Identity formation and self-efficacy in business education: a case of Applied Corporate Management students in ‘becoming,’ ‘aligning,’ ‘exploring,’ and ‘struggling’
研究了菲律宾一个创新商业项目中，学生通过三个学期的长期实习构建专业身份的过程，发现自我效能感在身份形成中起中介作用，对商科教育设计有参考价值。
Business students encounter specific obstacles in forming their professional identities as they balance theoretical learning with real-world experiences. This study explored how students in an innovative business program in the Philippines build their professional identities through extended internships over three trimesters. We conducted 45 interviews with students at different stages, alumni, faculty, and administrators, to hear their experiences. As students achieved successes in the workplace, their confidence grew, though they struggled with tensions between academic ideals and corporate practices. Their perception of themselves as competent professionals shaped their responses to these challenges. Although guidance from mentors and support from peers helped students in overcoming obstacles, the pressure to land prestigious positions and the swift transitions sometimes hindered genuine development. Theoretically, we build upon ‘becoming,’ ‘aligning,’ ‘exploring,’ and ‘struggling’ framework by showing how self-efficacy mediates in shaping professional identity. Practically, business programs should find a balance between providing structured support and allowing flexibility to enable genuine professional development through challenges and successes.