Bridgingthe Gap: Aligning Internship Skills With Industry Demand

Bridgingthe Gap: Aligning Internship Skills with Industry Demand

Charelle P. Tecson, Johannamae Quilaton, Julyeth S. Pido, April Joy G. Famat, Jonalyn P. Rullan

Business Administration, Bukidnon State University Kadingilan Campus

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000398

Received: 06 September 2025; Accepted: 12 September 2025; Published: 13 October 2025

ABSTRACT

This study examined the alignment between internship-acquired skills and industry demands in Bukidnon, Philippines, with the goal of identifying skill gaps and enhancing internship programs. Using a descriptive-quantitative research design, survey data were collected from 100 employees of selected cooperatives in Kibawe and Kadingilan. The analysis covered respondents’ profiles, internship-related skills (technical, soft, and cognitive), and industry needs (job-specific knowledge, cultural fit, and growth potential). Findings revealed that most respondents were affiliated with public institutions, with organizations offering diverse internship placements across multiple departments, often beyond core functional areas. Interns were perceived as highly skilled, particularly in soft skills, followed by technical and cognitive competencies. Industry expectations were consistently high in all domains, with growth potential ranked as the top priority, reflecting employers’ emphasis on adaptability and long-term contribution. A significant difference in industry demand was found based on office assignment, but not on the organization’s nature or years in operation. Moreover, a strong positive relationship emerged between internship-acquired skills and industry demands, with all skill categories significantly influencing employer expectations. Recommendations include strengthening role-specific training and ensuring internship placements are strategically aligned with both technical and developmental industry requirements.

Keywords: internship skills, industry demands, employability, skills gap, work-based learning

INTRODUCTION

In the fast-changing and highly competitive skills-based economy of today, the conventional focus on academic success as the only factor of professional attainment has weakened. Employability today depends heavily on how well graduates are able to cope with the practical requirements and changing challenges of the contemporary working environment. One of the strongest and best-known methods of bridging the persistent gap between classroom-based theoretical training and practical application in real-world industry is through well-designed and conscientiously conducted internship programs. These internships act as key experiential learning experiences that help in the all-important transition of students from the frequently abstract realm of academy theories to the tangible, hands-on realities of industry practices.

With more and more institutions of higher learning on every continent churning out more and more graduates every year, the need for experts who are not merely knowledgeable but also truly work-ready has grown significantly. This growing need puts more and more focus on the very pressing necessity of bridging academic achievements and industry-specific requirements and changing expectations. Internship programs, therefore, play a vital role in ensuring that students acquire the necessary skills, competencies, and practical experiences that employers seek.

Aligning internship competency skills with the diverse and often complex needs of organizations is of paramount importance to ensure that students are adequately prepared for their future careers and can seamlessly integrate into the professional world. Internships are a critical and essential component of the overall college experience, offering students valuable hands-on learning experiences firsthand within their preferred areas of concentration. Under these immersive experiences, students gain the special opportunity to hone and develop their pre-existing skills, gain new ones, and learn to apply what they have learned in actual settings, enhancing them greatly as prospects for future job opportunities.

Since internships are often a graduation requirement in the majority of academic curricula, it is crucial to deeply comprehend and value their immense significance toward determining the career path of the students. Proper and effective communication between the interns and their supervisors or mentors is a determinative factor for a successful internship experience. In accordance with the study carried out by Herlina et al. (2022), internships offer learners a worthwhile platform to practice their gained knowledge and skills in real work settings, promoting the growth of key skills like communication, problem-solving, and teamwork. In addition, internships provide learners with the chance to interact with professionals already well established in the relevant field, generating priceless networking opportunities that can lead to future jobs.

Being able to highlight a relevant and effective internship experience on a resume is an influential form of proof for potential employers, demonstrating the student’s abilities, applied knowledge, and dedication to their professional career. Nugroho et al. (2024) stress that internship experiences, combined with specific soft skills enhancement, are key factors in assisting students to gain sought-after and rewarding job placements in the future. To maximize the benefits of an internship, it is imperative that interns openly communicate their skills, interests, and career aspirations, while mentors, in turn, should clearly articulate the organization’s needs, expectations, and available opportunities. When both parties have a well-established idea of the other’s intentions and needs, it becomes much easier to properly align the student’s abilities and interests with the organization’s unique needs, resulting in an optimum and fulfilling internship experience.

Securing a quality college internship is undoubtedly a significant and strategic move towards long-term career aspirations. It is not just about having the appropriate skills, but more so about having the right skills that are precisely designed to fit the distinct needs and culture of the right organization or firm.

In spite of the widely recognized and documented positive effect that internships have on student growth and career preparedness, there still exists a large gap between the particular competencies and skills nurtured within educational institutions and the qualifications and qualities that are actually pursued by the job market. As reported by Bawica et al. (2021), although internship programs unequivocally improve the overall employability of a student, numerous students remain entering the workplace without the precise competencies and practical skills the organization requires in new hires.

In addition, Chhinzer and Russo (2018) further highlighted that employers repeatedly cite ongoing deficiencies in key areas including job-specific knowledge, cultural alignment, and flexibility among new workforce entrants. These issues are further supported by research conducted by Sekiguchi et al. (2022), in which it was found that a major percentage of interns find it difficult to meet the behavioral and performance expectations of their host organizations on a consistent basis, most often because of inadequate preparation in key interpersonal and cognitive competencies.

With these realities predominant and these challenges ongoing, this research is of utmost significance and holds substantial worth for educational institutions, industry members, and students alike. It advances an enhanced understanding of how academic institutions can actively enhance and develop their internship frameworks, curricula, and support mechanisms to more accurately respond to the changing demands and expectations of different industries.

This extensive research seeks to establish the nature of organizations that take an active role in internship programs, gaining insightful information regarding the situation of internship opportunities. It also aims to examine the experience level of the participating organizations, providing an overview of the maturity and capability of the organizations to offer valuable internship experiences. Moreover, the research assesses the attitudes towards skills development during internships, conducting feedback from the interns as well as employers to gauge the efficacy of these initiatives. Lastly, the research aims to suggest more skills and abilities which can further enable an intern to fulfill organizational requirements, hence yielding benefits to both the interns and the organizations where they are hosted.

This study aimed to determine the types of organization participating in the internship program. It also analyzed the experience level of participating organizations, and evaluated the perceptions of skills during internships. It also sought to recommend additional skills that can help interns meet organizational needs, benefiting both the interns and the organizations.

It specifically answered the following research problems:

What is the demographic profile of the respondents in terms of:

1.1 Nature of the organization;

1.2 Number of years in operation; and

1.3 Office assignment

2. What is the level of internship skills in terms of:

1.1 Technical Skills

        2.2 Soft Skills; and

        2.3 Cognitive Skills

3. What is the level of industry demands in terms of:

3.1 Job – Specific Knowledge

        3.2 Cultural Fit; and

        3.3 Growth Potential

4. Is there a significant difference of respondents perceive industry demand when group accordingly to their profile?
5. Does the internship skills influence the industry demand?

METHODOLOGY

This study employed a quantitative research design, specifically the descriptive method, to examine the alignment between internship-acquired skills and industry demands. The quantitative approach was well-suited for analyzing measurable variables and determining the relationship between different factors such as internship skill levels and industry expectations.

The descriptive design served to present an accurate account of existing conditions without manipulating any variables. It focused on assessing the status quo of internship outcomes in relation to workforce readiness, making it ideal for identifying patterns and skill gaps. This approach allowed the study to generate objective insights into how effectively internship programs prepared students for employment in real-world settings. The use of a descriptive method contributed to a deeper understanding of the current alignment between academic training and the practical competencies required in the workplace, offering evidence-based implications for educational institutions and industry stakeholders.

The study was conducted at the Bukidnon State University Kadingilan Campus, which located in the municipality of Kadingilan, Bukidnon. BukSU Kadingilan Campus served as one of the satellite campuses of the main university, catering students from Kadingilan and nearby areas. The campus provides higher education opportunities to individuals in rural communities, with programs focused on undergraduate courses designed to meet the educational needs of the local population. It focuses on empowering students with accessible and relevant programs in Business Administration and Public Administration, aiming to produce innovative and ethical leaders for sustainable development. The campus highlights its core values of excellence, professionalism, integrity, commitment, and culture-sensitivity.

Sample Size and Sampling Procedure

The study’s participants were composed of managers and direct supervisors located in Kibawe and Kadingilan, Bukidnon. The researchers approached the participants and politely invited them to take part in the study. A concise overview of the study was provided, and the participants were assured that all information shared during the interview would be kept confidential. Their identities were not disclosed to anyone. The researchers also made it clear that participation was voluntary and that they could decline to take part at any time.

The study employed a stratified sampling design to ensure appropriate representation of participants from different types of institutions. The total population was divided into two distinct strata: private institutions and public institutions located in Kibawe and Kadingilan, Bukidnon. From each stratum, participants were randomly selected to eliminate sampling bias and to provide balanced insights from both sectors. This approach allowed the researchers to capture varied perspectives on internship skill alignment, considering the differences in operational structures, standards, and expectations between public and private organizations.

To gather the necessary data for the study, a researcher-made survey questionnaire was used. The questionnaire was developed based on a review of relevant published and unpublished works and consisted of three parts.

The first part obtained the demographic profile of the respondents, including the type of organization, years in operation, and office assignment. The second part measured the level of internship skills in terms of technical skills, soft skills, and cognitive skills. The third part identified the skills demanded by the industry. Upon receiving approval from a panel of experts, the final questionnaire was distributed to the identified participants of the study.

The study employed a 4-point Likert scale to measure internship skills. Responses were categorized into four levels—Strongly Agree, Agree, Disagree, and Strongly Disagree—corresponding to mean score ranges. This allowed for quantitative analysis of the extent to which participants agreed with the statements regarding the constructs being measured. The scoring procedure ensured a consistent method for interpreting responses and identifying trends in the data.

For problem number one, which involved identifying the demographic profile of the respondents, the researchers used frequency and percentage. These descriptive statistics were applied to summarize categorical data such as the type of institution, number of years in operation, and nature of office assignment, allowing for an organized presentation of the respondents’ background characteristics.

For problem number two, which sought to determine the respondents’ perceptions of the level of internship skills developed by students, the researchers employed the mean and standard deviation. The mean was used to compute the average rating of perceived skill levels—technical, soft, and cognitive—while the standard deviation measured the spread or variability of responses around the mean. This helped identify which skills were perceived to be more or less developed across internship programs.

In addressing problem number three, which focused on identifying the level of industry demands regarding necessary skills, the same statistical tools—mean and standard deviation—were also used. These quantified the degree to which employers valued certain competencies, enabling the researchers to assess general trends and common expectations in the workplace regarding employable attributes.

For problem number four, which examined whether there were significant differences in perceived industry demands when respondents were grouped by demographic characteristics, the study utilized Analysis of Variance (ANOVA). This inferential tool allowed the researchers to compare the means between two or more independent groups to determine if significant differences existed based on institutional characteristics.

Lastly, for problem number five, which aimed to determine the relationship between the level of internship skills and the level of industry demands, the researchers applied the Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical method was used to determine whether a significant linear relationship existed between the variables, specifically assessing how the development of internship skills correlated with the demands of the industry.

The research instrument was reviewed by experts in the field of higher education and research methodology to ensure that all relevant aspects of the study were covered. Adjustments made based on expert feedback. The survey questionnaire underwent pilot testing to ensure content validity. The pilot testing consisted of 30 participants, outside of the research respondents. Quantitative data was used to analyze for consistency and coherence to ensure trustworthiness and contribute to the overall validity and reliability of the research findings.

Data Analysis Procedure

The researchers began the data-gathering process by obtaining formal approval from the academic institution and the target organizations located in Kibawe and Kadingilan, Bukidnon. Letters of request were sent to public and private institutions to seek permission to conduct the study and distribute the research instrument. Before the actual distribution, the questionnaire was reviewed and validated by subject matter experts to ensure that its content was relevant, clear, and aligned with the research objectives. Once approval was granted, coordination with institutional contacts was conducted to determine appropriate schedules for administering the survey without disrupting regular operations.

During the actual data collection phase, the researchers personally visited the selected organizations to distribute the questionnaires. The respondents—managers and supervisors with direct experience working with student interns—were given clear instructions and sufficient time to complete the survey. They were assured of the voluntary nature of their participation and the confidentiality of their responses. The researchers ensured that the respondents understood the items and were available to clarify any questions that arose during the process, allowing for more accurate and honest responses.

After all the completed questionnaires were collected, the researchers carefully organized and encoded the data for statistical analysis. Descriptive statistical tools such as frequency, mean, and standard deviation were used to interpret the responses. These analyses determined the level of internship skills acquired by students, assessed current industry demands, and evaluated the degree of alignment between the two. The processed data served as the basis for drawing conclusions and formulating recommendations to improve future internship programs.

RESULTS AND DISCUSSION

Demographic Profile of the Participants

Table Ⅰ presents the distribution of respondents according to the nature of the organization where they are employed. This classification distinguishes between public and private institutions, which are both relevant sectors in evaluating the alignment of internship experiences with industry expectations.

Table Ⅰ Demographic Profile of the Participants in Terms of Nature of the Organization

The data show that a majority of the respondents (60%) came from public institutions, while 40% represented private institutions. This suggests that public organizations were more engaged or accessible in the conduct of internship supervision within the research locale.

The highest percentage of respondents came from public institutions (60%), indicating a greater level of involvement from government entities in accommodating interns. In contrast, the lowest percentage came from private institutions (40%), reflecting relatively lower participation or possibly more selective criteria in internship engagements.

In the context of Kibawe and Kadingilan, Bukidnon, the higher representation from public institutions may be attributed to the dominant presence of local government offices, public schools, and other state-run agencies in these predominantly rural municipalities. These institutions often participate in internship programs due to their broader mandate in public service and their openness to academic partnerships. Meanwhile, private organizations in these areas tend to be smaller or family-run, possibly limiting their capacity to host interns.

This disparity emphasizes the role of the public sector in providing structured, accessible, and policy-driven internship opportunities in rural settings, which aligns with Turner’s (2023) observation that public institutions often utilize internships to support both workforce development and service delivery initiatives.

Table 5 presents the distribution of participating organizations according to their years in operation.

Table Ⅱ Demographic Profile of the Participants in Terms of Years in Operation

The overall result shows that a large portion of the respondents (44%) came from organizations that have been operating for 9 to 11 years. This was followed by organizations in operation for 3–5 years (18%), 12–14 years (14%), 0–3 years (12%), and 6–8 years (11%). A small percentage (1%) represented organizations with other or unspecified durations.

The highest representation (44%) came from organizations with 9–11 years of operation, suggesting that mid-aged institutions are the most actively engaged in internship partnerships. Conversely, the lowest proportion (1%) fell under the ‘Others’ category, indicating minimal representation from either very new or significantly older organizations that did not fall into predefined ranges.

In the context of Kibawe and Kadingilan, Bukidnon, many of the actively participating institutions appear to be in a stage of operational maturity—neither too new nor too old—where they have established systems but remain dynamic in engaging partnerships. These moderately aged institutions are often in phases of expansion or consolidation, making them open to collaborations that can bring in fresh perspectives and added workforce support through internships. This supports the findings of Hora et al. (2019), who emphasized that organizations in their middle years of operation often view internship programs as a strategic opportunity to foster innovation while supporting community-based workforce development.

Table Ⅲ shows the distribution of respondents based on their assigned departments or office roles within their respective organizations.

Table Ⅲ Demographic Profile of the Participants in terms of Office Assignment

The overall result reveals that more than half of the respondents (55%) were assigned to departments categorized under “Others.” Meanwhile, more defined office assignments were reported in Financial Reporting (22%), Accounting (19%), and Team Management (4%). This indicates that a significant portion of internship placements occurred outside of traditional, clearly labeled business functions.

The highest percentage (55%) belonged to the “Others” category, suggesting that interns were placed in a broad range of support or auxiliary departments such as HR, logistics, procurement, or administrative units. On the other hand, the lowest percentage (4%) was in Team Management, indicating that very few interns were involved in leadership or supervisory roles, possibly due to their limited experience or organizational protocols.

Level of Internship Skills

Table Ⅳ presents the respondents’ level of internship skills in terms of technical competencies. The overall result yielded a sub-mean of 3.19 with a standard deviation of 0.43, indicating that respondents generally perceived themselves as “High Skilled” in technical aspects. This reflects a strong foundation in digital literacy and workplace technology tools, which are integral to supporting daily tasks across various departments.

Table Ⅳ Level of Internships Skills in Terms of Technical Skills

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Among the listed indicators, the highest-rated item was “proficiency in using a computer for basic tasks” with a mean score of 3.26, interpreted as “Very High Skilled.” This suggests that interns were highly confident in performing essential functions such as navigating the internet and managing files. On the other hand, the lowest-rated item was “effective communication via email”, which received a mean of 3.13, still within the “High Skilled” category. While still satisfactory, this indicates a slightly lower confidence level in written digital communication, which may reflect limited exposure to professional email exchanges during training.

In the context of Kibawe and Kadingilan, Bukidnon, where most institutions operate in resource-limited or manually driven systems, having technically proficient interns is a significant asset. These municipalities, being largely rural, benefit from interns who can introduce digital tools and streamline routine tasks. Interns equipped with basic ICT skills can support public and private offices in transitioning to digital documentation, reporting, and communication—functions that are becoming increasingly relevant even in rural settings.

Table Ⅴ presents the respondents’ self-assessed level of soft skills acquired during their internship experience. Soft skills, which include interpersonal behaviors, adaptability, initiative, and professionalism, are essential for effective integration into the workplace and overall career readiness.

The overall result shows a sub-mean of 3.20 with a standard deviation of 0.46, indicating that respondents were generally “High Skilled” in terms of soft skills. The consistency of responses suggests that interns demonstrated a solid command of these non-technical competencies, which are necessary for navigating dynamic and collaborative work environments.

Table Ⅴ Level of Internships Skills in Terms of Soft Skills

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The highest-rated item was “maintaining a professional demeanor and conduct in all work-related situations,” which received a mean score of 3.26, interpreted as “Very High Skilled.” This reflects that interns consistently uphold professionalism—an attribute regarded as essential in building trust, credibility, and respect in the workplace. On the other hand, the lowest-rated item was “being proactive and taking initiative to identify and address issues,” with a mean of 3.15, though still within the “High Skilled” range. This suggests that while interns are generally dependable, there may be a slight hesitation when it comes to independently initiating improvements or tackling challenges without direction.

In the context of Kibawe and Kadingilan, Bukidnon, the strong demonstration of soft skills is a significant advantage, particularly in rural organizations where staffing limitations often require interns to assume responsibilities beyond standard expectations. The ability to behave professionally, adapt to limited resources, and manage tasks independently is crucial in these settings. Public offices and small-scale private institutions in the area especially benefit from interns who are organized, flexible, and proactive, as they frequently encounter changing operational demands and interpersonal dynamics within close-knit communities.

Table Ⅵ illustrates the respondents’ level of cognitive skills acquired during their internship experience.

Table Ⅵ Level of Internships Skills in Terms of Cognitive Skills

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The overall result yielded a sub-mean of 3.11 with a standard deviation of 0.37, indicating that respondents generally rated themselves as “High Skilled” in cognitive abilities. This suggests that interns consistently demonstrated mental agility and workplace reasoning, which are critical to navigating real-world tasks that require analytical thinking and sound judgment.

Among all indicators, the highest-rated item was “I am creative and resourceful, able to generate new ideas and solutions to challenges,” with a mean score of 3.26, interpreted as “Very High Skilled.” This reflects the interns’ confidence in contributing innovative ideas and adapting to workplace challenges with flexibility. On the other hand, the lowest-rated item was “I am confident in making sound decisions, considering all relevant information and potential outcomes,” which received a mean of 3.04, still within the “High Skilled” range. While interns showed strong cognitive engagement, this slightly lower score suggests a need for further development in structured decision-making processes under pressure or ambiguity.

In the local context of Kibawe and Kadingilan, Bukidnon, cognitive flexibility is especially important. These municipalities, often faced with limited technological resources and evolving administrative needs, benefit from interns who are capable of analyzing unfamiliar problems and generating practical, context-sensitive solutions. Interns placed in diverse departments must think independently, assess local challenges, and offer actionable insights—a process that is deeply reliant on strong cognitive skills.

Table Ⅶ summarizes the respondents’ overall self-assessment of their internship skills across three core domains: technical, soft, and cognitive. This consolidated view provides a holistic measure of how interns perceive their preparedness and competence as they transition into professional environments.

The overall result shows a mean score of 3.16 with a standard deviation of 0.36, indicating that interns were “High Skilled” across all skill areas. This demonstrates a consistent perception of strong foundational abilities developed during internship training, reflecting the comprehensive nature of skill acquisition fostered through practical experience.

Table Ⅶ Summary on the Level of Internships Skills

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Among the three domains, soft skills received the highest mean score (3.20), suggesting that respondents felt most confident in their interpersonal, organizational, and professional behavior. In contrast, cognitive skills had the lowest mean (3.11), though still within the “High Skilled” interpretation. This indicates that while interns recognized their ability to analyze, evaluate, and decide effectively, these skills may not be as fully developed as their technical or interpersonal competencies.

In the context of Kibawe and Kadingilan, Bukidnon, where interns are often placed in resource-limited and multitasking environments, the dominance of soft skills reflects the practical demand for adaptability, professionalism, and teamwork. Public institutions and rural-based offices in the region often require interns to manage diverse tasks with limited supervision, enhancing their flexibility and communication skills. The strong technical skills also align with the ongoing digital transition in local governance and private enterprises, where basic computer literacy and document processing are in high demand. Cognitive skills, though slightly lower, remain critical for interns working in unfamiliar and challenging situations, highlighting the importance of reinforcing higher-order thinking in academic and internship settings.

Level of Industry Demand

Table Ⅷ presents the respondents’ perception of industry demands with respect to job-specific knowledge. These indicators assess how well interns are expected to meet the technical and conceptual demands of their designated work functions.

Table Ⅷ Level of Industry Demands in Terms of Job-Specific Knowledge

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The overall result yielded a sub-mean of 3.162 with a standard deviation of 0.40, interpreted as “High Skilled.” This suggests that, from the perspective of the respondents, interns are generally perceived to be adequately prepared in job-specific knowledge areas, though not at an exceptional level. The consistency in ratings indicates a solid but improvable competency level when it comes to applying knowledge within real-world work contexts.

The highest-rated item was “I am eager to learn and expand my knowledge base related to this specific role,” which received a mean score of 3.21, indicating strong learner adaptability and a growth-oriented mindset. This eagerness to continuously improve is a highly valued trait in industries that are dynamic and evolving. In contrast, the lowest-rated item was “I am familiar with the industry standards and best practices related to this position,” with a mean of 3.09, also falling under the “High Skilled” category. This result suggests that while interns have a good grasp of technical and conceptual foundations, they may lack exposure to field-specific protocols, regulations, and industry frameworks.

In the context of Kibawe and Kadingilan, Bukidnon, where industry structures are often informal and operational systems vary from one institution to another, interns may find fewer opportunities to interact with clearly established industry standards. Many local organizations may not implement formalized best practices, especially in smaller private businesses or rural government offices. As a result, while interns demonstrate competence in basic and technical tasks, they may not gain full familiarity with regulatory expectations or standardized procedures unless these are embedded in internship orientations or supervisory practices. This underscores the need for closer academic-industry coordination to simulate or expose students to current best practices in their respective fields.

Table Ⅸ presents the respondents’ perception of industry expectations regarding cultural fit.

Table Ⅸ Level of Industry Demands in Terms of Cultural Fit

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The overall result shows a sub-mean of 3.16 with a standard deviation of 0.45, placing the interns in the “High Skilled” category. This indicates that respondents generally believe that interns meet industry expectations for workplace integration, demonstrating traits such as collaboration, adaptability, and alignment with company values.

Two items were tied as the highest-rated statements, each with a mean of 3.20: “I enjoy collaborating with others in a positive and supportive environment” and “I am committed to professional growth and contributing to the success of the team.” These results highlight the interns’ strengths in maintaining productive relationships and showing a long-term commitment to collective success. The lowest-rated item was “I believe my values and work style align with the company culture,” which scored 3.14, still within the High Skilled range. This suggests that while interns are generally respectful of and willing to integrate into company culture, complete alignment may still be developing during the course of their internship experience.

In the context of Kibawe and Kadingilan, Bukidnon, where organizational structures may be closely knit and built on strong interpersonal ties, cultural fit becomes a crucial aspect of intern effectiveness. Local government units and small private businesses often emphasize community values, cooperation, and respect—traits that interns must quickly learn and embody. The ability to adapt to local customs, communication styles, and expectations contributes significantly to how well interns are accepted and retained within these environments. High scores in collaboration and professional growth reflect positively on how local interns have adjusted to these expectations.

Table Ⅹ presents the respondents’ perception of industry expectations in terms of growth potential. These traits are vital for long-term employability, as they reflect an intern’s capacity to evolve professionally and contribute meaningfully over time.

Table Ⅹ Level of Industry Demands in Terms of Growth Potential

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The overall result yields a sub-mean score of 3.19 with a standard deviation of 0.51, interpreted as “High Skilled.” This indicates that respondents believe growth potential is a critical industry expectation, and that interns generally meet this expectation with a strong orientation toward professional development and learning.

The highest-rated statement, “I am eager to take on new challenges and responsibilities, expanding my skills and knowledge,” received a mean score of 3.27, qualifying as “Very High Skilled.” This highlights the value placed on adaptability and willingness to take initiative. Meanwhile, the lowest-rated item, “I am ambitious and driven to achieve my career goals,” received a mean of 3.14, though still categorized as “High Skilled.” This may suggest a cautious self-perception among interns regarding long-term advancement within their current organization, possibly influenced by limited exposure or the short duration of internships.

In the context of Kibawe and Kadingilan, Bukidnon, where employment opportunities are often localized and growth paths may appear limited, the emphasis on growth potential takes on added importance. Interns demonstrating initiative, flexibility, and a strong desire to learn become valuable contributors in these rural settings, where resource constraints often require individuals to perform beyond narrowly defined roles. Institutions in these municipalities benefit from interns who not only meet current responsibilities but are also eager to adapt and take on new functions, making growth potential an essential asset.

Table Ⅺ summarizes the respondents’ perception of the industry demands expected of interns across three major domains: job-specific knowledge, cultural fit, and growth potential. This table offers a consolidated view of the workplace readiness competencies that organizations value when assessing intern performance and employability.

Table Ⅺ Summary on the Level of Industry Demands

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The overall result shows an overall mean of 3.17 with a standard deviation of 0.40, which falls under the “High Skilled” interpretation. This indicates that industry partners perceive interns as generally competent and well-prepared, though still with room for growth before reaching a “Very High Skilled” level of performance across all dimensions.

Among the three areas, growth potential received the highest mean score (3.19), reflecting employers’ strong preference for interns who show initiative, adaptability, and a desire to develop professionally. Job-specific knowledge (3.16) recorded the lowest mean, indicating that while interns possess technical and theoretical foundations, they may need more exposure to actual workplace systems, tools, and standards. Cultural fit also received a mean of 3.16, suggesting that alignment with organizational values and interpersonal dynamics is viewed as equally important in evaluating an intern’s integration and long-term potential.

In the rural context of Kibawe and Kadingilan, Bukidnon, where workplace environments tend to be community-oriented and resource-constrained, interns who exhibit growth potential are particularly valuable. Organizations in these areas benefit most from individuals who are proactive, eager to learn, and capable of adapting to multi-role settings. Likewise, cultural fit is a key consideration, as interns must integrate into close-knit teams and align with values rooted in local work ethics and community service. While theoretical knowledge is generally present, the slightly lower rating in job-specific knowledge may reflect a need to enhance training programs with more practical, industry-specific exposure tailored to the local employment landscape.

Significant Difference on the Perceived Industry Demand

Table Ⅻ shows the results of the analysis of variance (ANOVA) used to determine whether there are significant differences in the respondents’ perception of industry demands when grouped according to three variables: nature of organization, years in operation, and office assignment. This test evaluates whether these demographic factors influence how respondents view the expectations and standards of industry toward interns.

Table Ⅻ Results on the Test of Difference on Perceived Industry Demand

The overall results reveal that only one variable—office assignment—yielded a statistically significant difference in perceived industry demand, with a p-value of 0.039, which is less than the 0.05 significance level. Meanwhile, nature of organization (p = 0.52) and years in operation (p = 0.397) did not show significant differences, indicating that respondents’ perceptions of industry expectations were generally consistent regardless of whether they worked in public or private institutions or the number of years their organization had been operating.

The highest variation was observed in office assignment, with an F-value of 2.90 and significance level of 0.039, suggesting that the department where a respondent is assigned may influence how they perceive what the industry expects from interns. In contrast, the lowest variation was found in nature of organization, which had an F-value of 0.41 and was not statistically significant, indicating uniformity in perception between public and private institutions.

In the context of Kibawe and Kadingilan, Bukidnon, the significance of office assignment can be explained by the diversity of work environments across departments. Respondents working in accounting, financial reporting, or administrative support may experience different types of expectations from interns—ranging from technical precision to customer service and teamwork. This variation affects how they view industry standards. However, given the relatively uniform structure of local institutions and the shared challenges in rural service delivery, perceptions appear consistent across organization types and age of operation.

Influence of Internship Skills to the Industry Demand

Table XIII presents the correlation analysis conducted to determine the influence of internship-acquired skills—including technical, soft, and cognitive skills—on perceived industry demand. Pearson correlation coefficients were used to measure the strength and direction of the linear relationship between these variables.

Table XIII Correlation Between Internship Skills and Industry Demand

Significant at 0.05

The overall result shows a strong positive correlation (r = 0.73, p = 0.00) between total internship skills and industry demand, indicating that higher levels of skill development among interns are strongly associated with greater alignment to what industries expect.

All skill categories show significant positive correlations at the 0.05 level, with soft skills (r = 0.65) and cognitive skills (r = 0.64) showing moderately strong relationships, and technical skills (r = 0.57) reflecting a slightly weaker, though still meaningful, association.

Among the indicators, the strongest correlation was found between overall internship skills and industry demand (r = 0.73), highlighting the importance of a well-rounded skill set in meeting industry expectations. The lowest correlation among the subcategories was observed in technical skills (r = 0.57), suggesting that while technical competence is valued, soft and cognitive competencies may be more critical in shaping overall employability from the industry’s perspective.

In the rural and developing contexts of Kibawe and Kadingilan, Bukidnon, these results are particularly relevant. Local organizations often require interns to work across diverse functions, making soft skills—such as adaptability and communication—and cognitive abilities—such as decision-making and problem-solving—especially vital. Interns who are not only technically proficient but also capable of thinking independently and collaborating effectively are more likely to meet or exceed industry expectations, particularly in multi-role, community-based work environments.

CONCLUSIONS

The study concludes that internship opportunities are widely supported across a variety of organizations, particularly in public institutions, and interns are placed in diverse office assignments. This reflects the flexible integration of interns into different functional areas, suggesting institutional openness to internship collaboration. This conclusion supports the Employability Capital Theory, as exposure to varied environments contributes to the development of movement capital—diverse experiences that increase employability. The interns were perceived to possess a high level of internship skills, particularly in soft and technical competencies.

This indicates that internship programs help students develop essential workplace abilities. This finding strengthens the Employability Capital Theory, which emphasizes that acquiring adaptable and transferable skills enhances an individual’s capacity to respond to labor market demands. Industry partners consistently expect interns to demonstrate strong job-specific knowledge, cultural alignment, and growth potential, with a particular emphasis on the intern’s capacity for continuous learning and long-term contribution. This affirms that employability is increasingly evaluated not just by current skill levels but also by future potential, thus reinforcing the Employability Capital Theory’s focus on movement capital and long-term adaptability.

Significant differences in perceived industry demands were only observed across different office assignments, not based on the nature or longevity of the organization. This implies that job expectations vary more by functional role than by institutional type or age. While this partially aligns with the Employability Capital Theory, it nuances the theory by showing that movement capital must also be context-sensitive, adapting to the specific demands of different job functions rather than generalized organizational settings.

Internship skills were found to significantly influence industry demand, with all categories of skills positively correlated with employer expectations. This confirms that the acquisition of technical, soft, and cognitive competencies during internships directly contributes to industry readiness. This strongly supports the Employability Capital Theory, as it validates that building movement capital through internships enhances students’ alignment with real-world job demands and improves their overall employability.

RECOMMENDATIONS

Organizations need to actively assess internships by having formal feedback mechanisms in place that engage supervisors and HR officials to give interns direct and actionable feedback, which may be uniformly applied nationally to provide consistent quality and pertinence across industries and influence international standards for internships worldwide, which can further foster best practices globally.

Internship projects should be structured to challenge interns with new equipment and novel problems, encouraging resilience and development, a model that can be used worldwide to structure international internship programs to equip students for multiplicity and complexity of work environments, encouraging innovation and problem-solving ability worldwide.

In the rural regions such as Kibawe and Kadingilan, regional-level strategies must be formulated to suit regional labor market demands, especially in agriculture, cooperative administration, and public service, as a model of national application for adapting internship programs to help develop specific regional economic requirements, ensuring balanced development among various regions, and responsive to the needs of developing countries in applying internship programs to suit the needs of local industries and accelerating economic development and closing skills gaps.

Schools ought to enhance skills development by directed pre- and post-internship workshops in communication, problem-solving, adaptability, and professionalism to facilitate educational institutions globally to incorporate these workshops into their curricula for purposes of boosting graduate employability, responding to skills gaps raised by international employers, and encouraging a globally competent workforce.

Theres needs to be tighter partnership with industry stakeholders to map academic learning objectives to workplace standards, creating a collaborative framework that can be followed globally to close the academia-industry gap, such that educational curricula are up-to-date and responsive to changing industry needs globally.

Curriculum integration of industry orientation and the requirement of reflective journals during internships will further advance cultural fit, self-evaluation, and deliberate skill acquisition, practices that can be applied worldwide to advance cultural intelligence and flexibility, preparing them for global careers and multicultural work environments, as well as fostering cross-cultural understanding and teamwork.

Teachers must prepare students for work by hosting specific pre- and post-internship workshops emphasizing priority industry-prioritized skills like communication, problem-solving, flexibility, and professionalism, incorporating industry orientation sessions into instruction to expose students to workplace norms and expectations, and insisting on reflective journals during internships to foster self-reflection, ongoing learning, and meaningful skill acquisition, all of which can be systematized across education systems to ensure graduates are suitably prepared for the requirements of the global labor force, fostering lifelong learning and professional growth.

Policymakers can develop programs that encourage persistent academia-industry partnerships, especially in rural areas, through incentives and formal internship structures, resulting in the national establishment of an integrated internship policy that encourages equal access to good-quality work-based learning opportunities in every region, and guiding the development of international policies that facilitate cross-border internships, promoting the transfer of knowledge and skills and advancing global workforce development.

Future scholars are invited to undertake longitudinal research on measuring long-term effects of skills gained through internships on employability and to yield greater insight for enhancing internship models and employability readiness that can inform globally the development of evidence-based internship models that optimize long-term career effectiveness and make workforce development strategies universally relevant, fostering ongoing improvement and innovation in internships.

ACKNOWLEDGEMENTS

It is almost impossible to fully acknowledge, consider, and thank all those who have made invaluable contributions to this research.

The researchers would like to express their sincere appreciation to Ms. Niña Marie G. Jamisolamin, the campus head of the organization involved in this study, for her unwavering assistance and support throughout the research process.

They also extend their heartfelt gratitude to Ms. Charelle P. Tecson, their dedicated instructor and research adviser, for her steadfast support and encouragement. Ms. Tecson’s dedication, drive, and passion to inspire excellence greatly contributed to the success of this study. Her endless patience, vast knowledge, and invaluable guidance were truly instrumental in the completion of the research.

Special thanks are also given to Dr. Jahzeel M. Candilasa, the research editor, for her insightful reviews and recommendations. Her meticulous attention to detail significantly enhanced the quality of the final output.

Lastly, the researchers extend their genuine gratitude to all the participants who willingly took part in this study.

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