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Advances in Social Sciences Research Journal – Vol. 12, No. 2
Publication Date: February 25, 2025
DOI:10.14738/assrj.122.18361.
Kunieda, Y., Nunome, A., Chotechaung, N., & Fujii, T. (2025). Learning Effects of Problem-Identification and Problem-Solving
Internships. Advances in Social Sciences Research Journal, 12(2). 214-224.
Services for Science and Education – United Kingdom
Learning Effects of Problem-Identification and Problem-Solving
Internships
Yoshiaki Kunieda
School National Institute of Technology,
Toyama College, Toyama, Japan
Akihiro Nunome
School National Institute of Technology,
Toyama College, Toyama, Japan
Naruphun Chotechaung
Faculty of International Maritime Studies,
Kasetsart University, Chon Buri, Thailand
Tsumugi Fujii
Japan Agency of Maritime Education and
Training for Seafarers, Yokohama, Japan
ABSTRACT
We aim to understand the features and educational impacts of problem- identification and problem-solving internships (hereinafter called ‘problem- solving internships’) at the National Institute of Technology, Toyama College.
Problem-solving internship is a practical internship style that emphasizes
experience in which intern students examine and propose solutions to actual
business problems faced by a company. Thus, we qualitatively analysed the reports
submitted by participating students using the steps for coding and theorisation
(SCAT) method. The results of the qualitative analysis by SCAT indicate that
problem-solving internships provide a variety of learning and growth
opportunities for students. The analysis showed that students can acquire different
perspectives by reaffirming their social roles and abilities and by collaborating with
individuals who have different values. It was also found that overcoming anxiety
and participating in a problem-solving internship provides a chance to reflect on
one’s own potential and future challenges. These findings highlight the significant
influence of the internship’s pre-design and implementation on student learning,
suggesting possibilities for further improvement and application of the educational
program.
Keywords: Problem-identification and problem-solving internship, Step for coding and
theorisation (SCAT), Qualitative analysis, Theorisation.
INTRODUCTION
An internship is defined as a work experience within a company during a student’s school years,
designed to help his or her understand their aptitudes and the nature of the work [1]. This
provides an excellent opportunity for students to quickly grasp their interests, career goals and
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Kunieda, Y., Nunome, A., Chotechaung, N., & Fujii, T. (2025). Learning Effects of Problem-Identification and Problem-Solving Internships. Advances
in Social Sciences Research Journal, 12(2). 214-224.
URL: http://dx.doi.org/10.14738/assrj.122.18361
abilities by experiencing the company’s work style and organisational atmosphere before
officially joining the company.
Following the approval of the ‘Action Plan for the Reform and Creation of Economic Structures’
by the Cabinet in May 1997, the ministries of Education, Trade and Industry and Labor
collectively announced the ‘Basic Approach to Internships’, in September 1997, leading to the
formal commencement of internships [2]. The Ministry of Education, Culture, Sports, Science
and Technology (MEXT), in its ‘Basic Approach to the Promotion of Internships and Other
Career Development Support Initiatives for Students’, revised in June 2022, outlines the
following:
The educational effects of such efforts and their effectiveness in supporting students’ career
development, including internships, can be expected to be substantial. It is an important
initiative that can be fully expected to be effective in supporting students’ career development
[2].
The National Institute of Technology, Toyama College offers internship programs primarily
during the fourth year, designed as a class for students to reflect on their career paths, develop
their human qualities as members of society and evaluate their future aptitudes. In addition to
these goals, the program includes problem-identification and problem-solving internships to
promote student autonomy, encourage teamwork and communication skills and generate new
ideas. This study identified some of characteristics and effects of the problem-solving
internship through a qualitative analysis of reports submitted by students who participated in
this program.
PROBLEM-SOLVING INTERNSHIPS
Typical internships usually offer experience in predefined tasks set by the company.
Conversely, problem-solving internships focus on practical experience, where interns analyse
and propose solutions to business challenges faced by the company. Our school’s problem- solving internship program operates based on the following points, which are discussed and
agreed upon with the company hosting the internship beforehand:
(1) Conducting in teams of three
(2) Identifying problems or addressing those presented to them whenever possible
(3) Gaining hands-on experience or conducting experiments to solve problems
(4) Engaging in discussions with company representatives whenever possible
(5) Presenting proposed solutions to problems
Students will form teams of three, with members from various departments, to participate in
the internship. Initially, the students will gain work experience by ‘actually doing the job’.
Thereafter, the team will exchange opinions daily to identify problems at the company. They
will discuss these issues with company representatives to identify problems and gain hints on
how to solve them. Figure 1 shows the discussions with company representatives.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 02, February-2025
Services for Science and Education – United Kingdom
Fig. 1: Discussions with company representatives
The students may ‘conduct experiments to solve problems’ and, in some cases, gain work
experience. They discuss proposed solutions to problems identified by the team and prepare
presentation materials. In the situation of presenting in front of company personnel, students
present the identified problems and their proposed solutions. This series of activities is
expected to effectively cultivate business manners and fundamental skills required for
collaboration with different generations, which are not typically experienced at school, as well
as develop communication, teamwork, leadership skills, ingenuity and creativity.
ANALYSIS OF REPORTS USING STEPS FOR CODING AND THEORISATION (SCAT)
SCAT
SCAT is a data analysis method for qualitative research featuring a straightforward, step-by- step process, accessible to those new to coding (conceptualisation). It is well-suited for
organising various aspects of qualitative data and generating theories, developed to address
the challenges of analysing complex qualitative data. The method follows a structured, step-by- step process, enabling the analysis of information gathered from interviews and observations.
Specifically, the process is based on the transcribed text and includes the following steps:
(1) Extract noteworthy words (keywords or phrases) from the text.
(2) Rephrase the extracted word or phrase.
(3) Replace the rephrased words with extratextual concepts that explain them.
(4) Considering the context throughout, weave themes and construct concepts to describe
the storyline and develop theories from it.
SCAT is an analytical method that systematically organises and theorises qualitative data using
these steps [3].
Problem-Solving Internship at Company A
For example, the SCAT analysis was performed on the report of a student (referred to as S) who
participated in a problem-solving internship at Company A, a total environmental company.
Table 1 presents the results of the SCAT analysis of the reports.
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Kunieda, Y., Nunome, A., Chotechaung, N., & Fujii, T. (2025). Learning Effects of Problem-Identification and Problem-Solving Internships. Advances
in Social Sciences Research Journal, 12(2). 214-224.
URL: http://dx.doi.org/10.14738/assrj.122.18361
The initial step of the SCAT method involves extracting noteworthy words and phrases from
the participants’ reports. In this study, for example, the phrase ‘experiment of detecting
defective bottles’ is used. Specific phrases from this report include the following:
‘experimentation in detecting defective bottles’, ‘cooperation with students from the
Department of Applied Chemistry and Chemical Engineering’, ‘ideas from a different
perspective’, and ‘pursuit of questions for which it is difficult to find a destination’.
The next step involved rephrasing these words in a concise and abstract manner. For example,
to abstract the data, ‘experiments to detect defective bottles’ became ‘an experimental
approach based on a problem’, ‘collaboration with students from the Department of Applied
Chemistry and Chemical Engineering’ was described as ‘joint work sharing expertise in
different fields’, and ‘pursuit of a question for which it is difficult to find a destination’ was
implied as ‘inquiry into a problem for which no clear answer exists’.
Table 1: Company A Problem-Solving Internship Report Analysis by SCAT
Text <1> Notable
words and
phrases in the
text
<2>
Rephrasing
words in the
text
<3>
Extratextual
concepts that
explain the left
<4> Themes
and
compositional
concepts
The experience of witnessing the
workshop made me realise that I,
who do not work for a recycling
company, am one of the parties
involved in the resource recovery
process. The experiment to detect
defective bottles was conducted in
cooperation with students of the
Department of Applied Chemistry
and Chemical Engineering who
participated in the same
internship. Although the
experiment sometimes came to a
standstill, we were able to come
up with ideas from different
perspectives, and we were able to
take advantage of the fact that we
are from different departments.
Through this internship, I learned
that it is most important to have a
variety of viewpoints when
pursuing a question that is
difficult to see the point of arrival.
Experiments of
detecting
defective bottles
, cooperation
with students
from the
Department of
Applied
Chemistry and
Chemical
Engineering,
ideas from a
different
perspective,
pursuit of
questions for
which it is
difficult to find a
destination
An
experimental
approach based
on a problem,
ideas from a
different
perspective,
inquiry into a
problem for
which no clear
answer exists
Project-based
learning ,
problem-solving
skills,
interdisciplinary
approach,
teamwork skills,
critical thinking,
problem-solving
skills
Circular
economy: a
sense of
involvement in
a sustainable
society centred
on resource
recycling
Cross- disciplinary
collaboration:
enhancing the
ability to share
diverse
expertise and
apply it to
problem- solving
Seeing up-close efforts to address
the SDGs, such as the reuse of
wastewater, I became more
interested in a recycling-oriented
society. I was deeply impressed by
the company’s attitude of never
being satisfied with the status quo
and seeking further resource
utilisation.
Reuse of
wastewater,
seeing up-close
the efforts to
address the
SDGs,
more interested
in a recycling- oriented society
Specific
practices for
resource
circulation ,
raising
environmental
awareness ,
attitude
towards
ambition,
Resource
recycling society,
environmental
technology,
environmental
literacy, change
of mindset,
continuous
improvement,
challenging
attitude,
Internal
motivation and
reconstruction
of values,
importance of a
proactive
approach to
environmental
issues
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Additionally, we introduced the concept of extratextuality, which describes paraphrased words
and phrases. The ‘problem-based experimental approach’ can be associated with broader
concepts, such as ‘project-based learning’ and ‘problem-solving skills’, ‘interdisciplinary
approach’ and ‘teamwork skills’ for ‘collaborative work sharing expertise from different fields’,
and ‘critical thinking’ and ‘problem-solving skills’ for ‘inquiry into issues for which there are no
clear answers’. concrete experiences were abstracted and translated into a more theoretical
framework.
A similar procedure is applied to other texts, organising extratextual concepts and then
weaving themes and compositional concepts based on these ideas. The following are the
included themes and concepts in the Company A Problem-Solving Internship Report:
(1) Circular economy: Fostering a sense of involvement in a sustainable society focused on
resource recycling
(2) Cross-disciplinary collaboration: Enhancing the ability to share diverse expertise and
apply it to problem-solving
(3) Environmental literacy: Deepening the understanding of environmental technologies
and the SDGs
(4) Creative thinking: Encouraging flexible thinking and generation of new ideas
These themes are organised into more abstract concepts that reflect what students have
learned through their internships.
Based on these themes and concepts, a storyline can be created to clarify the overall flow and
relevance of the data. The following storyline serves to facilitate the interpretation of the data
by connecting the themes and concepts, representing the overall experience of the participating
students as a coherent narrative.
pursuit of
sustainability,
change in
values through
internship
innovation
orientation,
internal
motivation,
restructuring
Storyline The internship participants gained a sense of contributing to a recycling- oriented society through wastewater reuse and SDG initiatives. By
collaborating with other departments, they developed the ability to utilise
diverse perspectives to address problems and adopted a challenging
attitude through exposure to the company’s approach to sustainable
improvement. Additionally, their workplace experiences inspired them to
enhance their internal motivation and restructure their values. These
lessons fostered creative problem-solving skills and behavioural changes,
promoting personal growth and social contribution.
Theoretical descriptions 1. Developing an awareness of a recycling-oriented society
2. Enhancing problem-solving skills through diverse perspectives
3. Encouraging a challenging attitude and continuous improvement
mindset
4. Boosting internal motivation through inspiring experiences
5. Nurturing creative problem-solving skills
6. Promoting social responsibility and behavioural change
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Kunieda, Y., Nunome, A., Chotechaung, N., & Fujii, T. (2025). Learning Effects of Problem-Identification and Problem-Solving Internships. Advances
in Social Sciences Research Journal, 12(2). 214-224.
URL: http://dx.doi.org/10.14738/assrj.122.18361
The internship participants cultivated a sense of contribution to a recycling-oriented society by
engaging in wastewater reuse and SDG initiatives. By collaborating with other departments,
they developed the capability ability to utilize diverse perspectives to solve problems and
learned a challenging attitude through exposure to the company's approach to sustainable
improvement. Additionally, by inspiring workplace experiences, they improved their internal
motivation and underwent a transformation in their values. These learnings have fostered
creative problem-solving skills and behavioural changes that promote personal growth and
social contribution.
The analysis revealed that students who participated in the internship became more aware of
their contributions to a recycling-oriented society and the SDGs and recognised the significance
of problem-solving skills and cross-field collaboration. Furthermore, it is evident that the
participants experienced a boost in their internal motivation and a transformation in their
values through their emotional experiences in the workplace. These learnings were organised
into the following theoretical concepts:
(1) Forming an awareness of a recycling-oriented society: Participating students
recognised the significance of resource recycling and sustainability and acknowledged
their social responsibility.
(2) Improving problem-solving skills through diverse perspectives: By collaborating with
students from various fields, a multifaceted approach enhanced the effectiveness of
problem-solving.
(3) Fostering a challenging attitude and a sense of continuous improvement: Inspired by
the company’s sustainable efforts, the participants learned to avoid complacency and
strive for continuous improvement.
(4) Raising internal motivation through inspiring experiences: The on-site experience had
a profound impact on the students, promoting their personal growth.
(5) Cultivating creative problem-solving skills: Students developed the ability to think
flexibly about uncertain problems and generate original ideas.
(6) Promoting social responsibility and behavioural change: These learnings increased
personal growth and motivation to contribute to society.
The results of the SCAT analysis indicate that internships might contribute to the students’
overall development beyond just work experience. The emphasis on cross-disciplinary
collaboration and understanding sustainability indicates that students are developing the
ability to apply their field learning to real-world scenarios.
Problem-Solving Internship at Company B
Company B proposes a future-oriented recycling system based on an ‘IT life cycle’ business
model and advances various businesses through IT and environmental initiatives. Student T
and his team explored a solution to the company’s problem of ‘creating a tool to calculate the
lifespan of a computer’. Table 2 presents the results of the SCAT analysis of ‘What I learned from
my internship’ in the reports submitted by student T.
Student T’s group was assigned by the company the task of ‘creating a tool to calculate the
lifespan of a computer’. After each day’s work experience, the team held discussions to reflect
on the project. The three main texts of student T’s reports were analysed qualitatively using the
SCAT method.
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This series of processes clarified the educational benefits of both personal growth and social
contribution.
Finally, the following theory was derived from the storyline:
(1) Promoting self-understanding and psychological growth through challenges
(2) Creating value and exerting social influence
(3) Deepening sustainability awareness and action
(4) Integrating personal growth and social contribution
We believe that these theories indicate that internships go beyond merely providing work
experience; they also serve as crucial platforms for students’ comprehensive development and
social contribution.
CONSIDERATION
A qualitative analysis, using the SCAT methods, was conducted on the report by a student who
participated a problem-solving internship at Company A. The theoretical description derived
from this analysis was evaluated from the perspective of its characteristics and educational
effectiveness as follows:
(1) Creation of circular society awareness: By observing corporate sustainability activities,
students became aware of their impact on society and the environment and grasped the
significance of resource circulation. This process is thought to have been the foundation
for students to enhance their environmental literacy and cultivate a sense of active
social contribution.
(2) Improving problem-solving skills through diverse perspectives: Through collaboration
with students and experts from various disciplines, the capability to creatively address
complex problems using a multifaceted perspective was developed. This
interdisciplinary approach is thought to equip students with the skills necessary to
handle the multifaceted challenges of modern society and is regarded as an internship
with significant educational value.
(3) Fostering a challenging attitude and a sense of continuous improvement: Through their
workplace experience, students learn about companies’ initiatives for continuous
improvement, leading them to adopt a mindset of pursuing innovation rather than
settling for the status quo. We can assume that this experience will cultivate a positive
attitude in students, encouraging them to address challenges even in difficult situations.
(4) Improving internal motivation through emotional experiences: The emotions and shifts
in values that students encounter in the field will increase their internal motivation,
fostering a desire to learn and encouraging behavioural changes. This process is thought
to strengthen their learning initiative and deepen their awareness of sustainable
behaviour.
(5) Fostering creative problem-solving skills: Through the aforementioned process, it can
be assumed that students have cultivated the ability to discover new solutions and have
acquired the skills to adapt flexibly, even in uncertain situations. We believe that this
ability is a essential for contemporary working adults who are addressing complex
problems.
(6) Promoting social responsibility and behavioural change: It can be inferred that the
experience of problem-solving internships will change students’ values and behaviour
and encourage an attitude of proactively addressing environmental and social issues.