Short-term work placement
Run by School of Human and Behavioural Sciences
15.000 Credits or 7.500 ECTS Credits
Organiser: Dr Julian Owen
Overall aims and purpose
This module is designed for students undertaking a placement of between two weeks and three months, as part of their undergraduate degree (at one or more locations). The short placement will usually take place during the summer vacation between level 5 and level 6 of the degree. The minimum period in placement is two weeks (75 hours) and no more than 3 months. Students are expected to identify their own placement provider with the support of the University Careers Office and the School. The placement is not limited to locality and may be in the student’s home county or home country. All placements must be approved by the module co-ordinator and Health and Safety Officer. Placement documents should be submitted by the deadlines in order for the necessary checks to be conducted.
The practical element of the module comprises a short placement (of at least 75 hours) usually taken during the summer vacation between level 5 and level 6 year. Students will register for the programme in the spring of their second year and will be provided with guidance on locating and applying for a placement. They will attend a series of work experience workshops during the spring to prepare them for the job search, creating applications and CVs, and preparing for the workplace environment. The student may begin their work placement at a date to be agreed between the student and employer, but not until the end of teaching for their current semester. The student will spend at least 75 hours at the place of work, under the supervision of their employer. The onus is always on the student to find their own placement. Disabled students may require reasonable adjustments in acquiring a suitable placement (Code of Practice on Inclusive Provision for Disabled Students, p26. The placement should be related to the student’s degree subject and this relationship must be made clear by the student in their pre-placement forms. The placement must be approved by the module organiser and the University before work begins. All students should be given the opportunity to share disability-related information. The school’s placement co-ordinator may need to offer students the opportunity to talk through the sensitive issues that sharing such information raises and may need to explain to students their responsibility to share any relevant information on an application form. Reasonable adjustments for disabled students must be as recommended in the student’s Personal Learner Support Plan (PLSP), and any additional adjustments identified when planning the placement must be discussed with Disability Services.
The report is logically structured. It contains detailed descriptive text relating to the knowledge acquired by the student. Knowledge directly and indirectly related to the student’s degree subject is described. There is some analysis of the cultural influences on the interpretation and application of subject-specific knowledge but there is little critical evaluation. The report includes substantial content in which the student evaluates the learning experience, mainly as a retrospective description of the placement experience with only some emphasis on how the experiences might shape future learning.
The report is logically structured and with threads that create a holistic, coherent whole. It contains detailed and insightful descriptive text relating to the knowledge acquired by the student. Knowledge directly and indirectly related to the student’s degree subject is described with some exploration of the synergies between the various sources of knowledge. There is a well argued, critical analysis of the cultural influences on the interpretation and application of subject-specific knowledge. The report includes substantial content in which the student evaluates the learning experience, both as a retrospective description of the placement experience and as a critical reflection on how the experiences might shape future learning.
There are weaknesses in the way that the report is structured, resulting in repetition and/or lack of clarity. It contains descriptive text relating to the knowledge acquired by the student but with evidence that the descriptions have not been fully developed. Knowledge directly related to the student’s degree subject is described but with little emphasis on any other knowledge acquired. There is little analysis of the cultural influences on the interpretation and application of subject-specific knowledge and there is no evidence of critical evaluation. The report includes content in which the student evaluates the learning experience, mainly as a retrospective description of the placement experience with little emphasis on how the experiences might shape future learning.
Confidence in dealing with the challenges in employment life
Ability to work without supervision and retain effectiveness while under pressure
Ability to respond positively to changing circumstances and new challenges
Understanding and appreciation of how businesses and organisations work and ability to act accordingly
Recognise and apply disciplinary understanding and subject knowledge to business and organisational issues and priorities in terms of both culture and economics
Teaching and Learning Strategy
Students will be based in a work environment for at least 2 weeks, which would normally equate to at least 75 hours of work-based experience and learning.
Students will undertake a series of work experience workshops during the spring semester before their placement. Workshops will be provided by the Careers and Employability Service, Study Skills Team, and the student’s individual School or College. Workshop topics will include Placement Search, Preparing Applications, Placement Prep as well as such subjects as writing your placement proposal, writing your reflective account, health & safety in the workplace, data compliance, and money support.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- apply knowledge to the solution of familiar and unfamiliar problems
- work effectively independently and with others
- recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
Resource implications for students
Support materials and access to online materials to be made available via Blackboard. No new resources required for Bangor University library.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-0001.html
Bolles, Richard. What Color Is Your Parachute?: Job-Hunter's Workbook. Ten Speed, 2018.
Douglas, Arlene, et al. Work Experience Level 5. Gill & Macmillan, 2014.
Evans-Brain, Jane, and John Neugebauer. Employability: Making the Most of Your Career Development. SAGE Publications, 2016.
Fanthome, Christine. Work Placements: a Survival Guide for Students. Palgrave Macmillan, 2004.
Goleman, Daniel. Emotional Intelligence: Why It Can Matter More than IQ. Bantam, 2006.
Hordern, Jim. Placements and Work-Based Learning in Education Studies: an Introduction for Students. Routledge, 2017.
Longson, Sally. Making Work Experience Count. How To Books, 1999.
McCabe, Maria. How to Get an Internship or Work Placement. Createspace, 2013.
Mostyn, Steven. Job Search: Fundamentals of Effective Job Hunting, Resumes, and Interviews. Sarah Mostyn, 2018.
Rook, Steve. Work Experience Placements and Internships. Palgrave, 2015.