Extracurricular internships and university students’ evaluation of higher learning: a cross-cultural adaptation perspective

Abstract

Purpose

As competition in the graduate labor market intensifies, extracurricular internships have become increasingly popular among university students. This paper explores whether and how students’ evaluation of the higher learning that they have received changes during extracurricular internships.

Design/methodology/approach

We interviewed 47 undergraduate students who had extracurricular internships across five Chinese universities. Data were analyzed innovatively through the lens of cross-cultural adaptation theory, which guides us to view internships as a transition from university culture to workplace culture through the stress-adaptation-growth dynamic.

Findings

The findings reveal that participants faced stress from multiple sources at the beginning of their internships, which collectively prompted them to adapt proactively to the workplace culture. While acquiring new habits and trying to acculturate into the surrounding work milieu, many participants deculturated from their old habits and student identity, putting aside higher learning. As the adaptation progressed, over half of the participants even began to critique university curricula and depreciate the value of higher learning.

Originality/value

The study offers theoretical insights into internships and the broader university-to-work transition as well as practical implications for universities in balancing learning and employability goals from a novel cross-cultural adaptation perspective.

Citation

Li, H., Dai, W. and Li, X. (2024), "Extracurricular internships and university students’ evaluation of higher learning: a cross-cultural adaptation perspective", Education + Training, Vol. 66 No. 9, pp. 1199-1213. https://doi.org/10.1108/ET-03-2024-0130