Abstract:

Higher Education has seen many changes in recent years, particularly the importance of industry placement in undergraduate programmes. Industry placement provides “...opportunities to develop independence and self-confidence, and ability to put their theoretical knowledge into practice. (Sheridan and Linehan, Work Placements in Third-Level Programmes, REAP, 2011, p. 4)

The aim of industry placement is to introduce the learner to a structured employment in a relevant work sector and to develop an understanding of the organisation, its culture, procedures and technologies. (Murphy, C, https://courses.cit.ie/index.cfm/page/module/moduleId/14301, 2019). There is a need for rigorous preparation pre-placement to address knowledge-related gaps (Turner, 2014) and encourage meaningful learner reflection both during and after (Glover et al., 2002).

The objective of this study is to evaluate the approaches utilised by Placement Managers in the Department of Management & Enterprise in one Higher Education Institution to prepare their students prior to commencing their placement journey. This preparation is key in the overall success of the placement activity.

Based on previous research conducted with industry employers and students, the findings show that both stakeholders could recognise and appreciate the value and benefits of pre-placement learning activity. Resulting from the empirical research are a number of key findings that when actioned, could result in a more prepared and engaged student, consequently having the potential to improve the placement journey.

Students that engage successfully with robust pre-placement preparation activities learn key transferable skills such as listening, communication and team working. To enhance the development of these skills, further strategies need to be developed to nurture the work that is being done in pre-placement preparation to ensure that students receive the identified benefits. It is evident from the research that students value a blended approach combining face to face sessions, workshops, online social media engagement and a combination of face to face and online interview preparation. Academic supervisors must continue to monitor modes applied to industry placement preparation to adapt to the changing hybrid working environment.

References:
[1] Glover, D., Law, S. and Youngman, A. (2002), “Graduateness and employability: student perceptions of the personal outcomes of university education”, Research in Post-Compulsory Education,Vol. 7 No. 3, pp. 293-306.
[2] Murphy, C (2019) https://courses.cit.ie/index.cfm/page/module/moduleId/14301
[3] Sheridan, I. and Linehan, M. (2011), Work Placement in Third-Level Programmes, Roadmap for Employment-Academic Partnerships, REAP Project, Ireland.
[4] Turner, N.K. (2014), “Development of self-belief for employability in higher education: ability, efficacy and control in context”, Teaching in Higher Education, Vol. 19 No. 6, pp. 592-602.

Keywords:

Higher Education, Industry Placement.