The Experiential Route to Graduate Employability: The Role of Internships and Self-Evaluation

Abstract

Abstract

Background: Employability is a central concern in higher education, with increasing emphasis on how students prepare for the transition from university to work. Despite the growing importance of internships, outcomes related to internship quality and employability remain inconsistent. Purpose: This study investigates the role of clearly defined internship expectations and personal skill confidence in shaping students’ self-evaluation. It further explores how self-assessment relates to employability and the role of experiential learning in this relationship. Method: A structured survey was administered to 268 students in business and management programs, using convenience sampling. The data were analyzed with partial least squares structural equation modeling to examine the association between internship expectations, skill confidence, and self-evaluation on employability, with a focus on experiential learning. Findings: Students who received clear guidance during internships and felt confident in their skills tended to make more accurate self-evaluations, which in turn were associated with perceived readiness for the workforce. Self-evaluation was linked to employability, with reflective learning enhancing career preparedness supporting career preparedness. Experiential learning significantly moderated this connection, indicating that experiential exposure shapes how self-evaluation transfers into employability. Implications: The findings highlight the importance of structured internships, skill confidence, and self-reflection in shaping students’ perceived employability within the study context. The study offers context-specific insights into internship design and career development practices in higher education, particularly within emerging economy settings.