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Challenges and Prospects of Industrial Attachments: The Experience of the

Graphic Design Students

Article in International Journal of Innovative Research and Development · August 2023

DOI: 10.24940/ijird/2023/v12/i7/JUL23015

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www.ijird.com July, 2023 Vol 12 Issue 7

ISSN 2278 – 0211 (Online)

Challenges and Prospects of Industrial Attachments:

The Experience of the Graphic Design Students
Ebenezer Kwesi Amaquandoh
Research Scholar, Department of Communication Design,
Kwame Nkrumah University of Science and Technology, Ghana
Karen-Hapupuch Zoe
Lecturer, Department of Graphic Design Technology,
Takoradi Technical University, Ghana
Mark Oduro Brobbey
Lecturer, Department of Graphic and Communication Design,
Kumasi Technical University, Ghana

Abstract:
An integral component of graphic design education is industrial attachment, which gives students the chance to
develop practical skills and close the knowledge gap between theory and real-world experience. This study explores
the challenges and prospects experienced by graphic design students during their industrial attachment training,
utilizing the Social Cognitive Theory (SCT) as a theoretical framework. Through qualitative research, data were
collected via interview guide with eight (8) purposively selected graphic design students undergoing industrial
attachment at Takoradi Technical University in the 2022/2023 academic year. The findings highlight key challenges,
including time management, adapting to industry expectations, and communication and collaboration difficulties.
Overcoming these challenges involved self-regulation, observational learning, and strengthening self-efficacy beliefs.
The industrial attachment also presented prospects for professional growth, skill development, networking
opportunities, and portfolio enhancement, influenced by social interactions, observational learning, and self-efficacy
within the SCT framework. The study recommends implementing mentorship and guidance programmes to support
students' self-efficacy and collaboration, as well as enhancing collaboration between academia and the industry to
align industrial attachment programmes with industry needs. These insights deepen our understanding of the
challenges and prospects of industrial attachment for graphic design students and provide valuable recommendations
for improving future programmes.

Keywords: Industrial attachment, graphic design students

1. Introduction
Internships and work placements, also referred to as industrial attachment, are essential for the education and
growth of students studying graphic design. Students can gain practical experience through internships that cannot be
fully replicated in the classroom (Elarde & Chong, 2012). As a result, interns may perform their jobs more quickly and are
better equipped to handle the challenges of the workplace (Maertz et al., 2014). The majority of the literature (Holyoak,
2013; Dobratz et al., 2014; Vélez and Giner, 2015) tends to view internships as an essential component of the learning and
career development processes. Also, internships provide students with knowledge of the fields they will be working in and
assist them in making more informed career decisions (McManus & Feinstein, 2014). According to Hurst and Good (2010),
internship programmes are seen as an essential addition to undergraduate education because they help students get ready
for the workforce. Student feedback from internships can help direct future learning and career development (Elarde &
Chong, 2012). Dobratz et al. (2014) propose that internships should be mandatory for students studying entrepreneurship
due to the valuable link they create between academic studies and real-world experience. For graphic design students
pursuing entrepreneurship, internships provide them with an opportunity to apply their design skills and knowledge in a
practical business setting. Furthermore, Dobratz et al. (2014) emphasize that internships benefit the academic institution,
the employers involved, and the students themselves. Internships help academic institutions recruit more students by
improving their visibility and reputation (Vélez and Giner, 2015). Internships give students a chance to start their
professional careers and put the theoretical knowledge they have learned during their education into practice. Varol
(2012) highlights that students have direct contact with the market during their internship, which helps them comprehend
and adjust to the market's needs. This direct contact with the market allows students to properly understand and adjust to
the requirement the industry demands. While the skills taught in classrooms remain confined to theories, internships
allow students to apply their knowledge in real-world scenarios. Without practical application, the knowledge acquired
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from a particular subject may fade away as students may not know how to effectively use it (Kaşlı & İlban, 2013). Walo
(2001) further emphasizes that students have the chance to put what they have learned in the classroom into practice,
better understand the needs of the industry, explore potential career paths, and acquire critical practical workplace skills
through internships. By engaging in supervised and scheduled work, academic internships, according to Gault et al. (2010),
also highlights as a bridge to connect theory and practice. These internship programmes polish students' professional
development and experience while also enhancing their personal skills (Anjum, 2020).
In order to remain applicable in the field of graphic design, it is critical to stay up to date with the most recent
trends and advancements (Simplilearn, 2023). Through placement in industrial attachments, graphic design students can
keep up with the most recent trends, technologies, and industry practices. These attachments allow graphic design
students to gain necessary practical knowledge making them more competitive in the job market after graduation.
However, despite the importance of industrial attachments, there are challenges that graphic design students often
encounter during their placement periods. These challenges can hinder the complete realization of the intended purpose
of industrial attachment. In addition, there is no gap in the literature that specifically examines the challenges and
opportunities associated with industrial attachment training for students of graphic design, despite the fact that there have
been numerous empirical studies on the effects of industrial attachment on various academic fields. Therefore, this
research aims to explore both the challenges and prospects of industrial attachment training as experienced by graphic
design students. By understanding these challenges and prospects, educators, institutions, and industry professionals can
work together to enhance the effectiveness of industrial attachment programmes for graphic design students. This
research will provide insights into how the industrial attachment experience can be optimized to ensure that students
derive the maximum benefit from their placements. Thus, the key question was: What challenges and prospects do graphic
design students face during their industrial attachment training?

1.1. Theoretical Underpinning

The Social Cognitive Theory (SCT), which Albert Bandura proposed in 1986, is the theoretical basis for this study.
The SCT is a concept of learning through modelling. According to Bandura (1986), defined 'modelling' is a learned
behaviour that individuals acquire through the process of observing the actions and outcomes experienced by others in
social interactions, personal experiences, and exposure to media influences. In other words, people naturally learn and
imitate behaviours by observing the results and actions of those around them. Social Cognitive Theory (SCT) focuses on
how individuals learn and develop through observing others. The SCT model is applied to understand how graphic design
students acquire practical skills and knowledge during their industrial attachments by observing and emulating
professionals in the industry. SCT also emphasizes the importance of self-efficacy in overcoming challenges and achieving
success in the workplace.

1.2. Philosophical Worldview

The philosophical worldview that aligned with the research on the challenges and prospects of industrial
attachment for graphic design students was interpretivism. According to Denzin and Lincoln (2018), interpretivism is a
philosophical worldview or epistemological position that emphasizes understanding social phenomena through the
individualized meanings and interpretations that people assign to them. Interpretivism acknowledges the importance of
context and subjective interpretation in shaping human experiences and social interactions and acknowledges that
individuals have unique perspectives shaped by their personal experiences, cultural backgrounds, and social contexts. In
the context of this research, interpretivism acknowledged that graphic design students' experiences during their industrial
attachment were subjective and influenced by various factors. By adopting an interpretive worldview, the research aimed
to explore the challenges and prospects of industrial attachment from the students' perspectives, focusing on their
subjective experiences and interpretations. It sought to uncover the meanings students attached to their experiences and
the insights they derived from them. Through qualitative data collection methods such as interviews, the research aimed
to delve into the rich narratives and interpretations of the participants, allowing for a deeper understanding of the
challenges and prospects of industrial attachment in the graphic design field. This philosophical worldview aligned with
the aim of exploring the subjective experiences of the students, recognizing the importance of context and personal
interpretation in shaping their experiences.

2. Methodology
This study's design was based on the interpretative paradigm, which prompted the use of qualitative research
techniques. The qualitative research approach is a methodology that focuses on the meanings, interpretations, and
experiences of people in their natural contexts in order to explore and understand social phenomena from a subjective
perspective (Denzin & Lincoln, 2017). This research adopts a qualitative research approach to explore the challenges and
prospects of industrial attachment training as experienced by graphic design students. The qualitative approach is chosen
as it allows an in-depth understanding of the participants' experiences, perceptions, and perspectives regarding their
industrial attachment.

2.1. Participants
The target population for this study includes all Department of Graphic Design students at Takoradi Technical
University (TTU) on internship for the 2022/2023 academic year, estimated to be approximately 1,200 students. However,
the accessible population consists of B.Tech top-up graphic design students from the Department of Graphic Design
Technology at TTU's Faculty of Applied Art and Technology. The participants are purposively selected from this accessible

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population using a purposive sampling technique. Eight (8) students participant make up the sample size, with two chosen
from each of the four specializations—Multimedia and Photography, Advertising and Packaging, Animation and
Illustration, and Prepress and Printing Technology—to ensure a variety of viewpoints. Creswell and Clark (2017) suggest
that 30 or smaller participants are acceptable for qualitative exploration, so the study used the aforenamed number of
participants. This sample size was deemed sufficient for the qualitative study, as the strength of the explorations lies in the
quality of the information gathered rather than the numerical data.

2.2. Data Collection

Interviews, observations, focus groups, and document analysis are common data collection techniques in
qualitative research (Creswell & Poth, 2016). These techniques enable researchers to collect rich, descriptive data that
captures people's experiences, perspectives, and meanings in their natural environments. Data collection is conducted
through interviews using an interview guide. The interview guide is designed to gather responses from graphic design
students regarding their experiences with industrial attachment, focusing on the current challenges and prospects they
encounter during their training. The interviews are conducted during the TTU industrial attachment training period from
late January to mid-April 2023. The researchers visit the students at their respective industrial attachment sites to conduct
the interviews. Conducting interviews at the students' industrial attachment sites adds context and depth to the data
collected.

2.3. Data Analysis

The collected data is analysed using thematic analysis. A qualitative research technique called thematic analysis is
used to find, examine, and present patterns or themes in qualitative data (Braun & Clarke, 2006). The thematic analysis
involves identifying patterns, themes, and categories within the data. The researchers transcribed the interviews and
coded the data to identify recurring themes and patterns related to the challenges and prospects of industrial attachment
training. This process enabled the organization and interpretation of the qualitative data. The coded data were
systematically analysed to uncover common themes and understand the experiences of the graphic design students during
their industrial attachment. The researchers identified and labelled key themes that emerged from the data, allowing for a
comprehensive analysis of the challenges and prospects faced by the students in their training. This coding and thematic
analysis process provided a structured framework for interpreting the qualitative data and generating meaningful insights
for the research.

3. Result and Discussion

The Social Cognitive Theory (SCT), which Albert Bandura proposed in 1986, is used in the current study as the
theoretical underpinning for comprehending the challenges and prospects faced by graphic design students during their
industrial attachment. SCT emphasizes the reciprocal interactions between personal factors, environmental influences,
and behaviour, highlighting the role of observational learning, self-efficacy, and self-regulation in shaping individuals'
experiences and outcomes in various contexts.

3.1. Challenges Faced during Industrial Attachment

3.1.1. Challenge: Time Management and Workload

Consistent with the principles of SCT, Participant 1 mentioned that managing time and coping with a heavy
workload were significant challenges during their industrial attachment. These challenges can impact self-regulation, as
individuals need to effectively manage their time, set priorities, and allocate resources to meet deadlines. Participant 1
utilized self-regulatory strategies, such as creating schedules and seeking guidance from mentors, to overcome these
challenges.

3.1.2. Challenge: Adapting to Industry Expectations

Adapting to industry expectations aligns with the observational learning aspect of SCT. Participant 2 highlighted
the difficulty of aligning their theoretical knowledge with the practical requirements of their industrial attachment.
Through observation and modelling, they learned from industry professionals and utilized their self-efficacy beliefs to
adapt their skills and meet industry standards. Seeking feedback from supervisors and industry professionals also played a
role in shaping their learning process.

3.1.3. Challenge: Communication and Collaboration

Effective communication and collaboration involve both observational learning and self-efficacy. Participant 3
discussed the challenges faced in effectively communicating design ideas and collaborating with team members. Through
observing and modelling effective communication strategies, developing self-efficacy in their communication abilities, and
actively seeking feedback, they were able to overcome these challenges and improve their collaborative skills.

3.2. Prospects and Benefits of Industrial Attachment

3.2.1. Professional Growth and Skill Development

In line with SCT, Participant 4 expressed how their industrial attachment contributed to their professional growth
and skill development. Through observational learning and self-efficacy beliefs, they gained practical experience, enhanced

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their technical skills, and acquired industry-specific knowledge. These experiences shaped their self-perception as
competent graphic design professionals.

3.2.2. Networking Opportunities

Networking opportunities align with the social aspect of SCT. Participant 5 emphasized the valuable connections
established during their industrial attachment. Building relationships with industry professionals expanded their social
network, providing potential opportunities for collaboration, mentorship, and future employment. These social
connections enhance self-efficacy beliefs and increase the likelihood of future success.

3.2.3. Portfolio Enhancement

Portfolio enhancement is linked to self-efficacy and observational learning within SCT. Participant 6 discussed
how their industrial attachment allowed them to work on real-world projects, adding to their portfolio. This practical
experience not only enhanced their self-efficacy beliefs in their design abilities but also provided tangible evidence of their
skills and competence when seeking future employment.

3.3. Recommendations to Enhance Industrial Attachment Programmes

3.3.1. Mentorship and Guidance

Mentorship and guidance programmes recommended by Participant 7 align with the social aspect of SCT. By
incorporating experienced professionals as mentors, industrial attachment programmes can provide role models for
observational learning, support self-efficacy beliefs, and offer guidance in navigating challenges. Mentorship fosters a
supportive environment that enhances students' learning experiences.

3.3.2. Industry-Academia Collaboration

Participant 8 suggested strengthening collaboration between academia and the industry, which resonates with
SCT's emphasis on the reciprocal influences between personal factors and the environment. This collaboration ensures
that industrial attachment programmes align with industry needs, integrating industry practices and trends into the
curriculum. Increased industry involvement provides opportunities for observational learning, networking, and potential
job placements for students.

4. Conclusion and Recommendations

In conclusion, this study explored the challenges and prospects faced by graphic design students during their
industrial attachment training. The study offered perceptivity into the complementary relations between individual
factors, environmental influences, and behaviour in influencing students' experiences during industrial attachment by
using the Social Cognitive Theory (SCT) as the theoretical grounding. The result revealed that graphic design students
faced challenges related to time management, adapting to industry expectations, and communication and collaboration.
However, through self-regulation, observational learning, and the development of self-efficacy beliefs, students were able
to overcome these challenges and make progress in their professional growth and skill development. The industrial
attachment also offered prospects for networking, portfolio improvement, and industry exposure, which were influenced
by social relations, observational learning, and self-efficacy within the SCT frame.
It is advised that mentorship and guidance programmes be put in place to support students' collaboration and
self-efficacy skills in light of the exploration's findings. Also, to ensure that students gain applicable and useful experiences,
it is also possible to align industrial attachment programmes with industry requirements by encouraging increased
collaboration between academia and the industry. Exploring the long-term effects of industrial attachment on graphic
design students' career paths and employability could be the main aim of further exploration in this area. Also, probing
how certain interventions, like mentorship programmes or industry-academia partnerships, affect the industrial
attachment experience would also offer insightful information for programme enhancement. Educational institutions can
better prepare graphic design students for successful transitions into the working world by continuously modifying and
optimizing industrial attachment programmes.

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