Highlighting the potential benefits
of developing the industrial
relationship
Simon Thomas and Ian Jones
Bournemouth University
www.bournemouth.ac.uk
Question
• There is evidence suggesting that there is a gap
between the employers’ expectations and
graduates’ employability skills (Lee Lee and
Kim 2009) therefore we carried out a
longitudinal study examining first year
Students and their Employability Skills. What
do you consider were the top four
motivators students cited with regard to
their expectations?
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2
Answers
1.
2.
3.
4.
Training
Being Valued
Feedback/Communication
Career/Graduate Employment
opportunities
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3
What students need and employers
want: The students perspective
• To be valued for their contribution
Factors such as rewards and recognition have been
shown to contribute to job satisfaction
(Wagenheim & Anderson, 2008)
• To be trained and developed
Babakus et al (2003) found a significant positive relationship
between, training, empowerment, rewards and performance,
which was mediated through the role of job satisfaction.
• To be given opportunities to apply knowledge
Placements are vital as they allow students to experience real
job situations, while they are in education so that they can have
realistic expectations about their careers (Ayres, 2006)
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What students need and employers
want: The employers perspective
• To demonstrate passion and commitment
Having placement students as part of the team has other benefits too as it can
motivate other younger members of the team to work harder (Stembridge,
2010)
• To add value to the organisation
Their contribution to the planning, organisation and delivery of events allows
me as a senior manager to concentrate on more strategic and operational
projects and tasks (Lund, 2010)
• To build a lasting relationship
Every student I have taken on placement has returned to me on graduation
to take on a junior executive role (Gumbrell, 2010)
• Return on Investment (ROI)
The students can be a very cost effective resource to have with regards to
quality and quantity of work that can be produced (Foulkes, 2010)
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5
From the Past to the Present and
into the Future
• It is still the case that many placement students are
paid at extremely low rates, and they occasionally
protest at being treated as ‘slave labour’ (McMahon &
Quinn, 1995)
• Placements/internships are an opportunity to close the
gap between college-learned theory and practical
reality (Wen-Hwa, 2007)
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6
The relationship as it stands
The Student, Organisational and
University relationship
Theoretical underpinning
Supplemented by
Practical development
Leading to
Application and reflection
Supporting PPD
Volunteering
Self Development
Differentiation
Competitive Advantage
1
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2
Placement experience
40 weeks – 30 hrs p/w
Portfolio
Final Year
Dissertation
3
4
Extension of relationship
Graduate trainee
18 – 24 months
7
The future potential of the industrial relationship:
The real return on investment
• Close the gap with education: guest speakers
• Both parties must be fully committed in order
to reap the full benefits
• Commit to training and development
• Re-employ as graduates: succession planning
and talent management
• Support dissertations and consultancy projects
• KTP and CPD projects
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8
The Relationship as it should
be
The Student, Organisational and
University relationship
Longitudinal Interview
Theoretical underpinning
Supplemented by
Practical development
Leading to
Application and reflection
Supporting PPD
Volunteering
Self Development
Differentiation
Competitive Advantage
Guest Speaker programme
1
www.bournemouth.ac.uk
2
Placement
experience
Develop links with
current students
Greater influence
into curriculum
design
3
Organisational
Fit
Final Year
Extension of relationship
Dissertation.
Consultancy.
Application
of new
Knowledge –
Critical thinking
Strategic
planning
Graduate trainee
KTP
CPD
4
18 – 24 months
9
Summary
• The investment must be explicit from both
sides: student commitment and employer
training and development
• Returns should be beyond the placement
period
• Financial benefits are clear
• Resulting in committed employees of the
future
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10
References
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Ayres, H., 2006. ‘Education and opportunity as influences on career development: Findings from a
preliminary study in eastern Australia tourism’. Journal of Hospitality, Leisure, Sport and Tourism
Education, 5 (1), 16-27.
Babakus, E, Yavus, U and Avci, O.M.K.T., 2003. ‘The effect of management commitment to service quality
on employees’ affective and performance outcomes’. Journal of Academy Marketing Science, 31 (3), 272286.
Foulkes, A., 2010. Assistant Manager Operations, Le Manoir Aux Quat’ Saisons.
Gumbrell, K., 2010. CEO Convivial London Pubs.
Lee, K.M., Lee, M.J. and Kim, H.J., 2009. A Comparison of Student and Industry Perceptions of Events
Management Curriculum. Journal of Hospitality, Leisure, Sport and Tourism Education, 8 (2), 60-73.
Lund, C., 2010. Visitor Services Manager, Dunster castle and Gardens.
McMahon, U and Quinn, U., 1995. ‘Maximising the hospitality management student work placement
experience: a case study’. Education and Training, 37 (4), 13-17.
Stembridge, A., 2010. Managing Director, Chewton Glen Hotel.
Wagenheim, M and Anderson, S., 2008. ‘Theme park employee satisfaction and customer orientation’.
Managing Leisure, 13 (3/4) 242-257.
Wen-Hwa, K., 2007. ‘Training, satisfaction with internship programmes, and confidence about future
careers among hospitality students: A case study of Universities in Taiwan’. Journal of teaching in Travel
and Tourism, 7 (4), 1-17.
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