The purpose of the analysis is to interpret and explore the meaning of internship program experience in terms of undergraduate students'' career development and experiential learning. College period is the exploratory stage in the life-long career development standpoint. The importance of the exploratory stage is that during this period undergraduate students narrow down their choices of careers and make career decision. Within the stage, career preparation behavior is required to enter the world of vocation, since this period belongs to the trying-out stage of the exploratory stage(Super, 1990). After all, in the undergraduate student stage, students are required to have practical career preparation behavior and experiential learning. At this point of view, internship program experience as a part of practical career preparation behavior has great academic value in college students'' career development.
Internship program is ‘field learning'' as well as ‘experiential learning''. Experiential learning can be divided in to four stages. The first stage is the concrete experiences of learners, and the next stage is when observation and reflection occurs. In the third stage, abstract concepts formatted and generalized. Finally, in the last stage, learners tests implications of concepts in new situation(Kolb, 1984). Thus, process of self-introspection is essential in order to experiences become a new learning(Kolb, 1984; Mezirow, 1991). Cognitive reflection through experience is necessary learning process and important task for undergraduate students'' career development. Therefore, internship program is primary learning process in undergraduate student'' career development.
Internship program is a timely chance to have experiential learning for the college students who needs practical career preparation behavior. Therefore, internship program needs to be explored and examined in undergraduate students'' career development study level. And this valuable research has to be systematize for career education in college. However, research on internship program has mainly focused on either fact finding or post-test, so far. Through these studies, the status of an internship program, influencing factors, and satisfaction measurement of participants has verified but, nonetheless, there are not many in-depth study in microscopic approach into experiences of students who participate in internship program. The analytical theories in undergraduate students'' career development has established significantly based on quantitative research. So, research in microscopic approach into internship program experiences is needed to develop college student career. And we need to attempt to understand and interpret the meaning of undergraduate students'' career development through the qualitative research analysis.
Depending on the qualitative case study, in the case study internship program experience is interpreted and explored in the perspective of college student career development and experiential learning. The case study conducted focus group interview with students who experienced internship program focused on what kind of experience they get while they perform internship program, and what is this program means in their career development. Total of eleven students who enroll in universities and experienced internship program have chosen, data has collected after one to two times of in-depth interviews. The first question was what kind of aspects are shown when they apply to the internship program. The second question was what is the influential factor and situational context in terms of internship program experience. The third question is what can be studied undergraduate students'' career development through the internship program performance. Based on these research problems, aspects of undergraduate students'' internship program experiences and influential factors and context will be examined and undergraduate internship program experience will be interpreted in experiential standpoint.
As a result of this case study to explore the experiences of internship program participants, undergraduate students aware ‘fierce competition'' and ‘absence of choices'' in the process of applying internship. Their object in participating internship program appears to be ‘build a career for employment'', ‘experiencing possible career in advance'', and ‘get the benefits of translate to full-time''. Then, in the participation in the internship program, ‘low wages'' of the college intern has been displayed in the conflict.
Influence factors and situational context affect to the internship program experiences. Affective influence factors are individual factors ’gender'', ‘major'', and ‘college'', and the situational contexts are ‘assigned task'', ‘management system for interns'', and ‘family-like corporate culture'' of the internship providing organization.
During the process of performing internship program, undergraduate students'' career development has evolved from career awareness stage, career preparation stage, career planning stage, to the career decision making stage. In the career awareness stage, students spend time to ‘determine own interest and aptitude'' and ‘self-examination''. In the career preparation stage, main purpose becomes ‘learn that is not taught in schools'' and ‘getting away from illusion''. In the career planning stage, students start to ‘imagine oneself as professional'', and ‘experience in an advance''. Finally, students expand their idea to ‘widening career vision'' and ‘recognizing core of the career decision making'' in the last stage.
Based on the result of the research, meaning of the internship program experience in undergraduate students'' career development reach to following conclusions. Firstly, undergraduate students experience emotional and cognitive growth in occupational knowledge through experiential learning of internship program. Students practice concrete experience, and format abstract concepts through observation and reflection, then experience experiential learning that formulate and implicate new concept. As a result of reflection learning through experiential learning, career identity forms and career develops.
Secondly, internship program experience is meaningful as a ‘process of identifying'' in a matter of cognitive and emotional thoughts of careers. The ‘process of identifying'' in career path, consist in experiential learning and career maturity is a mechanism of this process. The ‘process of identifying'' in performing internship program raise career identity, and it continues to develop undergraduate student career. Therefore, internship program experience is the ‘process of identifying'', within the process career maturity is the mechanism which raise career identity.
Thirdly, internship program experience combined with personal influential factor and situational context of internship offering organization affect to the career decision making process. In the process of entering internship program, one of the personal influential factor is a gender. During the initial part of internship program, gender is one of the factor affect to the awareness of college intervention.
Major is one of the influential factors while performing internship program. Satisfaction of the major affects to the career maturity, then internship program experience continues to the career development. While internship program is performed, satisfaction of own major effect to the career maturity and as a result it affect to the career decision making process with cognitive and emotional thoughts in career. Therefore it becomes influential factor of college students; career development.
The characteristic of colleges that the students enroll is another individual factor that influences in students'' career development. The institution and professors'' interest in students'' practical career preparation behavior and their career information service offer give students'' high satisfaction and it raise students'' career maturity. According to the career education and informative service offered by college and professors, career maturity and identity appear differently. And those career maturity and career identity work as important feature in order to career development to be appear. Therefore, expansion of institutions and professors'' interests in providing informative career service and strengthen link between major and career program would enhance expected effect of the internship program experience.
Fourthly, internship program experiences combines with situational context of internship provider effect to the college students'' career development. The situational contexts are the assigned tasks, amount of participation in working level, intern management system, and family-like corporation culture that has strong interaction between existing members and college interns. The situational context in internship provider is significantly affected by college internship management system. Therefore, internship providers'' systematic internship management system strengthen career competencies and give students confidence in career decision making. Finally, in order to internship program experience to be meaningful in college student'' career development, internship provider has to give proper role and responsibility and systematize college internship management structure so as to students use their capability as a member of the company.
Lastly but not the least, in the internship program experience in undergraduate students career development, the process is more meaningful than the result. In other word, identifying careers and career decision making are part of career development process. It is more meaningful than just a result. If college students do not understand the process aspects of internship program experiences, the student''s career development will reach to the limitation. Therefore, to expect the actual effect of college students career development through internship program experiences, college students has to comprehend the importance of the process, and recognize the internship program as practical career preparation behavior.