CONFIRMED
Work Integrated Learning (WIL) Task and Finish Group
The first meeting of the Work Integrated Task and Finish group took place on Thursday 26th
July at 11am in Seminar room A, XFi Building
Attendance
Prof Ian Jamieson (Chair)
Paul Blackmore (Assistant Director, Employability)
Ed Keedwell (Senior Lecturer, CEMPS)
Sandy Williams (Business School)
Prof Jonathan Barry (Dean of Faculty of Taught Programmes)
David Miller (Director of Marketing)
Barbara Powell (ACME, CLES)
Nick Davies (GUILD)
Julia Paci (CSSIS)
Alan Booth (CHUM, Cornwall)
Steve Chadwick (Director, Strategic Planning and Change)
Carl Dawson (External adviser / employer, Engineering Graduates)
Liz Dunne (EE)
Kate Hellman (Secretary)
Apologies
Peter Connor (CEMPS)
Linda Peka (CLES)
Geoff Williams (HR)
Minutes
1.
PB introduced Ian Jamieson as chair of the Task and Finish Group. IJ was PVC
(Learning and Teaching) at the University of Bath and brings to this group a significant
reputation for developing WIL in the HE sector, both through his work at Bath and as
creator of the Journal of Educational Work.
2.
IJ – there is no ‘best way’ of delivering WIL to the University of Exeter; there are a
variety of models to choose from and it is for the members of the University to select the
appropriate model for the University.
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PB posed the question – why are placements important? There are a number of
reasons:
They act as a necessary precursor to graduate level employment; this is a change in the
sector which has taken placed over the past 20 years due to over-supply of graduates to
the labour market.
The recent UoE survey (NSS) of students identified student’s placements as the area
identified most for suggested improvement and this was across all disciplines.
Employers now recruit significantly from amongst interns and the trend is growing.
Students and their parents want and expect placement experiences during the UG
University experience.
The Wilson Review published recently recommended that all UG students should be
offered a formal placement as part of their degree.
WIL now forms part of the competitive offer designed to attract AAB students amongst
our peers. Our competitors are investing heavily in WIL provision. Birmingham is
recruiting 25 new work placement officers to bolster a central employability team
recently increased to 60 officers. Nottingham currently has 40 staff working in this area
and is recruiting a further 22 Work-Relating Officers.
WIL is needed to help achieve the University’s top 10 strategic aims relating to graduate
destinations.
4.
University of Exeter UG survey showed the following results:
23% work in placements
21% work during term time
35% don’t want to work/ don’t need to work
17% find it difficult to find work
An external survey used by recruiting employers confirmed that highlighted the average
for other Russell Group Universities (where available) was approximately 45% who had
acquired formal work experience. This is known to be between 60 and 70% for
institutions such as Aston, Bath and Surrey.
1. IJ – it would be interesting to find out if there is an inverse relationship between parental
income and working.
JB – the University of Exeter has an outstanding reputation in terms of academic results.
It is possible in the current climate to argue that students may be focussing on gaining
rather than acquiring work experience. This might explain the percentage of students
not working during term time. IJ commented on significant evidence being available
illustrating increased academic performance following a placement by students. PB
agreed and pointed to the Wilson Review as citing several related papers providing
such evidence.
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BP – we should also note the high percentage of students who take part in volunteering
activities, which makes a tremendous contribution to the local population that should not
be underestimated.
PB – also that the number of graduates has tripled over the past 20 years increasing
competition for work.
JB – if students are simply working in a pub it is unclear what benefit this will have to
future career prospects. PB commented that this kind of work experience is often
viewed as more preferable by employers than no experience and that this experience
can often lead to better quality work experience.
PB – this is the kind of aspect of work experience and placement activity that this group
needs to consider. Between 23% and 29% secured internships and improved graduate
prospects since significant investment had been made in Work-Related Learning activity
delivered from the centre and within the Colleges which provide significant reassurance
that this kind of investment pays dividends in terms of improved graduate prospects.
There are a range of questions that this T&F group needs to consider. What is the
default position for the university regarding WIL? What do we want to recommend as
counting towards WIL? We already have a variety of practices such as mentoring; work
shadowing; students as change agents. Do these activities count towards WIL? We
need to consider processes for the assessment and monitoring of work placements, the
management of work placements. The University has bought ‘Career Hub’ software for
supporting a range of career and employability services. It is used by many Universities
for supporting placements on a large scale. Good practice is currently being
investigated and will be reported to the group in due course.
This group needs to consider the incentives for WIL – what are they? How should the
University recognise work placement activity? Do we credit WIL through the HEAR or
should work placements all be credit bearing and contribute to the final award appearing
on transcripts or should there be multiple approaches that can be used at the discretion
of Colleges?
This group should also consider the need for bursaries for example, where a placement
provider cannot afford or will not pay the intern.
6. There are a number of principles to be discussed:
•
With regards to unpaid internships, does the group recommend that the
University supports such opportunities and then decide how to support unpaid
students?
•
Does the group want to consider accrediting prior experiential learning (APEL)
for the students who are already engaged in some kind of work?
•
Does the group advocate discipline-specific placements or should this be left to
the discretion of the students?
•
A general view might be that students can choose any placement they like for
their first placement but that the second should be discipline-specific.
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7. IJ - highlighted that students taking part in work placement activity at the end of their
first year is not currently common where Universities are engaged in this activity.
JB – the normal pattern of activity for most degrees with one year placement is for the
industrial experience to take place at the end of the second year, as part of a 4 year
degree. There are other opportunities for shorter work placements that take place earlier
as part of the 3 year degree.
PB – discussions with ADEs and with employers suggested that work experience did
need to take placed earlier. Many employers advertise their graduate vacancies in May
of the second year; students therefore need some experience already in order to apply
competitively.
8. DM – Universities tend to adopt a patriarchal approach to problem solving on behalf of
students, imposing solutions. It is important that this group understands what it is that
employers value and what students think. We need to adopt a flexible approach to WIL.
9. CD – Employers describe a skills shortage amongst the young people of the UK and
look to invest in early work experience for example through school-leaver programmes.
For everyone else, early work experience as part of a degree programme is
recommended. Going forward, the University needs to identify and map opportunities
for students; to look for good practice models of WIL; to ensure buy-in and ownership of
WIL by students and academic communities, aligning existing practice within
recommendations by this group; look at the cost of any new activity and build in what
we already do to reduce additional costs for example 3:2:1. It is also important to
canvas the views of employers. CD also pointed out that students need to become
aware of the fact that they are training to become 'employees' not 'customers' therefore
Universities should avoid spoon feeding students in any WIL approach e.g. students
should source their own opportunities (with support from the University) and should be
expected to fulfil the placement if it transpires that they do not 'like' the employer.
10. BP – the strategic imperatives behind WIL are too important to the University and to
students to be left to Discipline and Colleges to deliver on an ad hoc basis. This
strategy must be driven from the centre, resourced appropriately and standardized offer
secured for all students to make sure that we avoid impoverished provision for students
within the poorer sections of the University as opposed to the rich provision from the
wealthier sections of the University community. This situation would be unfair to the
students who will all be paying the £9k fees.
11. PB – the model described in the paper circulated to the T&F group is a starting point for
our discussion. This model is not set in stone and is not a predetermined structure for
WIL.
JB – the hub and spoke model is much more preferable to a centre-only model but there
must be a sense of ownership from within each of the disciplines; WIL must be
embedded locally and bought into to ensure it is successful.
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SW – the Business School has programmes incorporating work experience activity
already and it should be recognised by this group that there are already pockets of good
and innovative practice here and elsewhere in other Colleges.
12. PB – the University should also look to recruiting much more career-focused students
rather than only trying to engage current cohorts in WIL. The University is doing well but
we need to increase our effort in order to remain competitive.
The High Flyers survey illustrates that our students are looking to enter very competitive
industries – media, marketing, third sector and teaching compared to our competitor
Universities. WIL will help students appreciate this and help them to consider alternative
occupations and sectors to increase their career prospects.
Student engagement levels in employability activity have increased at the University of
Exeter and levels are up by 20% in all events run across the year including 3:2:1 (one
hour 1:1 sessions for all UG students throughout their degree experience) and eXfactor.
As a result the University is is good position to readily contextualize this provision to
help students search and secure work placements.
13. JB – can we explore the shifting nature of the University further? Do international
students count in our analysis – we are now international in terms of business school
and the wider University? The University has experienced a modest growth in STEM
and we are planning further growth. This increase poses a challenge; employability is a
greater relevance for STEM as opposed to HASS subjects.
PB – if and when league tables for international students and employability is
established it will become increasingly relevant for all Universities. Currently the picture
concerns UK domiciles only. However, this is not always made explicit by league table
providers so are often seen as a proxy for the career prospects of all students.
IJ – all Universities in the UK are growing international student numbers – this is an
international policy. However, international students generally are more difficult to place
with employers.
CD – There are 4 categories of student: super employable; employable; unemployable;
international. International students bring visa issues which affect an employer’s ability
to recruit. The perception is also that international graduates will only remain in the UK
for a short period and then return home.
JB – do we want to improve the UK profile only or that of the entire University graduate
population?
CD – visa issues limit the experience we can offer to international students. If the work
experience is embedded and part of the degree international students can benefit. If it is
an added experience, they cannot.
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JP – the super employable will always succeed. Super employable international
students are just as attractive as UK ones e.g. for law. The alternative is to find work
placements in China for Chinese students for example.
PB – the international office needs to be brought into this conversation. Ideally,
international students should come with some kind of work experience already as this
will help with placement in the UK.
JB – we have a relationship with INTO. Is there a WIL strategy within INTO?
SW – can we include discussion of PGT international students as this group forms a
large section of the Business School student which is rather ignored currently?
PB – the focus of the group is currently on UG students but the central support and
systems developed will also significantly benefit all PGT and PGR students.
14. PB – the WIL paper circulated outlines four key points:
•
Urgent investment is needed to establish a central unit to support a hub and
spoke model for WIL.
•
A range of actions are required to establish this provision
•
The ADEs have received this paper and endorse the recommendations.
•
Critical findings have now been communicated. The University now needs to
take action to support a strategic imperative.
The T&F group now needs to agree a clear message for SMG and VCEG. Discussions
have so far taken place with the Guild, DARO and Admissions to examine prospects for
providing bursary support through Alumni and OFFA.
This T&F group is focused on UG provision but it is intended that other student groups
will benefit from the recommendations and subsequent actions.
IJ – the territory for other student groups including PGT and PGR is very different from
UG and so it would confuse the discussions to try and incorporate all student
experience at one time.
PB – the PGR experience is being addressed through other Researcher Development
strategies.
15. DM – is it right to increase level of employability of all graduates? Is the University
playing catch-up?
PB – yes we are playing catch-up. We need to improve our provision in order to be in
the right place to compete in order to retain and better our top 10 position.
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JB – can we consider an alternative model where we plan to grow the desirable
employability skills through the degree, embedding skills development within modules?
LD – when students return from internships they have experienced something new and
separate from the University experience which cannot be simulated; they view their
degrees differently and return with a new confidence which is valuable.
SW – it doesn’t have to be either/ or. Both experiences are valuable.
CD – what is important about WIL and internships is that it changes the mind-set of the
students from consumer to employee; the company is in charge, not the individual. The
credit gained through internal simulated or transferable skills learning is not valued to
the same degree by employers. The academic experience and learning branded by
Exeter is sought and respected but this is merely the starting point of the institution
being targeted by employers. The graduate will be recruited on the basis of their skills
and work experience acquired.
SC – it would be useful to look at somewhere like Newcastle, where employability skills
development was introduced systematically. Did the rate of employability rise?
IJ – there is an argument that internships/ placements have a transformational effect,
valued by employers. For example, recruitment following internships is increasing.
CD – in the current climate, SMEs are using on-line testing to choose from applicants;
HR companies need to demonstrate their importance and role in the market; big
companies have reduced HR departments substantially; therefore companies are
relying on taking on interns with proven records instead of costly recruitment cycles.
What is crucial for Exeter is that good quality placements are secured. Poor experiences
are of no value.
Students need to be clear on their role and responsibility to secure good quality
placements and how to succeed in them.
SW – can we remember the role of the mentor in the WIL process? The mentor will
assist with ensuring link into the student discipline and supporting a successful
placement experience.
16. IJ – the University of Bath model is not one that should necessarily be considered by
Exeter. It is a distinctive model that has grown organically over 40 years and so cannot
be easily replicated. There are currently a range of models to choose from:
•
Entirely developed at the discipline level
•
Hub and spoke – shared responsibility and investment
•
Centralised provision – common where there has been a major change in policy;
within small institutions; among ex-polytechnics.
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The most common is the hybrid hub and spoke model as this provides the local
dimension to provision for WIL.
Provision is a balance between real and simulated; top experiences allow students to
acquire a range of skills which can include role play, games, review.
17. IJ – the length of placement activity should be considered. This is normally 6 months
plus for a placement that is integrated into the degree programme. Internships are
between 4 – 8 weeks; work can be voluntary, public service or for basic living expenses.
The question is whether WIL should be compulsory or voluntary?
Secondly, how should WIL be assessed? Lots of WIL nationally is not formally
assessed. If the decision is to formally assess, will the employer be involved? Will the
grade be pass/ fail? Will this experience fed into the final degree classification? Bath
offered an enhanced placement which counted towards 19% of the final degree
classification.
Also to be considered is the degree certificate: should WIL form part of the degree and
appear on the certificate or the transcript? Or should WIL be separately certificated? It
could be that WIL is included on the HEAR under 6.1. If so, how should this look?
Placement approval – how will this be achieved? Who has responsibility? What is being
approved? What is the academic dimension to this process?
Consider the programme – what is the recommended balance between skills and
knowledge? This can pose a challenge within HASS subjects as it can be considered
more difficult to integrate work experience into the academic programme. Many
academics argue that placement activity interferes pedagogically with the programme
delivery.
JB – is there a University that is similar to Exeter which we could look to as an
exemplary model
IJ – we could look to Warwick as a leading institution in this field; Birmingham aspires to
be a leader.
CD – Leeds is another institution offering a flexible model. Some Universities are also
playing catch up. The principle that is surfacing is that placement activity should take
place early in degree but to be aware that there is intense completion for the best
placements.
It is also important to bear in mind the role of professional bodies in WIL who generally
want to be involved. It is possible to capture students’ learning and for this to lead
towards chartered STATUS, a stepping stone towards professional qualification. PSRBs
are not really being talked to. EngTech and SciTech are for example qualifications that
can be gained at UG level.
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SW – the academic view in the business school in some disciplines is that placements
compromise the integrity of learning and teaching on the degree programme. We need
to be able to counteract this view.
18. CD- the process of debriefing students on return from placement needs to be built into
programmes of study. Both academics and students can learn from the placement
experience. For example students returning from placement were able to tell one
University that employers need heat transfer skills to be embedded into the curriculum
for mechanical engineers.
IJ – it is also important that students are made fully aware of what is expected of them
on placement before they go. What do employers need/ want students to be able to
know and do?
JB – this already exists within HE STEM which provides a tool kit for auditing
employability skills development within programmes.
19. IJ – students can either find their own placements or have them secured for them by the
University. The former is preferable as’ assisted placements’; the university works with
the students to find the most advantageous placements and to ensure the success of
these opportunities.
The University basically acts as a broker – an employment exchange.
20. LD – there are a number of changes within HE; in ML, it used to be the case that the
majority of students wanted study placements in HEIs overseas; now at least 50% go
into work placements.
CD – Lancaster University is a good example of an HEI that has adapted to a changing
environment for WIL with students taking responsibility for placements.
IJ – it is important not to let Health and Safety considerations dominate WIL
considerations, whist remembering its importance.
PB – the preferred model by employers is for students to source their own placements.
IJ – under this model what do WP officers do?
SW – sign post excellent placements; prepare students for placement; carry out audit
visits; visit students on placements; facilitate de-briefings and next cohort preparation;
pastoral support. Within the business school, academics take on a significant amount of
the pastoral care.
21. ND – What is clear for the Guild is equality of access to placements regardless of
personal income or the wealth of the discipline. Students need back up and financial
support.
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PB – the current role of EGD is to support students in terms of finding a placement;
advising on effectiveness of the placements and helping to achieve a valuable
experience for all.
IJ – is there a failsafe for students? Supposing a student placement goes wrong or a
student cannot secure a placement?
PB – one possible solution is to earmark campus-based placements for these students.
However, there would need to be a concerted effort in ensuring that such placements
were available in credible numbers. The model proposed in the paper also suggests that
students undertake an ILM module
JB – we need to be cautious of replacing local employment with student placement
activity as we enter a period of high unemployment locally. Within CEMPS there is a
third year option of an alternative module for work experience.
PB – yes. There is a range of student need, experience and skills that we would need to
accommodate. For example, those students unable to secure a placement could take a
module in leadership skills instead.
CD – we also need to bear in mind what it is the students are paying for; what is the
charge for time away from the university programme?
JB – the University has already considered this and has reduced the fee for year
aboard/ industrial placement from £4,500 to £1,500 through negotiations with the Guild.
IJ – in addition to the fee, we need to bear in mind the living costs etc. for the poorer
‘squeezed middle’ students – how will they be supported? Can Exeter approach
Alumni?
PB - we need to secure a bursary system for the ‘squeezed middle’.
22. DM – what do AAB students want and expect? With the increase in fees, student
expectations are bound to change. We are entering a less collaborative more
competitive environment. Exeter needs to identify our brand – what makes us unique?
What is our USP? We have established the students as change agents and teaching
awards. Placements need to be the next focus.
Qualitative research carried out with students as identified from the widening
participation group cited 'succeeding professionally' as a driver for their choice of
studying at a University. Students want to escape their heritage through securing more
profitable employment. From this group of students, 89% wanted work experience as
part of their degree (approx. 8 weeks); 84% wanted paid work whilst at University. If
only one choice was available, 50% wanted work experience; 38% wanted paid
employment whilst studying.
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Specific research has been carried out within CSSIS. The questions was: would the
addition of work placements as part of the degree make the College offer more
attractive to applicants in the new £9k market? 500 applicants between 17 and 18 were
interviewed. All were predicted to achieve AAB and wanted to go to University. 90%
stated that they would prefer a degree programme with embedded work experience;
43% were quite interested in work experience as a credit bearing part of a degree
programme. 84% thought that this would be good for their CV; 59% stated they would
opt for a university offering work experience; 48% would consider Exeter if W/E was
offered as part of a degree programme. Only 2% said they would not be interested in
work experience as part of their degree programme.
Integrated masters with an industrial placement were even more popular. Respondents
said it would be ‘nice to have’ or ‘essential to have’ placements related to the chosen
career. However we need to be aware that many students do not know what it is they
want to do or what their options might be. It should be noted that careers advice within
schools has collapsed due to government cut backs.
CD – this was apparent from interviews with engineering students at Imperial who didn’t
want to be engineers and in fact graduated and progressed into non-engineering
professions.
DM – the University also has the opportunity now to consider changing the profile of
students coming here – we can aim to recruit from the career ambitious group by
amending programme design to incorporate work placement activity.
JB – we do need to be cautious. Exeter is in the top 10 NSS tables. Changing the nature
of the students who come here will be challenging in terms of satisfying their
expectations. We need to be aware of such changes on the NSS scores.
SC – this is correct. We cannot expect to provide a one size fits all model. We need to
make sure that what we describe can be achieved to meet student expectations.
PB reminded the group that students of all disciplines responded to last year's
employability related question in the NSS, that work placements would be the most
important aspect of how their degree programme could be improved.
IJ – it is important for Exeter to acknowledge that offering WIL will not be a differentiator;
many universities have already embedded WIL. What will the distinctive Exeter model
be?
PB – this is important. What will Exeter do differently?
JB – our students like the Exeter experience; they want to stay here. Applicants’ claim to
want to study abroad or work experience but when it comes to it, many choose not to go
and prefer to remain with their cohort. Whatever we offer must therefore be part of the
Exeter brand.
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PB – we also need to bear in mind that 60% of our graduates leave Exeter looking for
work in the South East and the majority if those in London.
SC – the issue for Exeter is the challenge to remain in the top 10 within a changing
market where WIL is being developed as part of the UG offer by our competitors; we do
not want to be left behind.
DM – this is borne out by graduate satisfaction data showing a clear link between
employment and overall satisfaction.
23. IJ - What issues need to be taken forward by this group?
ND – whatever the task and finish group ends up recommending, we must remember the
squeezed middle and provision for them to secure an equal playing field.
DM – we can use the work experience element within a degree as a feature in our
marketing and the type of student we attract. However whatever we do, we must ensure
the students own work experience; that they secure their placement and are not spoon
fed, which would defeat the object of the activity.
JP – it is important that we look at what students want and expect from their placements.
Do these have to fit with a chosen career? Is the placement for work experience only?
Can the student develop a successful network through their placement?
AB –we need to make sure that whatever we recommend has relevance for HASS
subjects; we need to be aware of the differences of the Cornwall campus. Could we pilot
a new offer here? IJ asked the group to identify key questions for action:
SC – how much can we change without significant investment?
DM – define the role of marketing; how do we get student and staff buy-in?
LD – what do students get for the money they pay?
PB – explore current student behaviour related to work experience and employability; we
will need to measure this now so that we can monitor progress against this agenda as we
develop related provision.
IP – make sure that our offer is 'wrap-around' - preparation and debriefing
SW – build in current good practice e.g. vox-pops by students following placement within
the business school; don’t forget international students.
JB – hub and spoke model must involve the Guild and current student experience
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CD – be aware of a QA framework; set up a systems database for customer relationships
e.g. for health and safety; make sure we canvas employer wants and needs; set up a
structures integrated model through the university
BP – we have string principles of work experience already; we need to build on these. We
need a secure over-arching framework for work experience and a clear university strategy
to support this with QA and legal framework to under pin what we do.
24.IJ – summarized the direction of the group:
We need to act to maintain our position within the national and international league tables
We need to define an Exeter WIL model
WIL needs a clear central driver and effective local provision that allows for discipline
flexibility
Clear roles and responsibilities for hub and spoke model
Students at the heart of whatever we do
WIL embedded within programmes
Clear definition of WIL and the different options within this
Clear model for expenses and bursaries
Develop an enterprise model combining altruism plus learning – we should not lose the
volunteering dimension of what we do
25. Next steps:

Circulate minutes of this meeting together with NEPWP final report (Action: KH)

Draft a report for consideration by DVC Education, VCEG and SMT in September
2012 (Action PB).

Arrange further meetings of this Task and Finish group with two taking place before
December 2012 (Action: PB).
14 August 2012
Kate Hellman
(Secretary)
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