Identity and placement learning: student accounts of the transition back to university following a placement year

The effect of work placements on the academic performance of Chinese students in UK higher education

“…The majority of papers find that placement students are academically better than full-time students before placements (Duignan 2003;Gomez et al 2004;Reddy and Moores 2012;Crawford and Wang 2014b) while Surridge (2009) and Mansfield (2011) find no evidence to support that. Second, there is a lack of empirical reporting of learning transfer from the workplace to university (Auburn 2007;Blume et al 2010;Lucas and Tan 2013). As cited in Auburn (2007), a number of earlier studies find that students who undertake supervised work experience do not perceive a close relationship between work placements and their academic work at college or university.…”

“…Second, there is a lack of empirical reporting of learning transfer from the workplace to university (Auburn 2007;Blume et al 2010;Lucas and Tan 2013). As cited in Auburn (2007), a number of earlier studies find that students who undertake supervised work experience do not perceive a close relationship between work placements and their academic work at college or university. Similarly, Lucas and Tan (2013) find that placements do not appear to improve student capacity to engage in critical thinking.…”

The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A <i>Study Skills</i> Programme, a School-Wide Learning and Teaching Initiative

“…Other more obvious transitions occur when students are re-entering the institution after a longer period of work-based learning (after a placement) or after a period of leave of absence from their home institution and their study programme [19] [20]. Alternatively, individuals may undergo educational and/or social transitions when transferring from one programme to another (within or outside the institution) or simply be faced with unfamiliar modes of learning and teaching and changing expectations over the time of their study programme [20].…”

Talk the Talk and Walk the Walk: Are Career Academics Gatekeepers to Students’ Tacit Knowledge?

“…It is noted by Auburn (2007) that a common problem faced by placement students upon their return to university is dissatisfaction with teaching methods; more specifically, the return to doing the bidding of staff members seems to be unfulfilling having experienced the alternative on placement. Farnsworth, Kleanthous and Wenger-Trayner (2016) explain that this is due to the comparative lack of accountability next to the workplace.…”