| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Internship programs serve as a vital bridge between academic preparation and actual industry practice, yet discrepancies often emerge between what is taught in schools and what is expected in the workplace. This study explores the experiences of student interns, internship coordinators, and industry supervisors on academic preparation and actual industry practice during internship, College of Business and Accountancy, University of Cebu Lapu-Lapu and Mandaue (UCLM), Mandaue City, Cebu, Philippines. A qualitative-phenomenological research design was employed, utilizing individual interviews with a total of 25 informants, 10 student interns, 5 internship coordinators, and 10 industry supervisors selected through purposive sampling. Thematic analysis was applied to examine and interpret the data collected from these stakeholders.The findings revealed both congruencies and misalignments between academic training and actual workplace tasks. For student interns, positive experiences included Real-World Application of Academic Knowledge, Professional and Personal Growth, Skill Development and Exposure to Industry Tools, Positive Work Environment and Supportive Mentors, and Increased Industry Awareness and Exposure, while challenges involved Gaps Between Theory and Practice, Adjustment and Adaptation Challenges, Lack of Familiarity with Tools and Office Systems, Limited or Repetitive Task Assignments, and Personality and Communication Barriers. Their aspirations centered on Strengthening Practical Exposure through Simulation-Based Training, Alignment of School Curriculum with Industry Needs, Strengthening Communication and Feedback Mechanisms, Personality, Soft Skills, and Workplace Readiness, Selection of Supportive Host Training Establishments (HTEs), and Joint Orientation and Mentor Engagement. Internship coordinators shared positive experiences such as Active Monitoring and Collaboration with Host Training Establishments (HTEs), Internship as a Confidence-Boosting and Experiential Learning Process, and Structured Academic Requirements for Internship Eligibility. Their challenges included Absence of Formal Industry Partnerships and Limited Feedback Mechanisms, Technical Competency Deficit, and Task-Internship Mismatch and Industry Expectations. Their aspirations included Strengthening Institutional Linkages through Regular Consultations and Forums, Formalizing Partnerships through Clear MOUs and Defined Expectations, Integrating Applied Learning and Modern Tools in the Curriculum, Emphasizing Soft Skills and Professional Readiness, and Encouraging Structured Industry Engagement in Curriculum Review. Industry supervisors positively noted Productive Contribution and Work Support, Fast Learners and Adaptability to Real Tasks, Demonstration of Professionalism and Work Ethics, and Foundational Technical and Business Knowledge. Their concerns focused on Limited Readiness and Task Alignment, Difficulty Applying Theory to Practice, Lack of Confidence and Communication Skills, and Weak Presentation and Reporting Abilities. Their aspirations were aligned toward Active Industry Participation in Curriculum Development, Establishing Structured and Two-Way Feedback Mechanisms, Co-Designing Internship Activities with Industry Input, Strengthening Communication and Collaboration Through Institutional Partnerships, and Emphasis on Soft Skills and Workplace Etiquette Development. The study concluded that bridging the gap between academic preparation and industry practice requires more than just curriculum adjustments, it demands a collaborative, systemic approach involving schools, students, and industry partners. A key insight uncovered is that meaningful internship experiences are shaped not only by what is taught but also by how academic institutions and host training establishments (HTEs) align expectations, tasks, and feedback mechanisms. Furthermore, this study affirms and extends experiential learning theory by emphasizing that real transformation occurs when learning becomes a shared responsibility across institutional boundaries.
Keywords: Business Administration Education, Internship Experience, Experiential Learning, Qualitative Research, Mandaue City, Philippines
Article Info: Received: 18 Jan 2026, Received in revised form: 21 Feb 2026, Accepted: 24 Feb 2026, Available online: 28 Feb 2026
DOI: 10.22161/ijtle.5.1.7
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