼﺎﻻت‬ ‫أﺑﺤﺎث‬ ‫ﻣﻦ‬ ‫ﺗﻄﻮﯾﺮھﺎ‬
‫اﻷﻛﺎدﯾﻤﯿﺔ‪.‬‬
‫‪ .16‬ﻣﻦ ﺷﺄن اﻟﻤﺘﺪرب اﻟﺤﺎﺻﻞ ﻋﻠﻰ ﺗﻌﻠﯿﻢ‬
‫ﺟﺎﻣﻌﻲ ﻓﻲ اﻟﻤﮭﺎرات اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﺤﻮث أن‬

‫]‪[5‬‬ ‫]‪[4‬‬ ‫]‪[3‬‬ ‫]‪[2‬‬ ‫]‪[1‬‬
‫ﯾﻘﺪم ﻣﺴﺎھﻤﺔ ﻗﻮﯾﺔ ﻓﻲ ﻋﻤﻠﯿﺎت اﻟﺘﺨﻄﯿﻂ‬
‫ﻓﻲ ﻣﺆﺳﺴﺘﻨﺎ‪.‬‬
‫اﻟﺠﺰء ﺟـ – ﻣﮭﺎرات اﻟﺘﻮظﯿﻒ‬

‫ﻋﻠﻰ ﻣﻘﯿﺎس ﻣﻦ واﺣﺪ إﻟﻰ ﺧﻤﺴﺔ ]‪=5‬ﻣﮭﻢ ﺟﺪًا‪=4 ،‬ﻣﮭﻢ ﻧﻮﻋﺎ ً ﻣﺎ‪=3 ،‬ﻏﯿﺮ ﻣﮭﻢ ﻧﻮﻋﺎ ً ﻣﺎ‪=2 ،‬ﻏﯿﺮ ﻣﮭﻢ ﻋﻠﻰ اﻹطﻼق‪،‬‬
‫‪=1‬ﻻ أﻋﺮف ‪ /‬ﻻ إﺟﺎﺑﺔ[‪ ،‬ﯾﺮﺟﻰ ﺗﻘﯿﯿﻢ اﻟﻤﮭﺎرات واﻟﻜﻔﺎءات اﻟﺘﺎﻟﯿﺔ ﻣﻦ ﺣﯿﺚ ﻣﺪى أھﻤﯿﺘﮭﺎ ﻋﻨﺪ ﺗﻌﯿﯿﻦ ﺧﺮﯾﺠﻲ اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﻓﻲ‬
‫ﺷﺮﻛﺘﻚ‪.‬‬
‫ﻻ أﻋﺮف ‪ /‬ﻻ إﺟﺎﺑﺔ‬
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‫ﺷﻜﺮا ﻟﻚ ﻋﻠﻰ وﻗﺘﻚ ﻓﻲ اﺳﺘﻜﻤﺎل ھﺬا اﻻﺳﺘﺒﯿﺎن‪ .‬ﻣﺸﺎرﻛﺘﻚ ﻣﻮﺿﻊ ﺗﻘﺪﯾﺮ ﻛﺒﯿﺮ‪ .‬آﻣﻞ أن ﯾﺴﺘﻔﯿﺪ اﻵﺧﺮون ﻓﻲ‬
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The Role of Internship Programs in Enhancing Graduates' Employability

Thesis · November 2021

Thiyazan Qubati Kamal Tammim

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THIYAZAN SULTAN AHMED AL-QUBATI

THIYAZAN SULTAN AHMED AL-QUBATI

A Master’s Thesis Submitted in Partial Fulfillment of the Requirements

for the Degree of Master of Business Administration

The School of Business

Lebanese International University

simultaneously been submitted for the candidacy of any else degree.

Name of Student: Thiyazan Sultan Ahmed Al-Qubati

Name of Advisor: Dr. Kamal Tamim

the enhancements of graduates' employability caused by participating in internships and

universities, Lebanese International University (LIU) and International University of

highlighted the usefulness of internship programs for enhancing employability skills,

employment in the competitive labor market. Moreover, the researcher provides

recommendations for the stakeholders and future research.

Keywords: graduates, employers, internship programs, employability skills

in my career way. It was a real epitome of professional development.

accomplishment would not have been possible without their contribution.

LIST OF ABBREVIATIONS xii

1.2 Problem Statement 2

1.3 Research Questions 4

1.4 Research Objectives 4

1.5 Significance of the Study 4

1.6 Scope of the Study 5

1.7 Definitions of Terms 5

1.8 Research Organization 6

CHAPTER 2 LITERATURE REVIEW 7

2.2.1 Definitions of Employability 8

2.2.2 Benefits of Employability 10

2.2.2.1 Benefits of Employability for Graduates 11

2.2.2.2 Benefits of Employability for Employers 12

2.2.2.3 Benefits of Employability for Universities 13

2.3 Internship Programs 14

2.3.1 Definitions of Internships 14

2.3.2 Benefits of Internships 15

2.3.2.1 Students’ Benefits of Internships 18

2.3.2.2 Universities’ Benefits of Internships 23

2.3.2.3 Employers’ Benefits of Internships 25

2.4 The Relationship between Internship and Employability 26

2.5 Skills Gap 27

2.5.1 Employability Skills 28

2.6 Conceptual Framework 30

2.7 Research Hypotheses 30

CHAPTER 3 RESEARCH METHODOLOGY 32

3.2 Research Design 32

3.3 Population and Sampling 32

3.4.1 First Group Instrumentation 34

3.4.2 Second Group Instrument 35

3.4.3 Measurement of Employability 36

3.4.4 Measurement of Internships 38

3.5 Data Collection 41

3.6 Scale of Validity and Reliability 41

3.6.1 Reliability Test 42

3.7 Data Analysis 43

CHAPTER 4 DATA ANALYSIS 44

4.2 Data Screening 44

4.3 Sample Profile 44