Electronic support for student placements: part 1 ‐ context

Lee, Barry; Downs, Denise

doi:10.1108/00400919810214579

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…From a brief review of recent literature it seemed difficult to find substantial material evaluating the "costs and benefits" of practice (in a broad interpretation of cost-benefit) for the stake-holders in relation to post-graduate business related degrees: though there are examples with helpful information relating to diverse undergraduate material (Ellis and Moon, 1998;Ellis, 2000;Falconer and Pettigrew, 2003;Fowler and Tietze, 1996;Lee and Downs, 1998;Morgan and Turner, 2000;Neill and Mulholland, 2003). The variety of elements arguably makes it difficult to create an evaluative formula for organisations when considering whether or not to offer placementshowever, practitioner experience may aid decision-making by informing thinking.…”

Section: Interpretation Of Cost Benefit In This Contextmentioning

confidence: 99%

Assessing the value

Morse

2006

Jnl Euro Industrial Training

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Purpose -The objective of the pilot study reported on here was to identify some of the more elusive "costs and benefits" of work-based learning (WBL) placements. This was addressed by exploring the views and experience of a small number of human resource development (HRD) professionals who currently offer supervised work-based learning placements to full-time post-graduate HRD students. Design/methodology/approach -The small qualitative study outlined was a pilot, focused initially on the perceptions of one set of stakeholders within the placement process, the HRD professionals. By means of questionnaires and interviews the participants were invited to reflect on their interpretation of the tangible and intangible costs and benefits to the organisation, the supervisor/mentor, the student and the university. Findings -The findings imply that there are a number of non-financial costs and benefits that may not be widely recognised but which may have significance when seeking/agreeing placement opportunities.Research limitations/implications -This is a small-scale study, and may have limited transferability. Practical implications -In due course the study will be extended to examine the perspectives of other stakeholders. Originality/value -Evidence from the literature suggests that obtaining and sustaining good quality WBL placements can be difficult. A reflection on potential "non standard" costs and benefits may assist organisations to weigh up these more ephemeral but potentially important factors and aid decision-making about the viability and desirability of offering WBL placements and at the same time develop awareness of non-standard costs and benefits amongst those seeking to set up placements for their students.

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Section: Interpretation Of Cost Benefit In This Contextmentioning

confidence: 99%

Assessing the value

Morse

2006

Jnl Euro Industrial Training

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“…Databases of student and employer details are integral parts of the process and, increasingly, placement is being managed online by Web-based technology. Lee and Downs (1998) and Gush (1999) report examples of good practice in this area. Even a simple innovation such as creating and using a distribution list of students currently on placement from a particular course can have useful results.…”

Section: Extensions and E-supportmentioning

confidence: 99%

Student placement – structure, skills and e‐support

Neill

Mulholland

2003

Education + Training

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The concept of a student spending part of their undergraduate course in industry or commerce is not new. It is remarkable, however, to note how little literature exists on how best to manage, evaluate and support such a period of placement. At the University of Ulster approximately 1,400 students per year undertake paid placement, generally spending one year in a range of settings throughout Ireland, Great Britain or further afield. Within the Faculty of Informatics each of the nine degree programmes incorporates a compulsory placement year, as does the largest of the Higher National Diploma courses. This paper discusses why work experience should be incorporated within undergraduate courses, how placement is managed within Informatics, reports on how students have perceived the placement experience and outlines how the entire process will soon be supported by a Web portal for use by students, staff and employers alike.

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Facilitating the progression of modern apprentices into undergraduate business education

Chadwick

1999

Education + Training

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The main focus of this paper is a case study of the progression links onto a new undergraduate business programme (Business Enterprise) that have been established for modern apprentices between Coventry Business School and Coventry and Warwickshire Chamber of Commerce, Training and Enterprise. The context of the relationship between the two is initially established and this leads to an overview of the findings generated by a research study designed to highlight the views and expectations of major stakeholders in the apprenticeship scheme. In turn, this subsequently leads to an exploration of the implications for the design of higher education programmes targeted at apprentices.

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Electronic support for student placements: part 1 ‐ context

Cited by 4 publications

References 1 publication

Assessing the value

Assessing the value

Student placement – structure, skills and e‐support

Facilitating the progression of modern apprentices into undergraduate business education

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