From Grades to the Workplace: Unveiling the Link Between Academic Performance and Internship Success

Muhammad Hassan Shahnawaz (), Jawahir Che Mustapha Yusuf (), Munaisyah Abdullah (), Husna Osman () and Husna Sarirah Husin ()
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Muhammad Hassan Shahnawaz: Universiti Kuala Lumpur
Jawahir Che Mustapha Yusuf: Universiti Kuala Lumpur
Munaisyah Abdullah: Universiti Kuala Lumpur
Husna Osman: Universiti Kuala Lumpur
Husna Sarirah Husin: Universiti Kuala Lumpur

A chapter in Board Diversity and Corporate Governance, 2024, pp 179-188 from Springer

Abstract: Abstract As internships continue to play a more crucial role in undergraduate degree programs, acting as a link between academic learning and professional work settings, it becomes vital to comprehend the connection between academic performance and internship outcomes. This study aims to underscore the effectiveness of data analytics in uncovering valuable insights that can illuminate the link between academic performance and internship success. The student’s academic and internship evaluation grades have been requested from the university management for analysis. Pearson’s and Linear Regression Correlation analysis was employed to explore and predict the potential influence of academic performance on internship achievements. The evaluation of performance encompassed three key areas: practical skills, ethics and professionalism, and problem-solving capabilities. The results revealed a slight positive correlation between academic and internship grades in the practical skills and problem-solving domains, while a weak negative correlation was identified concerning ethics and professionalism. As a result, the researchers concluded that there are additional factors at play that impact a student’s internship performance. It is not entirely accurate to assert that a student’s strong academic performance guarantees success during internships.

Keywords: Correlation analysis; Linear regression; Academic performance; Internship performance (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/978-3-031-53877-3_15

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