Sustainable Strategies for Innovative Cooperation in Human Resources Training between the Business Sector and Universities through Internship Programs from the Pre- to Post-COVID-19 Period

Abstract

Internships can foster educational alliances between industry (business environment) and academic institutions, which can facilitate both flexibility and accelerated innovation. The purpose of this research is to search for the factors that determine HRT through the implementation of the internship program among the students at the Democritus University of Thrace and reveal the correlation between the factors. Also, this paper investigated the impact of the COVID-19 Eras on human resource training (HRT) factors and, finally, investigated the correlation between the two variables “Recruitment in the specialization” and “COVID Eras”. The sample of the research consisted of 1398 students at the DUTh who implemented internships during the academic years from 2015–2016 to 2021–2022. A questionnaire with 60 variables was created for data collection. A random sampling method was applied to collect the sample. From the results of the survey, ten factors were extracted for human resource training that explained 75.512% of the total variance, and for each one, Cronbach’s Alpha reliability was tested, which was high. In detail, the factors revealed were Learning Outcomes, Efficacy, Emotional Commitment, Satisfaction, Participation, Empowerment, Role Ambiguity, Role Conflict, Supervisor, and Collaboration. From the results of the study, it was evident that HR training is a multidimensional concept and is a necessary condition for the competitiveness of the firms. Training can help to improve the flexibility of the firm, but also to motivate the staff by implementing multidisciplinary training programs. Overall, internship programs are beneficial for students to develop a wide range of skills, as the hands-on experience obtained enhances and supplements the theoretical learning from educational institutions.

1. Introduction

Innovation benefits both the service provider and customers, improves the provider’s competitive advantage, and is based on technology or systematic methods. Service innovation is increasingly seen as a set of criteria for a business’s competitive strategy. Its primary objective is to assist businesses by improving their service capabilities during the planning stages of service criteria development. The introduction of innovative ideas has spurred additional research and development in services, leading to new methods of delivering benefits, creating new service concepts, or developing new business models. This progress is achieved through continuous operational improvements, advancements in technology, performance enhancements, investment in human resources, and better customer experience management [1].

There have been extensive discussions on the role of human resource management in modern organizations. Justifying the actual contribution of human resource management in the business arena has been a key concern for many academics and researchers; hence, numerous empirical studies have been conducted which examined the impact of different human resource management practices on the overall performance of businesses [2].

The innovation process does not conclude with the adoption of new or modified technologies. Considerable effort is needed during their implementation and efficient utilization, enabling the business to develop the necessary skills for successful innovation integration [3]. In order to achieve optimal operation of new or significantly improved services, some changes in the organization of employees and their training must also take place. The successful implementation of innovations is influenced by nine factors: market selection, strategic human resource management, employee training, market responsiveness, empowerment, behavioral evaluation, marketing engagement, employee commitment, and the quality of the materials [4].

An attempt was made by the authors of [5] who emphasized the importance of empowering human resources to address the complexity and flexible nature of Industry 4.0. Managing quality solely through technology without considering human skills can be futile. Quality Management 4.0 is an integrated, coherent, and interconnected system where reliability and efficiency depend on each component. Quality production cannot be achieved without a quality workforce.

Businesses, in their effort to ensure the administrative support of employee training activities and to motivate trainees to learn in order to be able to successfully transfer the knowledge they have acquired to their job-related tasks, have set themselves the goal of becoming “training organizations” [6]. Internship programs enable organizations to provide this by utilizing the cooperation between the universities and the market. The same author states that training and development “T&D” programs can improve the competitiveness of a firm as they directly increase the value of its intangible assets, i.e., create business assets in human capital, customer capital, social capital, and intellectual capital. An “organization” has the potential to gain a competitive advantage over other businesses as, through human resource training, it can transform its available resources into capabilities that are unique for the business itself [7]. According to [8], training that aims at developing the organizations’ human capital (by transmitting techniques, skills, and values through which individuals give meaning to their work and fit into the organization) typically focuses on the complete long-term development of employees’ competencies. Allocating money for educational purposes, however, should be seen as an investment to achieve better results both in the short and long term and not as a cost to the business’s operations [9].

The close cooperation of these gives impetus to the creation of a common interest, ambition, and goal for a shared vision [10] in any well-organized internship. Internships are often seen to be mutually beneficial to the intern, the educational institution, and the industry [11]. A study in the US [12] conducted among 160 companies offering internships to undergraduate and graduate students concluded that student maturity, initiative, and responsibility can influence performance, which in turn leads to firm satisfaction.

The purpose of this research was to determine the factors that determine HRT through the implementation of the internship program among the students at the Democritus University of Thrace and explore the correlation between the factors. Also, this paper revealed the impact of the COVID-19 Era on human resource training (HRT) factors and, finally, investigated the correlation between the two variables “Recruitment in the specialization” and “COVID Eras”.

2. Literature Review

2.1. Internship

Strengthening innovation and knowledge transfer is a high priority in EU policy and is at the heart of European programs and funding. In this new environment, universities and public research organizations play a key role in knowledge transfer and innovation outcomes because they integrate physical and institutional channels to transform basic research results into pre-competitive results ready for industrial exploitation. The development of more effective principles and mechanisms to promote the university–market–industry link becomes necessary to implement knowledge transfer and develop innovative solutions [13].

Student internships are crucial for producing well-trained graduates for future employment, offering essential exposure to the real-world industry. Additionally, employers use internship programs to identify and recruit potential candidates for their organizations [14]. The internship gives students the opportunity to work for a short period of time in a real working environment. They have the opportunity to transfer their scientific knowledge to real-life conditions and apply it. They are also given the opportunity to enhance their scientific knowledge with professional skills and qualifications. Through the internship, students come into contact with the modern business and working environment and are prepared for their smooth integration after receiving their degree. At the same time, it provides the opportunity to network with institutions and business executives. It is a fact that during their studies, the opportunity to gain professional experience is particularly useful for their later professional career and really contributes to the smooth start of their professional career [15].

Internships, as a form of workplace training, are an important component of many professional programs [16]. It helps students bridge the gap between the academic educational process and its practical application by exposing them to real-life situations [17]. The definition of an internship varies based on the group of participating students (interns), the duration, the type of employment, their ultimate goals, and the context in which the internships are organized [18].

For educational institutions, internships can strengthen ties with industry and help students better understand business and industry expectations. For industry, internships serve as a foundation for producing future candidates for the workforce [19]. A well-organized internship will help students make a smooth transition from educational institutions to industry [20].

2.2. Human Resources Training and Development

Training is the organized learning process that aims to acquire knowledge and skills for a specific purpose. According to [21], the term human resource development has a broader meaning. Specifically, they state that human resource development is a learning process with a longer time horizon whose goal is for employees to acquire knowledge and develop competencies that can be used in the future, in tasks that require more responsibility and initiative. Development therefore has a human-centered character, since the whole learning process aims to develop the personality of the employee so that in the future he or she will be able to cope with situations, take initiative, and make decisions that are not only related to the technical dimension of the tasks but also to solving organizational issues.

Given the importance of enhancing human resource skills in Industry 4.0, companies should adopt strategies to boost their workforce’s competitiveness. Focusing solely on process automation will result in financial savings, but integrating strategies that leverage human resources’ capacities and talents, along with technology, can lead to substantial business growth and goal achievement [5]. Managers must consistently and carefully monitor digital developments and changes that enhance production efficiency and improve various functions, including human resource management. By enhancing human resource skills and capacity, companies can promote process innovation, reflecting a strong “innovation orientation” [5]. Nowadays economic crises have covered the world due to wars and uncertainty, so organizations pay attention to their human assets for growth and excellence and specifically to employees who have strong determination and willpower [22].

Another research study from [23] stresses that human resource training is a necessary condition for the competitiveness of firms. Even the smartest strategy can be fruitless if the firm is not supported by adequate personnel, or placed in the right job positions. Human resources training is an investment for the company because it focuses on the development of their competencies and skills, achieving the enhancement of their productivity and leading to a reduction in the cost of the work produced. In straightforward terms, businesses that have a positive view towards training their employees see it as an investment that will bring them future benefits. As a result, the advantages that come from investing in their staff outweigh the costs involved [24].

The interest in the choice of this topic was triggered by the number of studies that examined the impact of different human resource training practices on the overall performance of companies. These research papers independently studied a subset of some factors from the following: Learning Outcomes, Efficiency, Emotional Commitment, Satisfaction, Participation, Empowerment, Role Ambiguity, Role Conflict, Supervisor, and Cooperation; and this research sought to explore all of them together as presented in the literature and investigate the correlation between them. HR training is a multidimensional factor and there is a gap in the literature in the overall inclusion of the variables affecting it (Figure 1).

In particular, the role of HR in faculty development has become essential for achieving educational excellence. By concentrating on hiring, retaining, and fostering professional growth, HR significantly impacts the quality of education and learning outcomes. Innovative HR practices have been shown to improve faculty performance, thereby raising academic standards. Additionally, HR’s efforts to promote diversity and inclusion within educational institutions are crucial. These strategies not only foster a more inclusive environment but also enhance the learning experience, contributing to a more holistic educational approach. Case studies of successful HR interventions in academic settings offer practical insights and best practices. These real-world examples illustrate the effective application of HR strategies, providing a model for impactful HR management in education. As the education landscape evolves, HR plays a pivotal role in shaping the future, ensuring that institutions not only adapt to change but also thrive in an increasingly complex and dynamic global education environment [25]. The results of research [26] on the learning outcomes during internships are generally considered insufficient and contradictory. Despite the large number of empirical studies examining the specific effects of internships, the role and importance of this area of study remains controversial.

Additionally, the study by [27] found that human resource development significantly impacts employee effectiveness, operational efficiency, and service quality. Consequently, it recommends the regular implementation of training and development programs to keep employees’ knowledge current. Training also enhances employee satisfaction and emotional commitment by fostering personal development and self-esteem within the organization. Thus, employers should provide opportunities for skill development and work–life balance to achieve high levels of motivation and commitment to organizational goals [6]. Training further contributes to self-efficacy, job satisfaction, and commitment [28]. Another study [29] demonstrated that orientation training significantly affects long-term employee performance, including job satisfaction, learning transfer, intrinsic motivation, and commitment, as well as firm performance, such as profitability, revenue growth, operational efficiency, innovation, and customer satisfaction. Quality education and training positively influence structural empowerment [30]. Interns with well-defined programs and clear goals performed better than those in less structured programs [31].

On the other hand, there is a negative relationship between role conflict and job satisfaction [32]. Data from the research by [33] indicate that active participation of supervisors in internship programs is crucial. A policy directive that clearly defines the roles of each stakeholder can ensure an authentic learning environment for trainees. Another study [11] found that effective collaboration between educational institutions and industry enhances human resources training through internships. Furthermore, it was noted that sustainable HR development should align with other detailed principles of sustainable HRM, such as employee cooperation and participation, equality, and the protection of human and environmental resources [34]. These theories have led us to investigate the following hypotheses:

Hypothesis 1.

There is a strong positive correlation between the factors of HRT: Learning Outcomes, Efficiency, Emotional Commitment, Satisfaction, Participation, Empowerment, Role Ambiguity, Role Conflict, Supervisor, and Cooperation.

Hypothesis 2.

COVID-19 Eras have a significant impact on the evaluation of the factors of HRT.

Hypothesis 3.

There is a significant correlation between the two variables “Recruitment in the specialization” and “COVID Eras”.

3. Materials and Methods

3.1. Participants

For this research study, 1398 students at the Democritus University of Thrace in Greece (507 men, 889 women, and 2 other) completed the questionnaire. They participated as beneficiaries in the framework of the program “Internship of students of DUTH”, for the academic years from 2015–2016 to 2021–2022, implemented with the funding of the National Strategic Reference Framework (NSRF) 2014–2020.

3.2. Instruments

The questionnaire was designed by taking into account the questionnaires from the surveys of [35,36,37] as well as additional questions concerning the training of human resources and consequently in the development of future business executives. The questionnaire consists of 70 questions divided into three sections.

• The first section has two questions and concerns the information on personal data and the consent/assent of the research participant (question 1, open-ended, and 2, closed-ended).
• The second section has 8 questions and is about the demographic characteristics of the beneficiaries and the characteristics of the internship they implemented (questions from 3 to 10 are closed-ended except the 8th one which is open-ended), related to gender, age, the year of study they belonged to when they implemented the internship, the department of study, the academic year in which the internship was implemented, the name of the host organization, the duration of the internship, and finally a question about their continued employment at the host organization after the end of the internship.
• The third section has 60 questions and concerns the evaluation of HR training through internship programs and consists of divided subsections related to the following concepts in the literature:
  • Learning Outcomes, 17 questions
  • Efficiency, 7 questions
  • Emotional Commitment, 6 questions
  • Satisfaction, 8 questions
  • Participation, 6 questions
  • Empowerment, 5 questions
  • Role Ambiguity, 3 questions
  • Role Conflict, 3 questions
  • Supervisor, 3 questions
  • Cooperation, 2 questions

3.3. Procedures

After the completion of their internship, students received an email to evaluate the internship program. The research took place until October 2022.

3.4. Data Analysis

For statistical analysis, it was used SPSS version 29. Frequency analysis and descriptive analysis were used to determine the mean scores, standard deviations, and percentages. Also, for the control of the validity of the questionnaire, PCA and varimax rotation were used. For the reliability test, Cronbach’s coefficient a was calculated. Furthermore, to correlate the relationship between the factors and the degree of dependence between them, the Pearson correlation coefficient was calculated. Crosstabs analysis was applied to describe in more detail both the variables “Recruitment in the specialization” and “COVID Eras”, and the Chi-Square test was used for the correlation between them. Finally, to investigate whether the COVID-19 period has an effect on students’ perception of HRT factors, a one-way ANOVA was also applied.

4. Results

In the survey, there was a representation of students from all 18 departments of the DUTh that participated in the internship program during the periods mentioned before as shown in Figure 2 below.

The duration of the internship varies for each department and includes a period of one to three months as shown in

Table 1. Internship duration.

		Frequency	Percentage
Duration	1 month	286	20.5
	2 months	885	63.3
	3 months	227	16.2
Total		1398	100.0

.

Given that, during the collection of the results, the pandemic due to the spread of COVID-19 intervened, the need for further separation arose. Specifically, the compute command was applied in order to create an additional variable which was defined as the “COVID-19 Era” and includes three periods of students that implemented internship, (a) the pre-COVID-19 Era with the academic years from 2015–2016 to 2018–2019 (Era 1), (b) the COVID-19 Era with the academic years from 2019–2020 tο 2020–2021 (Era 2), and (c) the post-COVID-19 Era in 2021–2022 (Era 3). The results via the compute command are shown in the table illustrating the COVID-19 Eras and are listed below in

Table 2. COVID-19 Eras.

		Frequency	Percentage	Valid Percentage
Temporal areas	Era 1	463	33.1	33.6
	Era 2	410	29.3	29.7
	Era 3	506	36.2	36.7
	Total	1379	98.6	100.0
Missing values		20	1.4
Total		1398	100.0

.

For the control of the validity of the questionnaire, the principal components analysis method and the varimax rotation were applied for the 60 variables. The sample consisted of 1398 students. Principal component analysis revealed 10 factors that explained 73.512% of the total variance (

Table 3. PCA, number of variables, factor’s loadings, eigenvalue, variance, Cronbach α, mean score, and standard deviation of each factor.

FACTORS	No. of Items	Loadings	Eigenvalue	Variance %	α	Factor Mean	Factor St. D.
Learning Outcomes	17	0.739	12.430	20.717	0.963	3.699	0.929
		0.729
		0.810
		0.744
		0.784
		0.772
		0.715
		0.670
		0.649
		0.611
		0.598
		0.528
		0.719
		0.689
		0.658
		0.692
		0.559
Efficiency	7	0.609	5.146	8.577	0.936	3.672	0.952
		0.688
		0.683
		0.640
		0.705
		0.662
		0.510
Emotional Commitment	6	0.776	4.579	7.631	0.944	3.783	1.068
		0.796
		0.770
		0.877
		0.883
		0.760
Satisfaction	8	0.553	4.334	7.224	0.958	3.875	1.039
		0.535
		0.616
		0.689
		0.648
		0.676
		0.681
		0.588
Participation	6	0.566	4.306	7.177	0.876	3.317	0.893
		0.706
		0.774
		0.811
		0.807
		0.739
Empowerment	5	0.739	3.553	5.921	0.876	3.981	0.841
		0.792
		0.848
		0.843
		0.825
Role Ambiguity	3	0.773	2.703	4.506	0.915	3.629	1.093
		0.766
		0.712
Role Conflict	3	0.870	2.589	4.315	0.853	1.994	1.027
		0.890
		0.821
Supervisor	3	0.805	2.523	4.205	0.934	3.789	1.170
		0.817
		0.832
Cooperation	2	0.857	1.944	3.240	0.921	3.438	1.260
		0.855

). The names of the factors were given based on the human resources training literature and the researchers’ construction design. The survey used those factors with eigenvalues above 1 (Guttman–Kaiser). The smallest loading used to divide the questions into the factors was 0.40. Loadings are the weight of each variable on each factor (correlation index) and provide basic information for the interpretation of the factors. The higher the loading the easier the interpretation of the factor. For the reliability test, Cronbach’s coefficient a was calculated for each factor and in total. Cronbach’s coefficient a for the 60 questions of the scale was found to be high (a = 0.969).

To correlate the relationship between the factors and the degree of dependence between them, the Pearson correlation coefficient was calculated which is used to show the linear relationship between the variables. The Range of Correlation Coefficient Type of Relationship between variables is as follows [38]:

➢

A value of 0 indicates no linear relationship.

➢

A value of +1 indicates a perfect positive linear relationship and −1 a perfect negative linear relationship.

➢

Values between 0 and 0.3 (0 and −0.3) indicate a weak positive (negative) linear relationship through a shaky linear rule.

➢

Values between 0.3 and 0.7 (−0.3 and −0.7) indicate a moderate positive (negative) linear relationship through a fuzzy–firm linear rule.

➢

Values between 0.7 and 1.0 ( −0.7 and −1.0) indicate a strong positive (negative) linear relationship through a firm linear rule.

Table 4. Pearson correlation for the 10 factors.

	Participation	Supervisor	Cooperation	Empowerment	Learning Outcomes	Role Ambiguity	Role Conflict	Satisfaction	Emotional Commitment	Efficiency
Participation	1.0	0.357 **	0.336 **	0.112 **	0.520 **	0.382 **	−0.114 **	0.448 **	0.288 **	0.535 **
Supervisor	0357 **	1.0	0.449 **	0.150 **	0.564 **	0.495 **	−0.207 **	0.552 **	0.298 **	0.526 **
Cooperation	0.336 **	0.449 **	1.0	0.132 **	0.446 **	0.424 **	−0.109 **	0.437 **	0.254 **	0.433 **
Empowerment	0.112 **	0.150 **	0.132 **	1.0	0.168 **	0.104 **	0.038	0.158 **	0.149 **	0.175 **
Learning Outcomes	0.520 **	0.564 **	0.446 **	0.168 **	1.0	0.627 **	−0.127 **	0.808 **	0.571 **	0.774 **
Role Ambiguity	0.382 **	0.495 **	0.424 **	0.104 **	0.627 **	1.0	−0.251 **	0.628 **	0.347 **	0.570 **
Role Conflict	−0.114 **	−0.207 **	−0.109 **	0.038	−0.127 **	−0.251 **	1.0	−0.277 **	−0.081 **	−0.125 **
Satisfaction	0.448 **	0.552 **	0.437 **	0.158 **	0.808 **	0.628 **	−0.277 **	1.0	0.542 **	0.702 **
Emotional Commitment	0.288 **	0.298 **	0.254 **	0.149 **	0.571 **	0.347 **	−0.081 **	0.542 **	1.0	0.531 **
Efficiency	0.535 **	0.526 **	0.433 **	0.175 **	0.774 **	0.570 **	−0.125 **	0.702 **	0.531 **	1.0

** Sig. (2-tailed) 0.01.

summarizes the range of the correlation coefficient that may exist between the variables and the conclusions drawn about the strength and direction of correlation. The table shows that the correlations with ** are statistically significant (p < 0.005). According to the data in Table 4, it appears that the following results are obtained:

There is a strong positive correlation between the following:

• learning outcomes and satisfaction with a correlation coefficient of 0.808 **.
• learning outcomes and efficiency with a correlation coefficient of 0.774 **.
• efficiency and satisfaction with a correlation coefficient of 0.702 **.

There is also a moderate positive pairwise relationship:

• participation factor and supervisor (0.357 **).
• participation factor and cooperation (0.336 **).
• participation factor and learning outcomes (0.520 **).
• participation factor and role ambiguity (0.382 **).
• participation factor and satisfaction (0.448 **).
• participation factor and efficiency (0.535 **).
• supervisor factor and cooperation (0.449 **).
• supervisor factor and learning outcomes (0.564 **).
• supervisor factor and role ambiguity (0.495 **).
• supervisor factor and satisfaction (0.552 **).
• supervisor factor and efficiency (0.526 **).
• cooperation and learning outcomes (0.446 **).
• cooperation and role ambiguity (0.424 **).
• cooperation and satisfaction (0.437 **).
• cooperation and efficiency (0.433 **).
• learning outcomes and role ambiguity (0.627 **).
• learning outcomes and emotional commitment (0.571 **).
• role ambiguity and satisfaction (0.628 **).
• role ambiguity and emotional commitment (0.347 **).
• role ambiguity and efficiency (0.570 **).
• satisfaction and emotional commitment (0.542 **).
• emotional commitment and efficiency (0.531 **).

There is also a weak positive (negative) linear relationship between the following:

• participation factor and empowerment (0.112 **).
• participation factor and role conflict (−0.114 **).
• participation factor and emotional commitment (0.288 **).
• supervisor factor and empowerment (0.150 **).
• supervisor factor and role conflict (−0.207 **).
• supervisor factor and emotional commitment (0.298 **).
• cooperation and empowerment (0.132 **).
• cooperation and role conflict (−0.109 **).
• cooperation and emotional commitment (0.254 **).
• empowerment and learning outcomes (0.168 **).
• empowerment and role ambiguity (0.104 **).
• empowerment and satisfaction (0.158 **).
• empowerment and emotional commitment (0.149 **).
• empowerment and efficiency (0.175 **).
• learning outcomes and role conflict (−0.127 **).
• role ambiguity and role conflict (−0.251 **).
• role conflict and satisfaction (−0.277 **).
• role conflict and emotional commitment (−0.081 **).
• role conflict and efficiency (−0.125 **).

All the factors have at least a minimal positive or negative correlation between them except empowerment with role conflict which is almost zero and has not shown a statistically significant relationship (0.038).

The crosstabs analysis was applied to describe in more detail both the variables “Recruitment in the specialization” and “COVID Eras”. The results as shown in

Table 5. Percentages and number of students recruited in their specialization in each of the three COVID-19 Eras.

Era	Number	% Recruitment in the Specialization	% COVID-19 Era
Pre-COVID-19 Era	211	35.5%	45.7%
COVID-19 Era	166	27.9%	43%
Post-COVID-19 Era	217	36.5%	42.9%
Total Students Hired	594	100%	43.9%

below show that the variable “recruitment in the specialization” does not show variations during the pandemic era.

The results of the Chi-Square test showed that there is no statistically significant correlation between the two variables “Recruitment in the specialization” and “COVID Eras”, and

Table 6. Chi-Square tests for “Recruitment in the specialization” and “COVID Eras”.

	Value	df	Asymptotic Significance (2-Sided)
Pearson Chi-Square	0.925 a	2	0.630
Likelihood Ratio	0.924	2	0.630
Linear-by-Linear Association	0.743	1	0.389
N of Valid Cases	1354

^a 0 cells (0%) have an expected count of less than 5. The minimum expected count is 169.34.

below demonstrates this.

To investigate whether the COVID-19 period has an effect on students’ perception of HRT factors, a one-way ANOVA was also applied which revealed statistically significant differences. The time period of COVID-19 was divided into three levels: the pre-COVID-19 Era with the academic years of 2015–2018 (Era 1), the COVID-19 Era in 2019–2020 (Era 2), and the post-COVID-19 Era in 2021–2022 (Era 3). The results are presented below:

• Participation F_(2,1366) = 59.155, p < 0.05
• Supervisor F_(2,1375) = 59.291, p < 0.05
• Cooperation F_(2,1366) = 48.876, p < 0.05
• Empowerment F_(2,1368) = 17.564, p < 0.05
• Learning Outcomes F_(2,1350) = 64.179, p < 0.05
• Role Ambiguity F_(2,1372) = 25.762, p < 0.05
• Role Conflict F_(2,1374) = 6.611, p < 0.05
• Satisfaction F_(2,1365) = 27.583, p < 0.05
• Emotional Commitment F_(2,1361) = 6.772, p < 0.05 και
• Efficiency F_(2,1357) = 75.040, p < 0.05

In order to identify the differences between the levels of the independent variable of the COVID-19 Era, a Post Hoc analysis using Scheffe was followed, and it was revealed that, in almost all levels and all factors, there are statistically significant differences that are presented in the table below. The only exceptions that do not show statistically significant differences between levels and factors are the following:

• For the Participation factor between the 2nd and 3rd levels.
• For the Supervisor factor between the 2nd and 3rd levels.
• For the Enhance factor between 2nd and 3rd levels.
• For the Learning Outcomes factor between the 2nd and 3rd levels.
• For the factor Role Ambiguity between the 2nd and 3rd levels.
• For the Role Conflict factor between the 1st and 3rd levels.
• For the Satisfaction factor between the 2nd and 3rd levels.
• For the Emotional Commitment factor between the 2nd and 3rd levels.
• For the Efficiency factor between the 2nd and 3rd levels.

Therefore, the COVID-19 variable can influence students’ perception of HRT factors with mean scores shown in detail below (

Table 7. Factors, Eras, and mean scores. The pre-COVID-19 Era with the academic years from 2015–2016 to 2018–2019 (Era 1), the COVID-19 Era with the academic years from 2019–2020 to 2020–2021 (Era 2), and the post-COVID-19 Era with the academic year of 2021–2022 (Era 3).

		Mean	Std. Deviation
Participation	1.	2.9689	0.97120
	2	3.4656	0.89640
	3.	3.5248	0.69218
Supervisor	1.	3.3362	1.28502
	2.	3.9812	1.11069
	3.	4.0646	0.94782
Cooperation	1.	3.0250	1.28801
	2.	3.4888	1.28636
	3.	3.7966	1.07927
Empowerment	1.	4.1524	0.83895
	2.	3.8224	0.89409
	3.	3.9470	0.76831
Learning Outcomes	1.	3.3276	0.99401
	2.	3.8200	0.89681
	3.	3.9493	0.76863
Role Ambiguity	1.	3.3413	1.18716
	2.	3.7849	1.05109
	3.	3.7787	0.97684
Role Conflict	1.	2.0557	0.99542
	2.	1.8350	1.04106
	3.	2.0527	1.02760
Satisfaction	1.	3.5929	1.13201
	2.	3.9903	1.03791
	3.	4.0484	0.88252
Emotional Commitment	1.	3.6286	1.15645
	2.	3.8283	1.09499
	3.	3.8689	0.94807
Efficiency	1.	3.2525	1.05173
	2.	3.8727	0.87310
	3.	3.8992	0.77052

).

5. Discussion

The research results indicated that staff development and training are vital for the competitiveness of businesses. Based on these findings, organizations should prioritize the improvement of training and development programs. This study identified ten crucial factors that companies and organizations need to consider for internships to be integrated into their human resources training. The research also discovered that students who were offered a job were more content with their internships compared to those who were not. This finding aligns with the research referenced in [39,40,41,42,43]. Satisfaction was found to be influenced by the trainees’ perception of receiving career information during their studies and internships, which in turn affected their performance. When intrinsically motivated and satisfied, trainees exhibited more confidence in the industry and were more willing to pursue a career, as also outlined in the research referenced in [44].

The findings indicate that the supervisor’s role is crucial in the work environment. Supervisors should share their experiences with student interns to enhance the learning process. Mentoring is important in the internship program. Students who have supervisors as mentors in internship programs tend to have better experiences. Mentors can help students navigate the organization and learn valuable skills for their career aspirations. This was also supported by research from [45], who suggested that organizations should establish appropriate working hours for student interns and provide fair salaries.

Our research indicates that institutions should ensure that they provide adequate training programs to enhance student satisfaction during internships as potential employees. Similarly, businesses should have innovative policies to support new employees. On-the-job training can increase employee satisfaction and commitment as it stimulates personal development and self-esteem based on the organization. This finding aligns with the research of [46]. The quality of learning during internships significantly impacts overall satisfaction. Students can expect to improve their learning outcomes and job readiness, thus providing valuable human resources to the industry, in line with the research of [44]. According to the study by [47], internships help interns become more responsible, confident, dedicated, and adaptive, and assist in updating technical skills. Interns demonstrate dedication to their work during internships and enhance their skills and technical knowledge.

Empowerment of trainees can lead to better learning outcomes and improved preparation for their intended careers, thus providing valuable human resources to the industry. Role ambiguity helps measure the clarity of the work assigned to trainees. Clear expectations benefit trainees with well-defined programs and specific tasks, as opposed to those in open-ended programs with less-defined objectives [31,48,49,50,51]. Regression analysis in [52] shows that HRT practices, such as selection, participation, and employee empowerment, significantly and positively affect employee job performance. The study suggests that training moderates the impact of HRM practices on employees’ performance and that the sustainability of HRM practices greatly affects job performance. The research in [53] enhances managers’ understanding of the role of empowerment-focused HRM practices. Lastly, stakeholder cooperation is an important factor highlighted in the research. Both the industry and academia should collaborate to create a comprehensive internship program for students, as indicated in the research [54].

The results revealed that COVID-19 Eras have a significant impact on the evaluation of the factors of HRT (pre-COVID-19 Era, COVID-19 Era, post-COVID-19 Era). During the COVID-19 period, higher education faced difficulties in training and internship programs. Students had to adjust to a new and difficult situation, and businesses adopted new methods of distance services. In accordance with reference [55], it is suggested that blended teaching (b-teaching) is beneficial for developing internship competencies. It is important to align the activities developed during internships with the evaluated skills. Blended methods could include the following: (a) On-the-job training, with suggested methods of demonstration, coaching, mentoring, controlled internship, job briefing, and cross-training. (b) Off-the-job training (at the university), with proposed methods of role plays, induction training, case studies, simulation training, a detailed outline of an internship course, lecture discussions, and written assignments. (c) Distance learning (E-learning) for deeper understanding in teaching and combining academic and labor market knowledge. The results of this research revealed that the post-COVID-19 Era has improved the evaluation of HR training, and this result is because of the pandemic; companies have had to adapt quickly, and part of that adaptation involved re-evaluating how they train their employees.

The post-COVID-19 Era has brought substantial changes to HR training, particularly through internship programs. The pandemic acted as a catalyst for rapid innovation and adaptation, leading to improved evaluation methodologies and overall training effectiveness. Notably, the factors of learning outcomes, efficiency, emotional commitment, satisfaction, participation, empowerment, supervisor support, and cooperation have all shown better scores during the COVID-19 period. The shift to digital platforms and remote learning environments has greatly enhanced learning outcomes and efficiency for interns. The integration of Learning Management Systems (LMSs) and other online tools has facilitated a more structured and data-driven approach to training. Interns have benefited from access to a wide range of resources, interactive modules, and real-time feedback, which have collectively contributed to higher retention rates and better application of learned skills. The efficiency of training programs has also improved, as digital tools streamline administrative tasks and allow for more focused and flexible learning schedules.

The post-COVID-19 period has seen a significant increase in emotional commitment and satisfaction among interns. The necessity for clear and consistent communication in a remote setup has fostered a stronger sense of connection and engagement. Regular virtual meetings, mentorship programs, and continuous feedback have made interns feel valued and supported, enhancing their emotional commitment to the organization. Furthermore, the flexibility offered by remote internships has contributed to higher satisfaction levels, as interns can better balance their professional and personal lives.

Increased participation and empowerment have been notable outcomes of the post-COVID-19 Era. The use of digital platforms has democratized access to information and resources, enabling interns to take greater control of their learning experiences. Interactive and collaborative tools have encouraged active participation, allowing interns to engage more fully with their tasks and peers. Empowerment has been further reinforced through personalized training programs that cater to individual strengths and interests, fostering a sense of ownership and motivation.

The role of supervisors has evolved significantly during the post-COVID-19 period, with enhanced support and cooperation contributing to better training outcomes. Virtual supervision has necessitated more intentional and frequent interactions, leading to stronger guidance and mentorship. Supervisors have leveraged digital tools to provide timely feedback, monitor progress, and offer personalized support, which has been instrumental in reducing role ambiguity and enhancing overall intern performance. Improved cooperation within teams has also been observed, as remote work tools facilitate seamless communication and collaboration, breaking down geographical barriers.

Despite these positive developments, the remote nature of internships during the COVID-19 period did present challenges, particularly in terms of role conflict. The blurring of boundaries between work and personal life in a remote setting made it difficult for interns to separate their professional responsibilities from their personal time, leading to increased role conflict. Organizations must address this by promoting work–life balance and offering support systems that help interns manage their workloads effectively.

One surprising outcome of the COVID-19 period was the reduction in role ambiguity for interns. During the COVID-19 pandemic, the shift to remote and hybrid work environments necessitated more structured and explicit communication regarding job roles and responsibilities. Organizations, recognizing the potential for confusion in a remote setup, took deliberate steps to clarify expectations for their interns. This heightened emphasis on clear communication significantly reduced role ambiguity, providing interns with a better understanding of their tasks and responsibilities.

The use of digital tools and platforms played a crucial role in this improvement. Learning Management System (LMS) and other online training resources allowed HR departments to outline internship roles and objectives more explicitly. Detailed onboarding sessions, regular virtual check-ins, and comprehensive digital documentation ensured that interns had access to the information they needed to perform their roles effectively. This structured approach was instrumental in providing clarity and direction, which are often challenging in a traditional in-person internship setting where informal communication may prevail. Furthermore, the necessity for frequent virtual meetings and progress updates meant that interns received continuous feedback and guidance. This constant interaction helped to reinforce their understanding of their roles and allowed for any uncertainties to be addressed promptly. The availability of mentors and supervisors through digital platforms also ensured that interns could seek clarification and support as needed, further reducing any role-related ambiguities.

In conclusion, the post-COVID-19 Era has significantly improved the clarity of roles for interns through enhanced communication and structured training approaches. The adoption of digital tools and frequent virtual interactions contributed to a more defined and transparent understanding of internship roles, thereby reducing role ambiguity. However, it remains crucial for organizations to continue addressing role conflict to ensure that interns can maintain a healthy balance between their professional and personal lives. By building on these advancements, HR departments can further enhance the effectiveness of their internship programs, providing meaningful and well-defined training experiences in an evolving work environment.

6. Conclusions

The internship program provides students with a better understanding of how it enhances their skills and helps them secure placement. These results align with the findings of the study [56], which can assist institutions in creating effective internship programs that benefit all involved parties. Another study by [57] identified curriculum requirements as a crucial aspect of internship experiences, reflecting the responsibilities of educational institutions in shaping these experiences. The study emphasized that internship achievements and curriculum requirements significantly influence internship satisfaction and career intention. These changes are vital mainly due to the economic downturn, high unemployment rates, and new forms of employment such as rotational and part-time work. Occupational integration is defined as the process of stabilization in the employment of people who have never participated in the active population, and it is considered a change of situations in the context of an individual process of transition from an initial to a final situation. The level of unemployment combined with additional macroeconomic conditions is a key determinant of integration in accordance with the research [58]. The post-COVID-19 Era has brought about substantial improvements in HR training through internship programs, with better scores in learning outcomes, efficiency, emotional commitment, satisfaction, participation, empowerment, supervisor support, and cooperation. These advancements underscore the potential of digital tools and remote learning environments to enhance training experiences. Moving forward, organizations should continue to leverage these innovations while addressing any remaining challenges, such as role conflict, to ensure that internship programs are effective, engaging, and supportive of intern well-being. By building on the successes of the post-COVID-19 period, HR departments can create robust training programs that prepare interns for the evolving demands of the modern workplace. The post-COVID-19 Era has brought some positive changes to HR training; it is one of those areas where the necessity brought about by the pandemic has driven significant innovation and improvement.

7. Implications

7.1. Theoretical Implications

This research focuses on the main areas of HR training factors; proposes a theoretical model of ten critical factors, and their relationships; and draws on these to outline practical implications for both organizational HRT practices and institutional actions. Therefore, the explanation of the relationships between them is a basic task. This article hopes to stimulate further debate and research in HR training.

7.2. Practical Implications

Since today’s trainees are tomorrow’s employees, HR training through internship programs can benefit companies. This research revealed the factors that play a crucial role in improving their HR processes. Therefore, educational institutions and supervisors should strive to enhance their curricula by taking into account the results of this investigation and by collaborating with companies.

8. Limitations and Future Research

This study could be replicated in the future using more diverse samples from various universities or countries to expand the results. In conclusion, fostering innovative cooperation between the business sector and universities through internship programs can enhance the understanding of innovation dynamics and facilitate strategic HR training and development.