Yes / This project built on research from university and
employer perspectives exploring relationships
between expectations of employers, professional
bodies, students and universities on what constitutes
a good work placement. Qualitative information on
good practice was gathered in order to identify areas
for improving placement practice and to illuminate
employer engagement processes. Impact and benefits
of different approaches to placements and curricula
and/or staff Continuing Professional Development
(CPD) implications were identified, together with
recommendations on how improvements in
understanding are shared and disseminated among
employer groups and universities. Findings included
that, although there were already guidelines on
placement practice from a number of bodies, good
practice identified at a wide range of points seemed
more the result of academic staff drawing on their own
experience, formed in the light of good knowledge
of professional institution requirements, rather than
use of guidelines. Employers mentioned professional
institution requirements almost as a matter of course.
That guidelines are not used as intended by those that
produce them may be a general tendency, but this
project¿s guidelines specifically reflect the organised
voice of employers thanks to the involvement of
their senior groupings, Sector Skills Councils and
similar, in addition to individual employers. This
project¿s guidelines are also more up to date than
others identified, including particular issues affecting
provision of placements that may face universities
over the next few years. Students seem to recognise
the benefits of placements more in retrospect than in
advance. Some universities seem more flexible than
others, adapting provision of placements as economic
and other conditions have changed and to meet the
needs of employers and placements. As one employer
put it, ¿employers gravitate towards universities
that make it easier¿. Employers also want to see
academic credit awarded for placement learning and
understandable processes with which they can help in
support of this. The guidelines will be made available
through a number of channels. / Royal Academy of Engineering
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/5456 |
| Date | 07 1900 |
| Creators | Oltean-Dumbrava, Crina, Galloway, K. |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Book chapter, Published version |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nd/3.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nd/3.0/">Creative Commons Attribution-NoDerivs 3.0 Unported License</a>. |
| Relation | http://www.raeng.org.uk/eehe |
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