Beyond the Classroom: A Case Study of Higher Education Internship Support for Industrial Design Students

Abstract: This paper presents a case study that investigates the organizational structure and support mechanisms provided by industrial design programs at three comprehensive universities for student internship placements. The ultimate goal of the study is to evaluate the success of each program. Internships serve as a pivotal component in preparing students for the professional landscape, offering a practical bridge between academic knowledge and real-world application. Existing research suggests that students engaged in internships are more likely to secure employment in their chosen field (Binder, Bagueley, Crook, and Miller, 2014). However, the strategies and institutional support contributing to high participation rates in quality internships remain inadequately understood.Internships are valuable for students’ resumes because they offer an immersive experience of work culture, design methods, and a range of professional environments. While academic coursework primarily focuses on core skill sets and theoretical knowledge, internships play a pivotal role in cultivating soft skills, fostering an understanding of professional expectations, and providing insights into the practical realities of the field. Internships bridge the gap between academic learning and professional expectations, equipping students with a holistic skill set for their future careers.The study focuses on three 4-year comprehensive universities in our country, aiming to assess the range of strategies employed by each institution in supporting their students in securing internships. The variables under scrutiny include the impact of institutional support structures, the maturity of the industrial design program, availability of mentorship programs, access to alumni in the field, prioritization of internships in the program, and level of faculty engagement. A mixed-methods approach was used in this research to evaluate the success of internship structures at the three institutions. Quantitative data was collected through a survey administered at three separate 4-year industrial design programs in our country, including current 2nd year, 3rd year, 4th year, and graduated students from the prior year (n=117). Qualitative data was gathered through semi-structured interviews of 9 students, representing 3 from each institution. These interviews focused on how institutions did or did not participate in students' search for an industrial design internship. This investigation serves as a model for subsequent research involving a broader range of institutions and internship experiences.

Keywords: industrial design education, internship programs, educational opportunities

DOI: 10.54941/ahfe1005391

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