Students on placement: a comparative study

Abstract

Purpose-This paper seeks to report the outcomes of a survey of LIS students undertaken in Slovenia and Australia on their experience of work placements and the benefits this can bring for enhancing their personal portfolios. Design/methodology/approach-Students were asked to complete a survey prior to undertaking their placement which sought to determine their expectations as to the usefulness and relevance of the placement in enhancing their portfolios and subsequent career prospects. After undertaking their placement, students completed a second survey as to how well the experience fitted with their expectations and its benefits for their portfolios and professional ambitions. Findings-This research confirmed what has generally been reported elsewhere-that placements provide a highly relevant educational experience that is appreciated by students and that generally lives up to their expectations. The fact that there are few substantial differences between the two student cohorts suggests that the findings from this research are an accurate picture of the situation for LIS students more generally. The positive view of the placement and the belief in its role in LIS education is further strengthened by this study. Originality/value-The outcomes from this research will help to inform the nature of the work placement experience-where it fits with expectations and where it does not-and how useful the activity is in giving breadth and depth to a student's portfolio in order to increase its value as a tool when seeking employment. The research has also an important comparative dimension, comparing two geographically distant countries with similar approaches to LIS education, and their experience in using e-portfolios in placements as the part of preparation of students for their future professional careers.

Reflective course construction: An analysis of student feedback and its role in curricular design

“…traditional, online, hybrid), the approaches to teaching these skills and competencies differ and may emphasize classroom instruction, field-experience, group work or individual exploration. For example, many programs favor a student-driven activity such as an internship [29], practicum or e-portfolio [17]. In addition, active learning techniques such as problem-based learning, student-driven research and curriculum integration are increasingly common in LIS instruction [32].…”

Practicums as part of study programmes in library and information studies

“…This is similar across other similar professions (Makovec, Mažgon, & Radovan, 2013). Research reveals generally highly positive responses toward a placement or internship, or field experience (Juznic and Pymm, 2011). To further explore how these experiences complement and intersect with classroom experiences, researchers have used interviews and reports from students after their placements in libraries.…”

“…In the first part of the study, both surveys (Juznic and Pymm, 2011), looked at work placements from the undergraduate student's point of view. The second part of the study (Pymm and Juznic, 2014) looked at work placements from the hosting institutions' perspective.…”

Is This for Real? Authentic Learning for the Challenging Events Environment

“…Whilst it is important to engage actively with industry to provide students with opportunities to participate in 'experiential learning', and the building up of practical skills and knowledge, it is also important to ensure this is done in a systematic manner based upon educational and pedagogical foundations, and a genuine desire on the employers' part for a collaborative partnership (Lashley, 2010;Juznic & Pymm, 2011). So while there is acknowledgment in the academic literature that reflective practice is good for the student, it is unclear to what extent this reflective need is understood or appreciated by industry work experience providers.…”