Higher education students’ preparation for work and professional identity: the key role of internships in Chile

Abstract

Drawing from a professional identity perspective, we analyze how higher education students’ experiences during internships play a key role in students’ preparation for work. This is a qualitative study based on data from 45 interviews and focus groups with students across various programs in 8 higher education institutions in Chile. Students’ experiences highlight the presence of three internship characteristics already associated with professional identity which are also associated with students’ preparation for work: professional socialization, mentorship and self-efficacy. However, students also describe limitations in the design and management of internships. Our study provides a more comprehensive examination of professional identity formation and its role on students’ preparation for work, two research strands that, despite their coincidences, evolved largely independently. The findings highlight the need for more careful design and implementation of internships throughout the study program to ensure they effectively support students’ transition to work.