Abstract:

One of the fundamental points of a university degree is the employability of its graduates. The viability of these educational projects and their positioning in national and international lists of prestige makes it necessary to work on solid structures that guarantee the training of students, the employability of graduates, and, therefore, their insertion into the labour market. Thus, insertion in the labour market can be essential, which is why university institutions promote initiatives to achieve it.

However, it is believed that this employability cannot be achieved without learning the specific and generic competencies of each degree program. Each degree should support the professional project design it considers most appropriate to facilitate learning towards working life with guaranteed success.

In this way, it is considered necessary to evaluate and compare the vision of the students concerning the internship offer to establish new work plans, new training strategies in employability or in fundamental competencies that help them to be able to choose the internship option that best suits their needs or goals. In addition, it is relevant to establish comparisons between degrees to evaluate students' possibilities regarding their insertion in the labour market.
Therefore, this study aimed to determine the degree of implementation of the internships offered by different degrees, taking as evidence the academic results and quality indicators to detect weaknesses and possible methodological strategies to strengthen students' employability.

This study aimed to know science students' vision about employability, training, and labour market insertion according to their participation in the extracurricular and curricular internship programs offered in their degrees. In this way, it was possible to determine whether significant differences or similarities exist between the different internship programs and the types of internships offered.

In addition, it was considered very important to know the motivation with which students face this type of experience and to know if they have received the necessary training to take advantage of this immersion in the working world in the best possible way.

The results of this experience were collected with a longitudinal methodology ex-post-facto through the questionnaires made to the students and the collection of information from the pages of the degrees themselves or the relevant offices to know the situations faced by the students about the number of practical credits that are part of their teaching plan and the non-mandatory ones, the offer of internships and their typology,...; extra training in employability and labour insertion,...

Therefore, the results have shown that there is a disparity in the type of internships offered and in the destination centres, with the private sector and internships carried out at the university itself being the options most chosen by students. In addition, the need to improve training based on employability has been identified since, according to the students, socio-educational actions for enhancing employability and extracurricular skills are vital to them. Students generally feel prepared and capable of facing their internships with the best guarantees of success.

Keywords:

Employability, curricular and extracurricular internships, transversal skills, professional skills.