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According to Tackett et al Industrial training programme have taken on an increasingly important role in education over the past decade since they present students with many advantages connection with industry. Karim (2012) stated that industrial training programme is an important part of an academic curriculum in higher education institutions. An industrial training programme is an opportunity for undergraduate students to incorporate work-related experience and knowledge into their formal education in a university by taking part in supervised and planned work in real-world professional environments.
Walo (2001) state that it is well documented that internship can realize many benefits for all three stakeholders. For industry, industrial training programme provides access to applicable workers who are suitable to the industry and bring fresh ideas to the workplace and it allowed solving the staff shortage problem. For education institutional, industrial training programme can strengthen links with industry which enhance collaborative research opportunities and establish long term working relationships with industry to optimize employment opportunities for future graduate students (Hsu, 2012). For students, industrial training programme provides opportunities for students to experience the first hand activities, practice theories they had learn in classroom, gain a greater understanding of the requirements of industry and test career choices.
Background of the problem
According to Chen (2011) traditionally, college and university education emphasizes on teaching theoretical knowledge only, but nowadays industry greater demands in practical skills and practice. Many students experience the frustration of not being well prepared for their desired career after graduating from education institutional. Therefore, industrial training programme has become a critical factor in the curricula and has been actively pursued as a viable procedure for bridging the theoretical world of academia and the practical world of industry.
According to Merrit (2008) guided, effective, high-quality industrial training programme are increasingly being recognized as integral elements and vital components of students' educational or academic programs. Industrial training programme play a valuable role in students' learning experiences as they do work that is both important and challenging. Fong (2012) also support the theory proposed that industrial training program is an integral part of an academic curriculum in tertiary education. It provides a platform for undergraduates to obtain "hands-on" learning experiences by applying their academic knowledge learnt in classrooms to actual workplace. The major concerns in business settings are practical skills and expertise. (Chen, 2011) stated that from the viewpoint of students, they are able to learn practical work and social skills, become more independent, increase their social experience and motivate future learning and develop a socially acceptable personality through the industrial training process.
In fact, industrial training programme is not only benefits to students, but also to another two stakeholders which is industry and education institutional. Through industrial training programmes, industry will not only benefit from the extra resources student provided but also have the opportunity to evaluate the performance and potential of the students, essentially giving them a trial run for full-time employment (The Johns Hopkins Carey Business School, 2012).
However, according to Sol (2009) in a survey conducted at HYU, 60 people out of 300 had done an industrial training. 60 percent of them were dissatisfied with the industrial training program because the experience there did not meet their expectations. According to Lee (2011) students are supposed to gain practical, hands-on experience in a particular area of social work. However, some students who voiced their concern said some of the industrial training programmes do not come with enough direction and supervision from the industry. Sol (2009) further explained that students has made some complaints that they want the experience of their future job but not simple untiring tasks that are not benefits them.
The researcher strongly perceives that the project would benefit the stakeholder such a students, industry and education institutional who involved in this projects. However, some weakness of the industrial training programme was found in the previous surveys of other researchers. Thus, researcher would like to conduct a survey in which an analysis of perception of students satisfaction on industrial training in an education institutional.
1.3 Statement of the problem
How satisfied are students in educational institutional towards its industrial training programme attributes?
1.4 Research Question
1. What is the students satisfaction level of their industrial training programme as perceived by them?
2. Is there a significant difference between scores of male and female?
3. Is there a significant difference between scores of age?
4. Is there a significant relationship between the students satisfaction level and their CGPA?
1.5 Objective of the study
1. The researcher intends to determine the students satisfaction level of their industrial training programme as perceived by them.
2. The researcher intends to determine whether there is a significant difference between scores of male and female.
3. The researcher intends to determine whether there is significant difference between scores of age.
4. The researcher intends to determine whether there is a significant relationship between the students satisfaction level and their CGPA.
1.6 Conceptual Framework
The conceptual framework presented in Figure 1.0 illustrates the relationship between the independent and dependent variables. The independent variables are demographics such as gender, age and CGPA. The dependent variable is students satisfaction of industrial training programme.
Firstly, the researcher intends to determine the level of students satisfaction. This is achieved by carrying out a descriptive analysis to determine the level of students satisfaction, which is either high, moderate or low.
Secondly, the researcher intends to determine whether there is a significant difference between the independent variables which including gender, age, CGPA and the dependent variables which is students satisfaction of industrial training programme.
Lastly, the researcher intends to determine whether there is a significant relationship between the independent variable, CGPA and the dependent variable which is students satisfaction of industrial training programme.
1.8 Importance of Study
This project will create information that would be valuable to students, industry and private education institutional.
For the industry, industrial training programme could be improved on the method of training such provides adequate staff to train and supervise students as well as assigning a mentor to guide students through the industrial training experience. Besides that, organization will be able to offering appropriate management structure, staff, and policies to support the provision of a sound and high quality industrial training program in the future.
Cho (2006) illustrated an example of a industrial training will allows educators to bring the latest in operational ideas and latest educational theory into the classroom. Besides that, education institutional could be improving on the curriculum to be more activity-oriented, career-oriented, direct experiences, innovative, integrated, practical-application, project-based, work-based, youth-developmental, service or social action for the industrial training programme. For instance, work-based internship programs that are able to establish connections between work and school and that are closely tied with the school curriculum are preferable (Merrit, 2008).
According to Rahman (2009) student could improve their attitude, communication, leadership and others soft skills such a technical and management skills after gone through an industrial training programme.
1.9 Scope of study
The researcher is only focus upon the students in a private educational institutional. This is because most of the students from private educational institutional must go through industry training programme before their graduation. The researcher intends to collect demographics data such as gender, age and CGPA. At the same time, the researcher will also intend to collect data on students perception on industrial training programme.
Industrial Training programme
Industrial Training refers to a programme which aims to provide supervised practical training within a specified timeframe. This training can be carried out either in government organizations or in the private sector, and includes on the job training, legal attachments, teaching practice, research-based training and clinical (Guidelines on Industrial Training Practices University of Malaya, 2012)
The perception is a cognitive impression that is formed of "reality" which in turn influences the individual's actions and behavior toward that object (Lee, 2000)
Satisfaction According to ardictionary.com (2010) satisfaction is defined as act of satisfying, or the state of being satisfied;gratification of desire; contentment in possession and enjoyment; reposeof mind resulting from compliance with its desires or demands. While Markham (2012) stated that satisfaction is defined as being a consequence of the expectations and experiences of the subject and/or course.
According to Letcher (2012) Student satisfaction in education institutional sector refers to the favorability of a student's subjective evaluations of the various outcomes and experiences associated with education. Since satisfaction is based on experience, student satisfaction is constantly being influenced by the students' overall experiences which mean that what happens to students in the classroom and with their academic choices is not independent of all other experiences on campus life and the combination of all experiences affects the overall satisfaction with the institution. In the view point of psychologists, student satisfaction will helps to build self-confidence, and that self-confidence helps students develop useful skills, acquire knowledge, and become more confident.