Abstract: Internships are a key element in developing foundational competencies and in maintaining information systems (IS) programmes’ relevance to industry practice. While internships were traditionally on-site, they are now increasingly offered online in response to the growing prevalence of remote work. This study examines how IS students perceive their competency development during on-site and online internships. We focus on three individual foundational competencies (IFCs) from the IS2020 model curriculum: problem-solving, lifelong learning and development, and a high tolerance for ambiguity. Drawing on self-evaluations from IS students in Sweden, we conducted a reflexive thematic analysis to identify themes in perceived competency development. Relating these themes to prior research, we proposed eight hypotheses that contribute to incremental theorising on how internship modes support competency development. Our findings highlight three key implications. First, online internships are perceived to enhance problem-solving because limited access to professional supervisors encourages greater independence; supervisors are experienced as co-developers on-site but as tutors online. Second, students’ knowledge self-images depend on regular benchmarking with professionals and on daring to seek help, both of which are less consistent in online settings. Third, students who encounter major changes early in projects report stronger readiness to handle ambiguity, while online students place greater value on group learning. These insights extend prior studies by clarifying how internship mode shapes students’ perceptions of IFC development. Finally, we outline preliminary guidelines for designing IS internships, emphasising how educators and supervisors can structure professional access, support benchmarking, and introduce students to ambiguity early to cultivate competency development.

Keywords: Online internship, On-site internship, Individual foundational competency, Student perceptions, Information systems education, IS curriculum

Download This Article: JISE2026v37n4pp464-482.pdf

Recommended Citation: Petersson, J., & Karlsson, F. (2026). Advancing Individual Foundational Competencies Through On-Site and Online Internships in Information Systems Education: A Student Perspective. Journal of Information Systems Education, 37(4), 464-482. https://doi.org/10.62273/PPDO3289