Virtual Screen, Office Scene, or Something In Between: Perceptions of Gen Z’s Professional Growth Across Management Internship Modalities

Document Type

Article

Publication Date

9-15-2026

Abstract

This study responds to the call for genuine educational transformation by examining how students perceive their professional skill development and workplace readiness across different internship modalities. By shifting the focus from employer-based assessments to interns’ personal experiences, the research fills a gap in the existing literature by exploring how interns experience different internship modalities alongside the contextual factors of their placements. Using semi-structured interviews with 9 participants and analyzing them following Braun and Clarke’s thematic analysis guidelines, the study finds that interns excel when assigned meaningful tasks, given autonomy, and supported by active mentorship without micromanagement. Regular short feedback sessions are also crucial for maintaining engagement and progress. Interns prefer hybrid setups that accommodate academic schedules while maintaining face-to-face interactions, especially for learning complex skills and establishing professional relationships. These findings provide practical guidance for school administrators and employers to design internship programme partnerships that foster adaptability, clear communication, and experiential learning in a post-pandemic work environment.

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