Exploring the impact of an industrial placement year on students' competency development: a three-cohort, longitudinal study

Abstract

PurposeDrawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers.Design/methodology/approach618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset.FindingsThe impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students.Originality/valueThe value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.

Exploring the impact of serious leisure on well-being and self-perceived employability: the mediating role of career adaptability amongst Chinese undergraduates

“…Additionally, previous studies have focused on how work-integrated learning opportunities can enhance students' PE (e.g. Hughes et al, 2023;Jackson and Dean, 2022) through experiential learning (Kolb, 2015). Our findings emphasise the need for a more holistic approach to learning, embracing lifewide learning opportunities (Cole and Donald, 2022) and highlighting the potential significance of non-traditional forms of learning and development on WB and PE outcomes.…”

From classroom to career: a new approach to work-integrated learning in communication studies

“…Although proficient in offering students foundational learning, traditional educational settings predominantly provide theoretical knowledge (Lantu et al, 2022;ACEN, 2015). It has become essential for students to be equipped with practical skills and attributes sought by employers (Wang et al, 2023;Dean and Rook, 2023;Lim et al, 2023;Hughes et al, 2023;Jackson et al, 2019). Australian universities focus on enhancing employability through practical experiences such as internships and industry placements, integrating WIL in their curricula to provide students with real-world experience and skills (Saito and Pham, 2020).…”

“…While in-class simulations enhance career readiness, placements develop relationships between students, organisations and the broader community. These placements empower students to identify opportunities and leverage their intuition, potentially leading to the creation of new ventures (Lantu et al, 2022;Wang et al, 2023) and the development of human capital for both the tertiary institution and the partner organisation (Hughes et al, 2023;Lantu et al, 2022). Petruzziello et al (2024) suggest that students who participate in WIL programs exhibit higher levels of employability due to the practical experience and professional networks they gain.…”

“…Facilitate work-oriented projects where industry and community partners contextualise education, making a tangible difference to student skills and capacity. Integrating hands-on, industry-specific tasks into the curriculum, such as job application writing, project management, and expressions of interest, is essential for bridging the gap between academic theory and the tangible skills employers require (Hughes et al, 2023). Updating course content to include emerging technologies and practices relevant to the communication industry and offering personalised learning options, such as exemptions or reduced hours for students already working in the industry, can further enhance employability (Lantu et al, 2022).…”

Year in Industry: who gets access and what difference does it make? Access and awarding gaps in UK university undergraduate placement programmes

“…Placement graduates are more likely to be in work, find graduate positions more quickly, and earn more than non-placement students (Smith et al, 2018). Through a survey of 618 participants Hughes, Mouratidou and Donald (2023) found that students self-perceived that they improved across eight competencies between the start and end of their placements, a perception confirmed by their placement managers, who rated students' post-placement abilities even higher than the students did. A mixed methods study exploring PhD student expectations concerning employability at a UK Russell Group university found that placements enhanced transferable workplace skills and illuminated a wide range of non-academic employment pathways (Stamati and Willmott, 2022).…”