Mini project
HoneyBee: Evaluating Glamorgan’s
Work-Based Learning Initiative
A Higher Education Academy Engineering Subject Centre Mini Project
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HoneyBee: Evaluating Glamorgan’s Work-Based Learning
Initiative
A project funded by the Higher Education Academy Engineering Subject Centre, conducted by the
Faculty of Advanced Technology at the University of Glamorgan
Lenira Semedo lenira.semedo@gmail.com, Loretta Newman-Ford, Stephen Lloyd and
Stephen Thomas
University of Glamorgan, Wales, UK
Abstract
Engineering employers are experiencing difficulties filling vacancies because too many graduates lack
the experience and skills, including technical, practical, personal and generic, which employers require
(Hogarth et al., 2007). One of the most effective ways for students to develop and enhance their
employability is to undertake meaningful work experience. Honeybee, at the University of Glamorgan,
is a project that offers a partnership of academia, professional training and personal development to
both engineering undergraduates and local businesses by offering bespoke work-based learning
(WBL) opportunities.
This Mini-Project, funded by The Higher Education Academy Engineering Subject Centre, evaluated
beneficiaries’ experiences of the Honeybee scheme by examining the impact that engaging in workbased learning has on the employability of Glamorgan’s engineering undergraduates. The study also
investigated the development of new, practical and transferable skills through real-life work
experience. Skills requirements of local businesses and the attitudinal/practical barriers they face
recruiting undergraduates/graduates were also investigated.
Findings strongly suggest that WBL schemes such as HoneyBee can increase enrolments in higher
level engineering by offering innovative and flexible delivery methods. They can also improve the
employability of engineering undergraduates, minimise the skills gap that exists within Wales’
engineering industry, increase employment and reduce the number of hard to fill vacancies in the
sector. All these advantages ultimately contribute to increases in the Welsh skills base and the
retention of talented young people within the region. It would therefore be recommended that other
Higher Education Institutions (HEIs) develop flexible, innovative and responsive WBL schemes within
their engineering degree programmes in order to meet the demands of both employers and
undergraduates and create the same positive results outside the Objective One Wales area.
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1. Introduction
According to Digby Jones, the then Director-General of the Confederation of British Industry, a degree
alone is no longer sufficient: “employers are looking for more than just technical skills and knowledge
of a degree discipline” (Forward to Prospects Directory 2004/5). Research by the Confederation of
British Industry and Edexcel (2008) supports this claim. Their Education and Skills Survey of 735
businesses revealed that just 30% of jobs for new graduates require a specific degree discipline.
Instead, employers are looking for graduates with a positive attitude and ‘employability’.
Employability can be defined as:
A set of achievements – skills, understandings and personal attributes – that make graduates more
likely to gain employment and be successful in their chosen occupations, which benefits them, the
workplace, the community and the economy.
(Yorke and Knight, 2003).
In simple terms, employability describes the ability of an individual to gain and retain fulfilling work.
From an employer’s perspective it can mean “work readiness” – possession of the skills, knowledge,
attitudes and commercial understanding that enable new graduates to make productive contributions
to the organisation soon after commencing employment.
The 1997 Dearing Report highlighted a set of skills which were viewed as “relevant through life, not
simply in employment.” These included Communication, Numeracy, IT and Learning. The Report
recommended that provision of such skills should become a central aim for higher education (HE). It is
now generally accepted that, along with those identified by the Dearing Report, generic skills such as
Literacy, Problem-Solving, Teamwork and Business Awareness constitute employability (Mason,
Williams and Cranmer, 2006). The Careers Service (2008) also highlight personal attributes such as
decision making, planning, negotiating, adapting, leadership, researching information, flexibility, time
management and ability to prioritise as being key.
Of course, the relative importance of such generic competencies varies depending on the vocational
choices of an individual. For engineers, in order to operate effectively, graduates need to possess a
high level of numeracy and creativity as well as a range of transferable skills, including: problem
solving, communication, working with others, effective use of IT facilities and information retrieval
skills.
One of the most effective ways for students to develop their employability is to undertake relevant
Work-Based Learning (WBL). For host organisations, work placement students can be a cost effective
resource. Students also bring up-to-date knowledge and expertise to businesses, thereby allowing
them to increase their innovation and competitiveness. However, there is some evidence to suggest
that employers often hold negative perceptions of students and graduates, and are therefore reluctant
to engage in WBL (Bowen, Lloyd and Thomas, 2004).
Honeybee, at the University of Glamorgan, is a scheme funded by the European Social Fund, which
coordinates and supports specialised, flexible work placements for engineering undergraduates who
seek relevant employment experience. A secondary aim of the project is to encourage local Small and
Medium Enterprises (SME) within the engineering sector to advance and compete on a wider scale
through knowledge transfer between the organisation, student and HE.
This Mini-Project will evaluate beneficiaries’ HoneyBee experience. It will examine the impact of WorkBased Learning engagement on the employability of Glamorgan’s engineering undergraduates and
will investigate the development of new, practical and transferable skills through real-life work
experience. Skills requirements of local businesses and the attitudinal/practical barriers they face
recruiting undergraduates/graduates will also be discussed.
2. Literature review
2.1 UK graduate skills shortages
It is widely expected that university graduates leave higher education with a readiness for industry. In
addition to good academic qualifications, graduates are expected to be equipped with all the relevant
and transferable skills, abilities and personal qualities that comprise employability. However, according
to the Leitch Review of Skills (2006), the United Kingdom’s skill base is fundamentally weak and is
considered a key factor in productivity and growth constraints. The Association of Graduate Recruiters
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(2006) predicted a rise in graduate positions of 15%, compared with the previous year. However, their
survey of more than 200 employers indicated a consensus that the nation was facing a skills shortage:
more than half of respondents were concerned about a lack of basic skills among university
graduates, for example, reading and writing, while 55% reported deficiencies in "soft" skills such as
communication. Finally, a significant proportion cited skills shortages in numeracy and IT.
In recent years, each of the four UK countries carried out a number of relatively large-scale skills
surveys. These surveys have sought to identify the incidence, extent, causes and implications of
recruitment difficulties and skill shortages from the perspective of employers. Dignan (2004) found that
the proportion of establishments with current vacancies ranged from 14% in England to 22% in Wales.
In fact, the incidence in Wales was significantly higher than in both England and Northern Ireland.
There are a number of negative consequences associated with “hard to fill” vacancies, including loss
of business to competitors, lack of commercial growth, loss in the service quality, loss of efficiency and
increased pressure on staff (Future Skills Wales, 2003).
2.2 Engineering skills shortage
Engineering skills shortages have been well documented (Grainge, 2005; The Engineer, 2008).
Research by the Confederation of British Industry (CBI, 2007) shows that the number of UK students
graduating with science and engineering degrees needs to double over the next six years in order to
meet the strong demand coming from industries such as pharmaceuticals, biotechnology and
aerospace. They argue that a failure to do so would hinder the UK’s ability to compete with other
countries in the global economy, forcing companies to relocate to areas with a ready supply of
graduates.
The Royal Academy of Engineering (2006) found that over one third of engineering firms in the UK
believes that engineering graduates are deficient in the skills which employers require and that this is
costing businesses money through delays in new product development and additional recruitment
costs. They suggest that the UK's economic performance could be jeopardised by the combination of
declining numbers of engineering graduates and insufficient numbers pursuing careers in the sector.
The study, 'Educating Engineers for the 21st Century: the Industry View', which surveyed over 400 UK
engineering companies revealed a pressing need to overhaul undergraduate engineering education.
Although Britain's best graduates are on a par with their European peers, specific graduate
employability skill gaps were apparent in problem solving and application of theory to real problems,
breadth of knowledge and numeracy, thereby limiting their employability.
Engineering skills shortages are exacerbated by decreases in the subject’s take up rates. Annual
graduation figures in Engineering have decreased steadily whilst there has been a gradual rise in
engineering job opportunities. The Science Engineering and Manufacturing Technologies Alliance
(SEMTA, 2003) revealed that 95% of manufacturing and engineering firms were experiencing
difficulties recruiting graduate-level engineers. Far from being a problem confined to the UK, supply
and demand issues in STEM are of international concern. A 2006 policy report by the Organisation for
Economic and Cooperative Development (OECD) pointed out that although most OECD economies
have experienced large increases in the numbers of HE entrants over the past 15 years, the
proportion of engineering, technology and mathematics students has decreased steadily during the
same period. According to Taylor (2008), of the Australian Council of Engineering Deans, the current
high demand for engineering graduates is not being met by corresponding increases in student
demand for engineering education programmes. The graduation of approximately 5000 students from
engineering degrees each year, for the past 10 years, means that growth in the country’s technology
industry has been significantly constrained.
As well as skills shortages, skills gaps – a gap between the skills of a company’s workforce and the
skills needed for the company to meet its business objectives – are also prevalent (SEMTA, 2003).
The Institution of Engineering and Technology’s (2007) skills survey of 500 companies revealed that
businesses are turning to countries such as India, China and South Africa to plug the skills gap with
48% of companies recruiting from overseas in the last 12 months to cover specific skills shortages.
Their findings showed that more than 70% of companies in the UK are struggling to recruit
experienced or mid career level staff which could threaten growth and competitiveness. Companies
report that recruitment and retention of experienced staff, in particular at mid-career and leadership
level, causes significant problems. There is also pressure to provide additional training to address
knowledge and skills gaps of new recruits at all levels. In fact, 90% of companies had to provide
additional training with technical, mentoring, coaching and communication and leaderships skills being
the top needs being addressed.
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2.3 Enhancing graduate employability
Enhancing the employability of university graduates is now a key aim for many Higher Education
Institutions (HEIs). A number of government-funded initiatives and programmes have been
implemented in an attempt to achieve this, for example the Department for Education and
Employment’s Enterprise in Higher Education (EHE) initiative. Universities are also taking up the
challenge of embedding employability and entrepreneurship within degree programmes. Examples of
such entrenching include greater emphasis on oral presentations, the use of more ‘real world’
examples in teaching, more group working and the introduction of more final year projects which are
intended to develop independent learning skills (Mason, Williams and Cranmer, 2006). Modifying
assessment practices (implemented by some institutions to encourage skills development), for
example, increased weighting in assessment for problem solving and numeracy skills and lowered the
weighting for theoretical knowledge. Personal Development Planning (PDP) is a structured and
supported process, which enables students to reflect on their learning, performance and achievements
as well as to plan for their personal, educational and career development.
The Confederation of British Industry (2006) pointed out, however, that working with employers is the
key to providing skilled graduates for all sections of the economy as employer-led provision enables
delivery of the skills that the labour market needs and that students want to develop.
Mason, Williams and Cranmer (2006) assessed the impacts of a number of employability initiatives on
graduate labour market performance and found that explicit teaching and assessment of employability
in HEIs is not significantly related to labour market outcomes. Rather, structured work-based learning
was shown to have clear, positive effects, firstly, on the ability of graduates to find employment within
six months of graduation, and secondly, to secure “graduate level” jobs.
Work-based learning describes both learning that takes place in the workplace and learning that takes
place for the workplace, or, more specifically, the employer. Employer-led training is increasingly
considered an important source of skills development, as employers are the end-users of the skills
created (McIntosh, 1999). The National Committee of Inquiry into Higher Education (Dearing, 1997)
recommended that the employment sector should increase both the number of students who have
work experience as part of their undergraduate careers and the number of employers offering WBL
opportunities.
2.4 Work-based learning: the evidence
Research suggests that a strong relationship exists between paid work experience and subsequent
job success (Colley and Jamison, 1998; Luecking and Fabian, 2000). Mendez (2008) compared the
academic performance and employment destinations of graduates who had undertaken work
placements with those who had not. Results indicated that placement students were 4.6% more likely
to gain a first class degree and 6% more likely to achieve an upper second class degree than nonplacement students. In addition, almost 70% of students found employment immediately, by taking up
permanent jobs with their placement provider after graduation.
In a large-scale study by Harvey et al. (1997), employers reported that graduates who had undertaken
a period of work experience during their degree programme possessed many of the skills essential for
success at work: they were more mature, and had acquired attributes such as team-working,
communication and interpersonal skills, as well as an awareness of workplace culture. Similarly,
Johnson and Burden (2003) highlighted the importance of WBL in their small-scale study of young
people entering their first full-time jobs after leaving education. Almost without exception, employers
believed that young people who had undergone a period of work experience were better equipped for
the world of work than young people who had not undertaken work placements. They concluded that
many of the employability skills sought after by employers could only be learned in ‘real life’
employment situations.
Kerins (2007) evaluated students’ experience of a work-based learning programme at the University of
Chester and found that work placements had positive effects on confidence, motivation and initial job
opportunities for students who engage with employers during their programme of study. WBL has also
been shown to teach and reinforce basic academic and technical skills, promote an understanding of
workplace culture and expectations, and to develop a network for future job searches (Bailey and
Hughes, 1999; Hoerner and Wehrley, 1995).
Studies of employer demand for graduates in engineering and science disciplines have found that
appropriate work experience and evidence of commercial understanding rank highly as selection
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criteria because of commercial pressure to seek graduates who will not require long “learning curves”
when they start employment (Mason, 1998; 1999). Unfortunately, Medhat (2008) showed that the
engineering and technology sector has far less WBL activity than comparable sectors such as
business or health. Furthermore, where placement opportunities do exist, they are commonly
inflexible, delivered as part of a conventional sandwich course or Foundation Degree whereby WBL is
mandated to be at least 20% of the learning programme. Therefore, it was recommended that HEIs
should be flexible, innovative and responsive to the demands of both industry and undergraduates in
order to provide a fulfilling and meaningful WBL experience.
Ball et al. (2006) found that a centralised work placement system, with clear guidelines and
experienced staff, is associated with successful work experience. They suggest that non-traditional
means of delivering WBL have to be found in order to meet the (sometimes differing) needs of
learners, employers and HEIs.
3. HoneyBee at the University of Glamorgan
3.1. Introduction to the HoneyBee programme
The University of Glamorgan is located within Objective One Wales, an area of economic and social
deprivation in the South Wales’ valleys. The skills base is low as a result of educational underattainment, poor qualifications and “brain drain” where, due to lack of opportunity, individuals with
technical skills or knowledge move away from the area to find work. The Higher Education Statistics
Agency (HESA, 2008) found that more than half of Wales’ graduates leave the nation to work
elsewhere. In order to up-skill workforces, Government policy aimed to increase participation in higher
education among 18-30 year olds by 2010 (Department for Education and Skills, 2003). A second
Objective One strategy was to support higher-level skills training which have the potential to impact
positively on the Research and Development within the region and increase opportunities in the area.
Recognising the needs of the local area, as well as the requirement for a coordinated, but flexible,
innovative and responsive approach to work placement provision within engineering programmes, the
University of Glamorgan developed a comprehensive WBL scheme (funded by the European Social
Fund). HoneyBee, introduced in October 2006, is a project which coordinates and supports
specialised, flexible work placements to meet the specific needs of individual beneficiaries and local
companies in the Engineering and Technology sector (particularly Small and Medium Enterprises
(SMEs)).
The HoneyBee Office comprises an Operational Manager, whose duties include: the recruitment of
both students and companies, undertaking school and college visits to promote higher
education/work-based learning and providing support and advice where required. A part-time
Administrator is responsible for all paperwork and finances, while a Research Assistant is employed to
continually monitor and evaluate the project.
The scheme emphasises the importance of raising skill and motivation levels, individual awareness,
flexibility and adaptability and transferability of knowledge and competencies between academic
studies and the workplace. HoneyBee assists in increasing skills for innovation and technology whilst
diversifying the local skills base, therefore contributing to economic growth and employment.
Weaknesses in the regional economy are also addressed such as low take-up of ICT and lack of
competitiveness within SMEs. In addition, by increasing student employability, graduates have greater
opportunities to source employment in local companies which will positively impact on the “brain
drain”.
Evidence suggests that many students are unaware of engineering as a career option and those who
do express interest in the subject are often given poor careers advice (Bowen, Lloyd and Thomas,
2004). This lack of knowledge has impeded growth and innovation in the engineering and technology
sector. Therefore, HoneyBee has developed strong relationships with a network of local schools and
colleges, where staff promote to young people the benefits of skills development and engaging in
Higher Education (HE) via presentations and events. In particular, Engineering is endorsed as a viable
and rewarding career option and routes into the various engineering disciplines are outlined. Common
myths surrounding engineering – for example that it is a male only profession and that engineers are
“grease monkeys” – are dispelled. Prospective students are also shown podcasts in which current
HoneyBee students are filmed at work and in university whilst discussing their experiences of the
scheme. This is an innovative feature of the programme which attracts potential students in to the field
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of engineering, whilst also providing an accurate and informative representation of the
engineering/technology industry and of WBL.
Honeybee also offers comprehensive advice to companies about the benefits of hosting WBL students
as well as the advantages associated with employing graduates. Through Honeybee, companies are
able to discuss their needs and the barriers they may face recruiting suitable employees. As a result,
the scheme provides suggestions concerning possible work placement vacancies within prospective
organisations as well as potential candidates.
Professional support and advice is available to young people who had never before considered HE as
an option. The scheme attracts a new type of student into HE: those who wish to undertake higher
level study but also have a desire to work and develop real-life experiences/skills. HoneyBee also
offers an ideal solution for those who are undecided between enrolling on a degree programme and
embarking on an engineering apprenticeship.
3.2. What HoneyBee offers
A variety of WBL options are available to students studying any discipline within
engineering/technology, for example: Civil Engineering, Electrical and Electronic Engineering,
Mechanical Engineering, Computing, Quantity Surveying and Built Environment. Due to strong
demand, the scheme has also been made eligible to Business students who undertake placements
within local engineering organisations, for example in a Human Resources or Marketing department.
HoneyBee aims to ensure that each work placement is bespoke. Students and companies make an
application to the scheme, detailing their specific requirements (e.g. discipline, type of work required
and placement duration). HoneyBee staff visit prospective host companies to ensure that the
environment is safe and that adequate student supervision and support is available. Student and
company requirements are stored on a large database, which is then used to match undergraduates
with suitable employers in order to meet the specific needs of both. Work placement options
conventionally include: a 5 year part-time combined work and study route to degree, 1-year, 6-month,
3-month placements and 6-week live project work. The WBL menu is detailed below.
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Placement Option
Description
Network75
Network75 beneficiaries study free of charge whilst simultaneously gaining practical
and academic training in engineering and technology. Undergraduate students work in
a host company throughout the duration of their five-year part-time degree. Students
receive a £5000 bursary, which increases by £500 each year. Network75 offers a
partnership of academia, professional training and personal development and is
recognised as one of the fastest routes to becoming a graduate professional by bodies
such as the Institution of Mechanical Engineers (IMechE). The initiative was first
introduced in 2000 and is now supported by the HoneyBee project.
1-Year Placement
Level 2 students take a year out of Higher Education to work full-time within a host
company. Students work full-time for the duration of the year to work on a specific
project or to fill in a temporary resource gap.
3 and 6 Month
Placements
Undergraduates gain significant engineering experience through undertaking
structured three or six month placements.
Live Project Work
Live Project Placements are wide-ranging and challenging. Companies may wish to
target new markets, develop new manufacturing processes, or extend information
technology solutions into new business areas. They may have time constraints or lack
the expertise to get it done. Students, either individually or as part of a team, utilise
their academic expertise to address these real life problems within a company over a
six-week period.
Table 1. HoneyBee work placement menu
Once a potential match is identified, HoneyBee staff coordinate interviews between the student and
company. This allows both the employer and student to learn about one another and to assess their
compatibility. After being successfully placed, each beneficiary, through consultation between the
individual, university and host company, is provided with a HoneyBee Training Plan: a set of
objectives relating to academia, professional training and personal development which the students is
required to meet within a specified time scale. Regular review meetings take place between the
student, employer and University to assess the individual’s progress. These meetings also provide an
opportunity for any of the assembled parties to raise issues including difficulties, or indeed
achievements which may be of interest to the group.
HoneyBee is also a centre for advice and professional/personal support. Many of the young people
undertaking HoneyBee placements are the first in their families to have entered post-school education
and as such, some are unfamiliar with the mechanisms of HE, including institutions, programmes,
subjects, study methods, assessments and student finance policies. In addition, balancing work and
study can be difficult, particularly for older students with personal responsibilities such as children. As
a result, HoneyBee has implemented a number of supportive measures. These include student
support meetings where students have the opportunity to book a one-to-one meeting with a member
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of staff to discuss problems they may be experiencing, whether practical, personal or academic.
HoneyBee also has an open door policy where students are encouraged to call in for an informal chat
should they require assistance.
Since October 2006, HoneyBee has supported a total of 126 undergraduate students (103 male and
23 female) from a variety of engineering disciplines. Of these, 56 chose the Network75 route to a
degree, 42 undertook live project work, 19 embarked on a year out placement and nine took 3-6
month placements within industry.
For businesses, HoneyBee provides a cost-effective means of accessing talented and enthusiastic
employees. Undergraduates offer host companies the latest, innovative technical and/or business
knowledge and skills, helping the company to expand, develop, and improve its efficiency and
competitiveness. In fact, research has shown that 70% of companies participating on the Network75
scheme believe that undergraduates provide knowledge, expertise and qualities that non-graduate
employees can not (Bowen et al., 2004). These include: methodical thinking, management skills,
ability to learn new skills more quickly, enthusiasm, transferable skills, general knowledge and
technical/IT abilities.
However, the study also found that many local businesses, particularly in the fastest growing industry
sector - SMEs, are reluctant to employ graduates. They believed them to be too expensive to employ,
more likely to leave and lacking in employability. Anecdotal evidence suggests that many local
engineering organisations are also loath to engage in work placement activities, citing a number of
practical and attitudinal barriers. Evidence suggested that graduates were equally as wary of SME
employment and that sadly, these cultural barriers are exacerbating the brain drain problem by limiting
Objective One Wales’s engineering sector to exploit new knowledge and innovate.
4. Research aims
This project aims to evaluate whether an innovative WBL scheme is effective in raising the
engineering competencies and employability of its beneficiaries within an area of comparatively low
skills. The skill requirements of local employers will also be investigated, as well as the attitudinal and
practical barriers they face when recruiting students/graduates. Finally, the research will attempt to
establish whether positive WBL experiences, designed to meet the specific needs of individual
students and businesses, has the capacity to change the mindsets of both parties, thus contributing to
increases in graduate employment in the region, which could result in a higher skilled workforce and
increased business innovation.
Specific research questions include:
• What are the advantages and disadvantages of engaging in WBL for students and employers?
• What long term benefits does WBL provide and how do these affect the engineering industry in
the region. For example, has the scheme increased graduate recruitment in the area?
• What are the long-term requirements of companies in terms of graduate skills?
• What practical barriers do companies face when recruiting work placement students?
• Have the negative perceptions of employers towards graduate recruitment changed?
• Has students’ reluctance to work in the SME sector minimised following a positive WBL
experience?
• How could Honeybee scheme be improved to meet the needs of students and employers and how
this could inform similar projects in other Welsh HEIs?
5. Methodology
A survey was created and distributed to all past and present HoneyBee beneficiaries. The survey was
designed to evaluate the skills development of participants and also to explore students’ experiences
on the WBL scheme. The survey comprised a range of open and closed questions and a 5-item rating
Likert scale of 14 statements concerning the benefits of engaging in WBL. The scale ranged from
‘strongly agree’ (represented by the value 5) to ‘strongly disagree’ (value = 1).
The Honeybee Employers Questionnaire consisted of two sections. The first incorporated nine
questions relating to employers’ work placement requirements and the barriers businesses face
recruiting undergraduate students. The second section was made up of eight statements referring to
hosting placement students in a 5-item Likert scale.
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Data from these initial surveys were used to generate further questions and topics of discussion,
which were explored through student focus groups. The researchers’ choice to conduct focus group
was allied to its advantages. Focus groups promote discussion between participants, thereby creating
diversity of perceptions and input with the intent to create new knowledge and group synergy (Boddy,
2005; Boyatzis, 1998). Participants who, for various reasons, were unable to attend focus groups were
invited to take part in telephone interviews. Employers were initially invited to attend focus groups,
though due to a low response rate, semi-structured telephone interviews were conducted as an
alternative.
Four focus groups took place, with 20 students attending, while nine students participated in telephone
interviews. Seventeen telephone interviews with employers (managers and WBL mentors) were
carried out. Focus groups were recorded using a video camera, while interviews were captured using
a Dictaphone. Data were then transcribed verbatim and later analysed using thematic analysis.
Thematic analysis is a method for identifying, analysing and reporting patterns within the data
(themes), organising and describing the data set in detail (Boyatzis, 1998). One of the advantages of
using this technique is its flexibility, which allows for a wide range of analytic options (Braun and
Clarke, 2006).
A fellow researcher cross-validated transcripts and thematic results to ensure both concurrence and
objectivity. Finally, the quotes selected for this study were a representation of typical views of each of
the emerging themes presented in the results section.
6. Results
6.1. Introduction
A total of 70 students and 35 company representatives participated in this research study. The
majority of undergraduates were enrolled on the Network75 scheme (57%), 26% undertook live
project work, 13% had taken a 1-year industry placement while 4% had chosen a 3-6 month
placement. Students studying a variety of engineering-based disciplines took part. A breakdown of
students by subject is shown in Table 2.
Placement
Type
Electrical and
Electronic
Engineering
Civil
Engineering
Mechanical
Engineering
Quantity
Surveying
Building
Services
Engineering
Business
Network75
13
11
4
6
3
3
Live Project
3
1
2
1
4
6
1 Year
1
2
1
1
1
2
9
10
3-6 Month
Total
17
12
8
Computing
Total
Studies
40
1
18
4
9
3
9
5
70
Table 2. HoneyBee participants by placement type and discipline
As Table 2 illustrates, the largest group of students were studying Electrical and Electronic
Engineering, followed by Civil Engineering. The fewest were enrolled on computing degree
programmes.
Of students who responded to the questionnaire, almost 96% stated that their work placement had
been beneficial, 91% said their WBL experience was enjoyable, and more than 84% of respondents
reported that the HoneyBee Office had provided a supportive service throughout their work placement.
The most satisfied group of respondents were those participating on the Network75 scheme, of whom
more than 75% strongly agreed and 22% agreed that their placements had been advantageous. Only
one individual disagreed. The least satisfied students were those who had taken one year out of HE to
work in industry. Just over half of these respondents agreed or strongly agreed that their placement
had been beneficial.
As levels of agreement and disagreement were characterised by values of 1-5, mean scores by
placement type were calculated. Results showed that average agreement levels differed slightly
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between the groups. For Network75 respondents, mean agreement was 4.45, while the figure was 4.0
for students undertaking 3-6 month placements and 4.2 for live project students, thereby indicating
good levels of agreement within these groups on the benefits of WBL. However, students who had
chosen one year placements showed a mean of 3.3, suggesting that these year-out students had not
garnered the same advantages from their work-based experiences as the other placement groups.
Figure 1, below, illustrates levels of agreement for all statements by placement type.
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Interestingly, while Network75 students appeared to be the most satisfied beneficiaries, results
showed that they were also the most reluctant to work for another local company in the future.
Of the 35 engineering employers who responded to the questionnaire, 26 were classified as SMEs,
with five of the businesses comprising 10 or less employees. The vast majority of respondents (80%)
stated that they had previously experienced difficulties filling vacancies due to a shortage of essential
engineering and employability skills and almost the same figure agreed that they had experienced
negative consequences as a result. These included loss of business, failure to meet potential
commercial growth and increased pressure on existing staff.
In order to gain an insight into the expectations of employers regarding work placement students,
employers were asked to state the factors which contributed to their decision to engage in WBL and to
rank their responses in order of importance. Results showed that almost all employers (31) perceived
undergraduates as a long term investment and therefore hosted placement students as a means of
accessing skilled young people who will remain with the business upon graduation: 63% of employers
regarded this as the single most important reason for recruiting students. Undergraduates were also
perceived by 74% as being a cost-effective resource. Surprisingly, only 19 employers recruited
students in order bring innovative skills and knowledge into their business. A full list of the key
responses is detailed in Figure 2.
Despite very few businesses wishing to take advantage of students’ up-to-date knowledge and skills,
94% of employers perceived graduates to be essential for business development and innovation.
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Surprisingly then, just 36% of employers believed that graduates brought skills and knowledge to
businesses that non-graduates did not.
There was strong agreement that WBL is crucial for enhancing employability (92%) and as such, 66%
of companies reported that hosting work placement students is part of their business’s strategy. Three
quarters of respondents stated that a specialist work-based learning support service such as
HoneyBee is integral to a successful and cooperative work placement.
In terms of optimum duration of work experience, almost half of employers expressed a strong
preference for year-out placements. One commented: “a year out in industry is crucial to the
development of the student. Working with real life engineering issues rather than theoretical problems
no doubt improves students' understanding of engineering issues and the art of engineering – but
students need time to do this”, whilst others said:
• “One year gives them enough time to become integrated in to the team”; “you need at least one
year to provide value as short periods generally don't benefit either the student or company.”
• “One year would be sufficient for the student to understand the business and allow enough time
for them to make an impact within the organisation.”
• “A year out provides both parties with the opportunity to develop relationships and establish a
sense of belonging and feeling part of a team.”
• “We have found that one year is the optimum time, whilst keeping the student focused on
completing further education – they don't get used to working and not studying.”
The second most popular WBL option was Network75, with employers recognising the long-term
benefits of combining work and study for both students and businesses:
• “I believe an investment should be made in the longer term for the benefit of the company and the
student.”
• “A good balance of work experience can be gained on a 5-year period. On a 1-year placement
knowledge seems to be limited, especially on large construction contracts where students would
not be able to see the whole project from start to finish.”
• “5 years part time allows the student to get a taste of what is really like to work in engineering.
Also gently easing the student into full time work with good working industry knowledge.”
Three months was considered a reasonable placement duration for students to gain an insight into the
engineering sector and any specific role undertaken. However, there were no long term benefits
associated with this placement type and there was consensus that three months would not be long
enough for businesses to experience any real benefits. Four respondents preferred six month
placements, believing this to be long enough for undergraduates to learn engineering skills, develop
their employability and be productive within the organisation.
Two employers stated that six weeks was optimum. One reasoned: “I use 6-week placement students
to cover summer holidays when a lot of the employees are away”, while the other commented that six
weeks to three months would be a sufficient length of time to assess a student’s long-term suitability.
6.2. What are the advantages and disadvantages of engaging in WBL for
students and employers?
Students were asked how their work placements had impacted upon them, either positively or
negatively. Respondents highlighted many advantages associated with engaging in work experience.
Their responses were collated and analysed and the key responses are detailed in Figure 3, below.
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Findings revealed that gaining experience within industry was the most valued facet of the HoneyBee
scheme. In fact, 97% of respondents agreed with this statement. Ninety-two percent of students
concurred that their practical/technical skills had improved as a result of their WBL. One student
commented: “I have learnt good fault-finding skills and how semi-conductor modules operate”, while
another stated “I have developed invaluable skills within the general and electrical contracting
workplaces.”
Participants indicated that work experience had impacted positively upon their academic performance
as they were able to apply their academic knowledge to their work within their host companies and
vice versa. One respondent stated “I applied my academic knowledge to my work and my technical
understanding to my studies. I honestly think my Network75 placement contributed to me achieving a
first class degree!” Others supported this view: “The skills and knowledge I have developed during my
placement has given me somewhat of an advantage in my academic work”; “Working in industry
allows me to see the practical relevance of the key skills I am picking up as part of my degree.”
Students highlighted the development of employability skills, which they suggested would increase
their chances of securing employment upon graduation (77%). Open comments from students
suggested that work experience had contributed to increased confidence, motivation to learn,
problem-solving skills, self discipline, interpersonal skills, adaptability/flexibility, time-management,
planning, cooperation, focus, proactivity, self-reliance, ambition, self-belief. Communication was
undoubtedly the main interpersonal skill mentioned by beneficiaries (90%).
During focus groups, the impacts of WBL were explored further. Analysis revealed a number of
themes relating to skills development and employability that were common across all placement types
and disciplines. These are detailed in Table 3, along with supporting quotes from beneficiaries.
Gaining real life experience and an insight into a chosen profession benefited students in a number of
ways: most participants became increasingly confident that they had chosen the correct career path
and this had secondary impacts upon their attitude to studying and motivation to perform well
academically. One student stated that, despite enjoying their placement, they had realised that they
did not want to pursue a career in the same area and as a result, changed their long term career plan
and degree programme. There was consensus that industry experience had contributed to students’
career development and professional confidence, with many suggesting that their careers had
“already begun” and therefore they would “hit the ground running” upon graduation.
The vast majority of participants clearly identified the development of specific technical skills
(particularly IT and computer aided engineering applications) as valuable outcomes of their work
placements. The opportunity to put into practice engineering and technology principles and theory with
support and supervision from experienced colleagues emerged as a major advantage. Many students
also acknowledged that WBL had complemented their learning styles. For example, one stated: “I
learn best when someone shows me how to do something and then I try it myself. My work placement
seemed to be the most effective way for me to learn new skills.”
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Experienced colleagues who share and communicate their professional knowledge and expertise and
who can interpret experience in order to construct meaning and new knowledge of practice were
valued highly by work placement students. In addition, the support, encouragement and feedback
received by students from their mentors contributed to increased self esteem, confidence and wellbeing.
Students commented that conversing with colleagues, managers and in some cases, customers,
compelled them to improve their communication skills. Several respondents indicated that such
interactions also taught them how to adapt their behaviour accordingly: “I learned how to be
professional, how to talk to customers and others. I also discovered that there are boundaries in the
workplace that you should adhere to – for example, you cannot talk to your boss like you would to a
friend or a close work colleague! I think this is a valuable real-world lesson.”
Teamwork was a key theme that emerged through the analysis of focus groups. Almost all students
who had participated in the HoneyBee programme had experienced some form of team work.
Students agreed that working cooperatively promoted the sharing of ideas and proficiencies, which
contributes to up-skilling and widening the expertise of the whole team.
For some, WBL has had social impacts. Cohesion between HoneyBee students has contributed to
increased confidence and friendship networks as well as a feeling of belonging in the company: “my
social life has become really good. I was getting more friends through work and university”; “My boss
says I have become a valued and popular member of the team. I feel like I have fitted in really well”;
“As a Network75 student, you are only in university and work part time which makes it difficult to be
part of a group. Most of my really good friends are also on the scheme and we have a shared
understanding of the pressures of balancing work and study and we can help each other out with
assignments.”
Personal skills development included organisation, time management, the ability to be self directing,
creativity, flexibility, critical thinking, research skills, ability to negotiate and manage their own learning
and to reflect on the learning experience, problem solving, networking and change management.
Many students benefited from formal training and in-house training sessions organised by their
employers. Most commonly, these included Health and Safety and personal development.
Although most students acknowledged the long-term benefits of transferable skills for employability,
one student expressed a low awareness regarding the value of transferable skills: “I think that the
skills that I have learnt or will learn in the future will only be transferable if I go into the same industry –
manufacturing. I’m not sure if my skills would be adaptable or relevant within another organisation.”
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Skills developed
via WBL
Supporting quotes
Real-life
experience/
“My on site experience has allowed me to be hands-on; something I never would have been able to do had I not undertaken work-based learning.”
“My career has effectively started before graduation, which puts me at a major advantage. My experience as a Quantity Surveyor means that I can hit the
ground running when I finish university.”
“I am enjoying my studies more and more because I feel more focused and dedicated. I know that by doing well in university I am more likely to get the job
I want when I graduate – hopefully in my host company. I feel like I have got a goal to work towards.”
“It has provided me with a real experience of the industry. Learning about the job at university can make it seem very black and white. The placement
ensures you know how the real world operates.”
“My work in Aviza Technology has provided me with an insight into how industry operates, from stores to research and development and workshop
manufacturing.”
“The placement has given me a good insight into the engineering industry and has allowed me to develop skills and knowledge that would not be taught in
university.”
“Having real life experience really opens your eyes. You don’t really get a feel for the actual career you are working towards while you are in university as
you only learn the theory.”
“The project gave me an insight into real life work. It helped me to choose this year’s modules and decide what I want to do when I graduate.”
“I’d always thought I would like to be a Civil Engineer but after doing the job as part of my placement, I now KNOW it is what I want to do. I am going to
work hard in university and continue to develop the necessary skills so that I can achieve my ambition.”
“I really enjoyed my work experience and I am now confident that Building Services Engineering is for me.”
“I enjoyed my placement but just couldn’t see myself doing the job when I leave uni. I decided after that to transfer courses.”
“Companies don’t want green grass students who know nothing but academic.”
“You get the experience and the skills you need to succeed. Engineering is more than just a job, it is a hobby, something I enjoy doing in my personal
time.”
“I experienced working on accounts – using purchase ledgers, sales ledgers, understanding VAT, creating Proposals, expenses, etc.”
“The technical skills that have developed in my company would be things that you wouldn’t normally touch in university. I have worked hands-on in three
phase systems; I have worked in depth with electrical subsystems, substations and transformers.”
“I have developed specific skills such as computer programmes, project management, AutoCAD, Highways design skills and accounting. I have also
learned new technical skills, including instrumentation, calibration, maintenance checks; things that are relevant to the workplace.”
“I have learnt how to use main computer programmes such as Word and Excel much more effectively as well as Access Databases.”
“I improved my highways design skills and furthered my knowledge on highways construction by experiencing for myself the A465 Gilwern to
Abergavenny dual carriageway. I can now use MX Design computer software which is used to create models for highways designs. These will be of great
use long-term.”
Insight into
chosen career
Technical skills
Communication
“From a customer facing perspective I had a lot of exposure. I had to develop my people skills and ability to communicate effectively. It has helped me to
deal with so many things and in so many circumstances.”
“Gaining an understanding of accounts, dealing with customer requests and proposals will help me in the long run if a job opportunity within business was
to arise.”
“I learned that I had to be able to communicate in a clear and concise way in order to get a job done properly and not waste valuable time or money.”
“Improving my communication and time management skills helped me to be more focused and work more efficiently”
Teamwork
“In my company, team work happens on a daily basis and it is very beneficial for all of us, to exchange information and also learn from each other.”
“It was really good working as a group because we felt we were working for a good cause. If we just worked on our own we wouldn’t have had the results
that we had because working as a team allows you to share ideas and expertise and also gives you more confidence.”
“Working as a Network75 Trainee has improved my ability to work as part of a team, which I think will be beneficial throughout my career as most
engineering jobs require effective team-working; for example between designers, project managers, contractors and people on site.”
“When you work as part of a team, the end result is always better because everyone has put their own specialist skills and knowledge in. You learn more
too because by communicating and working together, you are absorbing what other people know.”
Professional
guidance
“I thought my mentor and colleagues were amazing. They taught me so much – not just technical stuff, but how to work cooperatively and share
information effectively.”
“My supervisor was like a friend to me and really supported me throughout my placement. He allowed me to practise my electrical wiring skills which was
really scary at first but knowing he was on hand to help really boosted my confidence. I owe him a lot!”
“ My colleagues were never afraid to tell me when I was doing something wrong, but I actually really appreciated their honesty because when I did get
things right and they congratulated me, I felt really proud and it boosted my confidence no end.”
“Watching my workmates and receiving their professional input really made my placement worthwhile. Having knowledgeable people there to support me
made me feel secure and more confident about trying out new work.”
“I have gained knowledge within the construction industry and learned a great deal about the role of a Quantity Surveyor as a result of observing my
colleagues.”
“I saw my placement as another opportunity to learn. I picked up a lot of expertise from the experienced and knowledgeable employees I was working with
at the company.”
“My confidence and communication skills really improved. For example, I didn’t used to like talking to strangers over the telephone but by the end of my 1
year placement I was regularly taking calls and phoning contractors. I also learned to work to deadlines, which is important now that I am studying full-time
again.”
“From a technical perspective I think I am very well job-specifically trained at the moment but I also have a lot of different skills that I know would be useful
if I moved to a different company in the future.”
“The long term benefits will be the experience on my CV. The project I am working on is fairly unique and quite large which provides a valuable career
experience which will be useful once I am looking for a permanent position.”
“I have taken away with me all the skills and knowledge I developed during my work experience and will apply them within my future roles. These include
both interpersonal skills such as communication and teamwork as well as practical abilities, including electronic design and engineering computer
applications.”
Transferable
skills
Personal
development
“My work experience has helped me to gain confidence in the way I work, my interactions with others and my studies.”
“Having meetings, appointments and deadlines and also working in a professional environment meant that is was essential for me to develop my
organisational and time management skills”
“I feel a lot more creative and innovative from working in my company. These skills are important as I hope to become a Design Engineer in the future.”
“I have grown in confidence and from being given responsibility in my job; I now take a more mature approach to my studies. I work and read
independently now whereas I would have to be instructed by my lecturer before.”
Table 3. Emerging themes within skills development
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Respondents highlighted the benefits associated with being part of a centralised WBL service. Most
students appreciated the readily available support offered by the scheme. The vast majority (around
90%) had taken advantage of HoneyBee’s open door policy and every student said that they had or
would approach project staff with any queries or problems: “just the fact that when you have got a
problem there is always someone to speak to. The fact it is located in the university it is a plus and we
can pop in whenever we want. I think you guys give all the support we need.” Several students
commented that a “familiar face” is more approachable and others indicated that the rapport between
staff and students makes it easier for beneficiaries to divulge issues or problems:
• “The support from the HoneyBee staff is invaluable. They provide help and support whenever it’s
needed – from financial queries, academic difficulties, timetabling issues and personal problems.
Just knowing there are people there who you can approach with any worries you might have is
really good!”
• “Support from Network75 was good, they would help with tricky things like contracts and they
would often talk on our behalf, a good relationship. In regard to the company they gave me really
good guidance for coursework.”
• “We deal with Network75 more on a personal basis, whereas in the University’s advice shop it is
more impersonal.”
• “Just the fact that you have got this support network ready and waiting to help you is a massive
bonus.”
• “If I had a problem with anything, I knew exactly where to go and was confident that someone
would be able to help me. The staff also helped build my confidence so that I could start
approaching my manager if I ever had a work-related problem.”
• “Training meetings and review meetings with HoneyBee and my host company were really useful.
Everything was really organised and the communication and sharing of information between all
the different groups meant that I had the best possible work-based learning experience.”
• “The HoneyBee team are so welcoming and friendly that it makes it easier to go to them with any
problems. And if they are not able to help, they always ensure that we are put in contact with
someone who can.”
However, two participants expressed disappointment concerning the support they received. These
respondents cited a lack of communication between the university, the student and the company. One
stated: “Considering that we study and work at the same time there should be a little more
understanding between the university and the company. I don’t think there is enough flexibility.”
Nevertheless, difficulties were invariably related to bursary payments or contracts and neither student
had previously raised these issues with HoneyBee or their employers.
The student bursary was a key theme highlighted by Network75 beneficiaries. The financial assistance
was an incentive for students to participate in WBL and HE, but also helped them to cover the cost of
fees, resources, travel and other maintenance costs once they had enrolled on the scheme. The
bursary minimised the burden of debt for many: “With Network75 you have the opportunity to work
alongside your degree whilst receiving a bursary which covers general costs. It is different in such a
way that you don’t have to take up any kind of tuition fee loan that you have to pay back off eventually
anyway.” Several participants had received additional sums as financial rewards for their efforts. One
respondent said: “my company told me they would give me a certain amount on top of the bursary as
a gesture because I sometimes work overtime and it has been helpful, definitely.”
In times of economic crisis, students agreed that the bursary and any other financial support meant
being protected against such fluctuations: “The economic climate as it is, we should be lucky that we
get the bursary.”
Despite its advantages, most Network75 beneficiaries argued that the standard amount should be
increased in line with growing responsibility: “As far as I know other schemes offer a lot more financial
support”; “The bursary agreement is quite open and could be more biased towards employers and I
also think that the low bursary amounts means a company is likely to view a student as a low value
asset rather than a valued part of the company." Two students also expressed dissatisfaction
concerning the terms and conditions of the Bursary Agreement. One commented: “I think the scheme
could be a lot more attractive. I thinks it leaves the students open to being taken advantage of by the
host company. The bursary agreement could be more protective towards the students.”
Respondents commented on the difficulties associated with balancing their work, studies and social
lives. This was particularly difficult for Network75 students and Live Project beneficiaries who work
and study part time. These individuals did, however, acknowledge the long-term benefits of
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undertaking WBL: “It is hard work and a big commitment but it is worth it to have 5 years of work
experience. The long term advantages outweigh my current frustrations and the hard work I constantly
have to put in”; “Well, the social life sort of ends, but you can’t have days off like full time students and
no summer holidays, however you get more organised and are more likely to benefit in the long run.”
Similarly, year-out students experienced negative impacts associated with their particular placement
type. All year out respondents commented on the disadvantages of completely removing themselves
from higher education for the duration of their WBL. During focus groups, these participants referred to
feelings of “isolation” from the university and commented that they had not received as much support
from HoneyBee as they would have liked. There was strong agreement amongst year out students
that Review Meetings should be conducted more regularly, such as on a quarterly basis, in order to
maintain strong relationships between the student, host company and the University/HoneyBee.
Completion of specific tasks, injection of new ideas, and the ability to build a pool of potential recruits
with general business knowledge as well as a means to extend a culture of on-site professional
development were highlighted by employers as major advantages of supporting WBL. The key themes
surrounding the impacts of WBL on employers are detailed in Table 4, below.
According to employers, work-experience students can keep staff levels constant during busy holiday
periods, whilst offering permanent staff the opportunity to develop supervisory skills through student
mentoring. Students also allow professional staff to pursue more creative projects by providing cover
for their roles on a temporary basis.
Company representatives agreed that undergraduates bring innovative ideas and up-to-date
knowledge to businesses. For example, students’ competence using ICT was mentioned by more that
half of employers. Many businesses benefited from the up-to-date knowledge of students, who had
learnt to use the latest computer software packages as part of their degree programmes. It was
common for undergraduates to pass on this knowledge to others within their host organisations, which
according to one employer, led to a “revamping” of the organisation.
Accessing new talent via work placements minimises recruitment and training costs. Employers noted
that work placements are an effective way for companies to evaluate potential employees without
obligation. WBL was compared by many to an extensive “interview”, where the students’ skills,
knowledge, understanding, personality and motivation could be assessed thoroughly over a relatively
long period of time. Therefore, schemes such as HoneyBee could reduce the risk of companies
making mistakes in the recruitment of new staff.
There was agreement that investment in skills generates long-term business benefits in terms of
raising profits, customer service and competitiveness. One individual commented: “investment in skills
is paramount and the lifeblood of business.” Employers can also offer training that is specific to the
particular company’s organisational and industrial needs and to their business standards. In turn, work
placement students offer fresh and innovative ideas and by transferring their knowledge and expertise
with existing employees can contribute to an up-skilling of a company’s workforce. One company
manager said:
My business consisted of just myself and my partner. We took on two Network75 students and
doubled our workforce immediately. The students have taught us such a lot in terms of modern
practices in Building Services and they’ve brought new ideas. We have since been able to make a
number of developments, improve productivity, take on more contracts and raise our profits massively.
By supporting WBL, employers also recognised that they were able to raise their profile amongst
education providers and prospective WBL students, thereby enhancing their reputation for being
committed to skills and training which they suggested could, as a result, produce commercial benefits.
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Key impacts of
engaging in
WBL –
Employers
Supporting quotes
Knowledge
transfer
“One major benefit is to be able to utilise the latest skills and current methods that the student is taught at
university and apply these wherever possible within the business and gradually share this knowledge
with the rest of the team.”
“Students are always really competent using IT and computer software. This is something we normally
struggle with as a business.”
“Students have a lot to offer, new experiences and we learn from them as well.”
“Gradually they are able to assist in the workplace and share their up-to-date knowledge with others.”
“The student helped to revamp the business by introducing us to new IT programmes and allowing us to
modernise our practises.”
Long-term
employees
“Business growth is increased by the student and despite sometimes the need to train students it is
beneficial for the company in the long-run as well as the student.”
“Experience is always valuable and the placement also provides an opportunity for the company to train
a student in a way they require, should they want to take them on permanently. This will obviously
improve business and competitiveness."
“Students are the future project managers in industry and the earlier they can gain the experience the
better.”
“Students become whatever we need them to be as we train them and help them develop the skills and
expertise that are essential within our organisation.”
Cost-effective
“Students are keen, want to learn, pick up new skills quickly and by having no experience they are
initially low-cost.”
“Students are cost-effective resources and a source of potential new staff and a good supply of
temporary, or cheap to be brutally honest, summer staff.”
“The bursary doesn’t cost that much in comparison with the benefits so I think that Network75 Trainees
are a very cost effective asset to the business.”
“I view students as cheap labour… sorry, that sounds bad… I mean, they offer a lot for what they actually
cost.”
Costs of
hosting a
placement
student
“There is a disproportionate amount of company input for little output in the short term.”
“If the economy is down, competition will be fierce. It may be the case that some companies will no
longer support work placements simply because they can’t afford it.”
“Students cost us a massive amount of time and money – they require mentoring, resources, training and
investment of our time to teach them and attend meetings, and so on.”
“We put so much effort into training and supporting the student and then he decided to leave after a
working for us for a year.”
Table 4. The key impacts of engaging in WBL for employers
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Almost all employers who took part in telephone interviews mentioned a number of disadvantages
related to hosting work placement students. These included the financial and time investments
required to support and train undergraduates and the risk of subsequent lack of output or commitment
from the student. For example, two employers expressed disappointment that after completing their
WBL and a short period of employment within their host companies, students had left the company to
work for another organisation. These employers suggested that students should be contractually
obliged to remain within their host companies for a set period of time upon graduation.
6.3. What long term benefits does WBL provide and how do these affect the
engineering industry in the region?
Both students and employers agreed that a well-organised WBL programme such as HoneyBee can
offer an incentive for individuals who had never considered full-time study as an option to engage in
HE. In fact, when questioned, the main reason participants enrolled at the University of Glamorgan
was directly associated with the possibility participating on the HoneyBee scheme. For half of the
respondents, this was the only reason for them undertaking degree level engineering:
• “I wouldn’t have enrolled into the course and gained the working experience if it wasn’t for the
Network75 scheme.”
• “Having a well-renowned scheme like Network75 definitely encourages people into the field of
engineering.”
• “I was planning on doing an electrician apprenticeship because I never thought of a degree in
engineering and didn’t really want to study full-time after school. But after I saw a HoneyBee
presentation I realised that electrical/electronic engineering would really suit me and the fact that I
could work and study was ideal.”
• “I would not have gone to uni if I hadn’t seen the placements that HoneyBee offer.”
• “I am only doing engineering because of Network75. It really appealed to me that I could combine
my degree with practical work in a host company. Plus, I would never have been able to afford my
university fees if I was studying full time.”
• “In terms of having an income, not having debt and getting a degree as well as work experience
appeals to younger people.”
For Business Studies students working in the engineering sector, their placements had provided a
valuable insight into the industry and had effectively changed their perceptions regarding engineering
as a career option. Each of the three Business undergraduates who participated in focus groups
stated that they would be happy to recommend engineering as a viable and rewarding profession to
others, and whilst not enrolled on engineering-based degree programmes, they all agreed that
schemes such as HoneyBee have the potential to attract “new types” of student into HE and, in
particular, engineering programmes.
Employers argued that increasing higher level engineering skills in the region, as well as improving
WBL provision, will minimise their difficulties filling vacancies because graduates will possess the
experience and skills (technical, practical, personal and generic) required; thereby maximising the
engineering sector’s growth and productivity within Objective One areas.
Findings show that HoneyBee is associated with very high rates of graduate employment following
successful placements. In fact, every Network75 graduate and more than half of year-out graduates
who participated in this research had been offered a full-time permanent post within their host
company. However, only a small proportion of live-project students and 3-6 month work-based
learners had received similar offers.
Students understood the engineering skills shortage and recognised the advantages of being in a
sector where there is a high demand for skilled graduates, believing that their combined academic and
work experience would lead to excellent job prospects and successful engineering careers: “If you
have two graduates the one with work experience will get the job.” Eighty-four percent of students
believed that their WBL had enhanced their CV and the majority of students reported that they had
already secured employment as a result of their work-based experience, which was regarded as a
great advantage in a competitive graduate market:
• “After finishing my placement I had a better response from other companies that I sent my CV to
than any of my friends. I think they saw value in my work experience! I am now a Graduate
Electronics Design Engineer working on similar sites to those I worked on throughout my
placement.”
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•
•
•
•
•
•
“In Civil Engineering, work experience counts for a lot. Whilst the academic/work crossover is not
always obvious, your confidence and knowledge of industry is boosted enormously.”
“After my 3 month placement, I was offered a part-time job at my host company.”
“Because of my work placement I have been fortunate enough to secure a job within another local
company as a trainee engineer.”
“Without my work experience, my career would most definitely not have progressed to such an
advanced stage.”
“My company already offered me a job position after I graduate.”
“I was offered the job in the water department of my host company.”
According to both students and employers, increasing the recruitment and retention of experienced
graduates in the area will have positive and long term impacts upon regional innovation as well as the
knowledge and skills gaps that exist within Objective One Wales as graduates transfer their expertise
with co-workers.
6.4. What are the long-term requirements of companies in terms of graduate
skills?
During the series of interviews held with engineering employers, an attempt was made to identify and
define skills and competencies which they saw as essential. Two clear groups of skills emerged from
the responses given:
1. Personal attributes – enthusiasm, cooperation, commitment, raw engineering talent, confidence,
creativity, mathematics skills, decision-making, emotional intelligence, flexibility, good academic
background, leadership, maturity, motivation, personality, positive attitude, analytical skills,
problem solving, professionalism and reliability.
2. Commercial requirements – technical competence, communication, IT proficiency, dedication to
the company, market awareness, organisation, research skills, planning, product knowledge,
sector knowledge, experience of AutoCAD, management and relevant work experience.
The key skills that employers seek in work placement students mainly relate to interpersonal skills,
personal attributes as well as academic aptitude. Employers appreciate new ideas, alternative
perspectives, willingness to learn, enthusiasm, team players, logic, commitment, reliability and
flexibility/adaptability:
• “We are looking for attitude and experience, an enthusiastic approach to work and thoroughness
in performance.”
• “In an ever changing/moving business, we are looking for bright students who enjoy a challenge
and pick up new tasks quickly.”
• “We want someone that works regularly, has initiative, regardless of grades, we look upon
personal attributes as well such as adaptability, we don’t want a clone, but someone that can work
as we want them to work.”
• “We are looking for individuals with technical skills, communication skills and initiative.”
•
“Someone able to communicate effectively. Have the necessary basic English/Mathematical
skills. The ability to become a team player. Being able to use one’s initiative. Having a positive
attitude and good behavior.”
Interestingly, communication skills were ranked as the single most desirable attribute in WBL students.
Employers were less interested in technical expertise and awareness of engineering principles.
Instead, they argued that practical skills can be learnt whilst a student is on placement, but that
communication is essential in every aspect of engineering. For example, students must be able to
receive and understand instructions, feed information back to supervisors, liaise effectively with
colleagues and other co-workers and finally, present their work to managers and/or HoneyBee staff as
part of their work duties or annual review meeting(s).
6.5. What practical barriers do companies face when recruiting work placement
students?
Of the 35 employers who took part in this study, 28 stated that they had encountered barriers which
had prevented them from recruiting an undergraduate student (or additional students) in a work
placement capacity. The most common hindrance was lack of experienced staff to supervise, train and
mentor students (60%) followed by financial constraints (56%). It was common for both these barriers
to be present, as one employer explained: “at present I have one student. I would love to recruit
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another but to do that I would need to take on a senior employee to supervise and mentor that
student, which would be much too expensive.”
Other barriers included: lack of time, insufficient office space, “red tape” (legal responsibilities and
Health and Safety difficulties/risk assessments), lack of interest by students and poor geographical
location (making it difficult to find students who are willing to travel relatively long distances to work).
According to company representatives, there was little that HoneyBee could do to minimize these
barriers, though four suggestions were put forward:
1. Offer financial assistance to ease the burden placed on employers
2. Promote WBL and local employers to young people.
3. Extend the Health and Safety training provisions for students and provide Construction Skills
Certification Scheme cards, which are proof of occupational competence by contractors, public
and private clients and others.
4. Create a contract where students are obliged to remain within the organisation for a specified
period of time in order that employers receive a return on their investments.
6.6. Have the negative perceptions of employers towards graduate recruitment
changed?
The majority of employers (55%) admitted that they had previously been “unsure” about the benefits of
employing a graduate and many had initially been “reluctant” to host a work placement student. Since
participating in the scheme, almost all of the employers interviewed (94%) were enthusiastic about
graduate recruitment, with many commenting that their perceptions of graduates had become more
positive as a result of engaging with HoneyBee: “I would say that probably we have changed the
concept of “graduate”, because the students are working for us for 5 years so they are seen as an
employee really”; “I wouldn’t be interested in graduates who had no relevant work experience as they
would have to learn everything from scratch. That is the beauty of HoneyBee placements, especially
Network75.”
It appears that experiencing the benefits that undergraduates offer first hand, as well as shaping WBL
students to meet their specific needs of the business through training and work experience, means
that the student is already an invaluable resource to the company by the time they graduate: “After
seeing the value that a student can offer my company, I now understand how graduate recruitment
can benefit the business.”
Several employers reported that their attitudes regarding graduate recruitment had remained
unchanged: “Our attitudes remain constant – where student is taken on and continues to learn and
adapt to their surroundings they become a very valued member of the team, bringing new ideas and
skills to the table. These are the sorts of graduates we want.”
Company representatives were then asked why they thought that some graduates remain averse to
working in local companies, principally SMEs. Almost three-quarters of employers disagreed that the
brain drain existed, arguing instead that graduates demonstrate a strong willingness to work locally in
the region, including small businesses. For example, one employer stated: “Well, that’s not what I am
aware of; in fact graduates have shown to be keen to work for a local company. It might be the current
situation.”
Others suggested that it is the company’s responsibility to raise students’ aspirations about working
locally: “We believe when we employ graduates we are on trial just as much as they are and so we
make huge efforts to make students want to stay with us when they finish university. There are of
course a few that leave but that is only to be expected.”
Almost 10% implied that brain drain is caused by unrealistic expectations of graduates: “They wrongly
consider there is a slight risk of working locally and they have more chances of progressing in
international companies.” One employer commented that higher education is to blame for students’
unfeasible aspirations: “Some graduates have an over inflated opinion of their own importance to the
company. The education system also does its part in over promoting the impractical prospects
expected for graduates which in today’s climate are unrealistic.” Finally, another proposed that:
“perhaps university opens their mind to the potential of travel and visiting places throughout the UK.
Sometimes they want to get away from their school / local environment and experience new things.”
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6.7. Has students’ reluctance to work within the local engineering sector
minimised following a positive WBL experience?
According to students, high skilled individuals move away from the area in search of better work
opportunities and more specifically: earning potential, career promotion and progression, better
training opportunities, improved job security and to a lesser extent work stresses:
• “There are more job opportunities and more career progression opportunities across the border. I
think that’s a major drain out of the country, because the top talent tend to follow the top career
paths.”
•
“Wales is small and not a lot of opportunities exist in Wales for highly skilled people, especially in
times of economic instability. People are going to seek new experiences and security elsewhere
naturally as a result.”
• “Some highly skilled people are placed under so much pressure that they can no longer cope with
the demands of the company and leave to find a less stressful job.”
Results of the initial student questionnaire revealed that 46 (65%) of respondents would like to work
for another local engineering company upon graduation, 18 (%) were unsure and 6 felt strongly that
they did not wish to work for a local employer upon graduation. This topic was explored more
rigorously during focus groups and telephone interviews.
Participants were encouraged to discuss their perceptions and intentions concerning local
employment in the future. Those who aspired to gain employment locally tended to refer to their
“enjoyable” (55%) work experience. These respondents also talked about the “network of local
contacts” that they had already established whilst on placement (28%), explaining that moving out of
the area to work would be like “starting from scratch.” Several students expressed the view that the
brain drain phenomenon actually encouraged them to remain within Objective One Wales. According
to them, the strong demand for experienced and skilled graduates in the area will lead to improved job
prospects for those who stay. One individual reasoned that: “a company desperate for graduate
engineers is likely to offer good incentives for skilled and experienced employees.” Of the participants
who showed strong willingness to work locally in the future, almost half said that their work placements
had changed their mindsets about local businesses and SMEs.
Of the students who were unsure about working for a local business in the future, almost 70% blamed
the recent recession for their uncertainty. For example, one individual stated: “With the economy the
way it is at the moment I have seen within my company a lot of qualified people being made redundant
so they leave for places where there will be better opportunities, taking their skills and experience with
them. I don’t know whether to do the same.”
As previously mentioned, Network75 students – whilst being the most satisfied in terms of their overall
WBL experience – were also the most reluctant to work for another local company in the future. It was
noted that those who were most averse had worked within SMEs. These individuals believed that
progression within small businesses was constrained as promotion, as one individual joked: “you want
to climb the ladder, but sometimes the ladder in small companies is too short!” These students also
commented that the recession had left many SMEs in a precarious position and as a result believed
that small organisations offer graduates poor job security. Results also showed that beneficiaries who
had felt undervalued and underpaid in terms of their Network75 bursary were much less willing to work
for a local business in the future.
The highest proportion of participants who were adamant that they would move away to find work in
the future were from civil engineering programmes. This group aspired to work in some of the world’s
fastest growing areas for development and construction, such as Dubai.
6.8. How could Honeybee scheme be improved to meet the needs of students
and employers and how this could inform similar projects in other Welsh HEIs?
Eight key themes emerged through discussions with students about potential improvements to the
HoneyBee scheme:
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Figure 4. Students’ suggestions for HoneyBee improvements
A list of key themes along with examples of supporting quotes is shown in Table 5. A large proportion
of participants highlighted the importance of raising the awareness of academic staff at Glamorgan
regarding WBL and the specific needs and difficulties associated with combining work and study.
Participants commented on lecturers’ “lack of understanding” and said they would like the university to
provide information on HoneyBee scheme to lecturers. A number of students also hoped that
HoneyBee would encourage academic staff to be more flexible with students who experience
difficulties balancing work and study.
Respondents suggested that communication between HoneyBee staff and host companies could be
improved. When this issue was explored, respondents expressed the belief that HoneyBee staff
should take more responsibility for ensuring the well-being of its students. This included holding
regular telephone meetings with employers to discuss the progress of students and contacting host
companies with student queries or to resolve any difficulties on behalf of the undergraduate.
Similarly, around 13% of participants reported that they would prefer more frequent Review Meetings.
It appeared that a large number of students perceived these meetings as an opportunity to highlight
any issues they had been experiencing rather than an appraisal of their performance and progress. In
addition, year-out students, who often felt isolated and detached from the university and academia
whilst on placement, viewed the meetings as an effective way to keep in touch with the institution.
These students indicated that additional meetings between themselves, HoneyBee and their
employers could minimize their feelings of seclusion and aid their transition back into HE upon their
return. Nevertheless, one respondent suggested that Review Meetings should be brought to an end: “I
think in a way when you have those review meetings, no offence intended but I think there are
employers that just get down and give some lip service to keep you happy. I don’t think they actually
do anything to be honest.”
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Introducing a buddy scheme was a popular suggestion for improvement by students. According to
them, the potential benefits of developing such a scheme included:
• A specified mentor who understands the difficulties of balancing work and study and who can offer
advice to new WBL students.
• The ability to seek advice on the engineering sector in Wales.
• An opportunity for students to ask someone experienced about how to be an effective member of
an engineering team.
• A chance to make friends and develop relationships with similar students.
The bursary was a major issue among Network75 students, with the vast majority stating that
the financial assistance should rise along with rates of inflation and with increased
workload/responsibility within the company. Beneficiaries expressed their frustration that,
although contractually obliged to work within their host companies during the summer
holidays, their bursary rate did not increase during this period to reflect their additional work.
A number of these participants also suggested that the small bursary might contribute to
employers’ perceptions of undergraduates as “low value employees.” In fact, several
students from various placement types proposed that HoneyBee could work with employers
in the future to stress that work placement students can be valuable assets within businesses
rather than simply being “of economic value.” Network75 students mentioned uncertainty
concerning the terms and conditions of their bursary contract, suggesting that parts of the
contract could be re-written for additional clarity.
Students mentioned that specific training should be provided as an integrated part of the
work placement in order to further improve their skills as well as enhance their CV. They also
felt it would be beneficial to move across departments within the company and actively
participate in various areas of their host organisation to gain a range of skills and work-based
experiences. Other suggestions included: updating the undergraduate and company WBL
handbooks, ensuring that Network75 students are recorded as being full-time on the
administrative system (being part time has negative consequences for council tax payments
and receipt of student loans) and maintaining awareness of the advantages of studying
engineering disciplines.
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Improvement
Supporting Quotes
Academic staff
“Lecturers don’t always understand that we’re trying to work and study at the same time, which can be difficult.”
“It’s sometimes hard to get hold of lecturers when you’re on placement and they don’t seem to understand.”
“A lecturer kept asking why I was missing classes and when I explained that I was on the Network75 scheme, he said ‘what’s that?’”
“My lecturer was unsympathetic when I explained that I was having trouble completing an assignment because of work commitments
and other assessments.”
Review meetings
“I think that the amount of review meetings at the moment is not enough, we need something to provide more direction. Rather than
doing annual reviews six monthly reviews would be better as sometimes there are problems but you have to wait until the next meeting
to talk about them.”
“I think it would have been better to have a meeting with university representatives at the start, rather than the end, of my placement to
check that everything was ok and to fix any problems that I might have had.”
“I think there should have been more regular contact from the university. I think that one year placement students should have more
than one review meeting.”
“As it is students have in their 1st year a training meeting about three months after they start so it would be better to have an initial
meeting maybe, in your first week or so just to make sure that you are happy and being given tasks and that there are no problems.”
“This is the only time I feel like I can bring up any issues with my company or HoneyBee so I think they should be more regular.”
“I think more meetings with HoneyBee and my company would have been useful because being on a year-out means that you get a bit
isolated so it’s good to keep the relationship going.”
Communication
between work
placement parties
“HoneyBee staff should keep in contact with my company more regularly to ensure that I am getting on ok.”
Bursary payment
“ Being on placement and receiving a set bursary limits your earning potential in the way that you could be doing the same job in
another company(not through a scheme)and getting more money.”
“I don’t feel confident going to my boss with a problem. I would prefer you to pass the message on.”
“Maybe there should be a system where companies and someone from HoneyBee have regular telephone conversations to ensure
that placements are going well.”
“I think there should be some kind of understanding if you go up levels, ranks within the company as well for changing positions and
that should be taken into account because you are obviously doing a more difficult job. I believe it should be a payback.”
“I have learnt some skills and I know how much the company has benefited. Regarding that I think the pay should be higher.”
“We have to work full time during the summer but the bursary is not increased during that period and that is really difficult.”
“I am not treated like a normal employee; I am treated as a contractor, because I am on the Network75 scheme so there is no room for
me to negotiate pay.”
“The bursary could be slightly higher due to increases in the cost of living.”
“The bursary hasn’t increased with inflation rates.”
Buddy Scheme
“It would have been good to have someone who has been through it before to go to with any queries.”
“In the first few weeks a student mentor would have been useful.”
“I’d have liked to have a specified person who had completed their placement to talk so that they could give me hints and tips about
how to perform well in the company and advice about industry.”
“I think it would be good to bring work placement students together once a term to discuss their placements, the benefits and problems
associated with their experience. This would help students to meet new people and be a chance to get support and advice.”
“All students should have a mentor or tutor from each degree discipline that can be a point of contact – work placement students are
not in university as often as full time students and so it’s sometimes difficult to know who to ask for help with assignments.”
Employers’
perceptions of
students
“The low bursary amounts also mean a company is likely to view a student as low valuable asset rather than an important member of
the business.”
Experience within
different
departments
“I was stuck in the R&D department and really wanted to experience the other areas of the business.”
Promote
engineering/ market
HoneyBee more
effectively
“I think that it is not often common knowledge what advantages are available to people through choosing an engineering type degree
in terms of creating a viable career from it.”
“I don’t think I get as much respect as qualified people. It doesn’t seem right when I do the same job as them!”
“I think that it should be written into the training plans that we have to work in the various areas of the company.”
It would be beneficial to increase awareness in early stages when students are looking into doing degree courses in engineering
backgrounds.”
“For people not to even consider working whilst studying is very closed minded not just from the perspective that you could get your
tuition fees paid, but you are also going into an industry which is also very competitive, you have to be academically qualified. We
should be informing people about this.”
“I strongly believe work-based learning is the way forward in engineering degrees and it should be sold as a higher level
apprenticeship.”
Compulsory work
placement diary
“A Compulsory log book would provide evidence of our work would help us build a portfolio for the future.”
“Work-based diaries could be introduced detailing work carried out, which students could then use as part of their continuing
professional development.”
“An online diary would be quite good – something we could log into and add notes on what we’ve been doing in work.”
Alternative methods
of assessment
“Work placement students could mark each other’s work”
“Assessing each other would give us insight into other people’s experiences.”
Table 5. Students’ suggestions for improvements to the HoneyBee programme
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Employers held the belief that the work-based learning scheme would benefit from a number of
improvements such as working more collaboratively with industry: “By talking to the employers more
and using their input as a guide to the practical and technical skills required, the programme could be
more effective.”
According to company representatives, liaising with employers and recognising their skill requirements
could ensure that PDP modules focus on developing aptitudes that are essential to businesses, such
as research skills, before students embark on their placements. Employers argue that this would
contribute to more effective WBL for students as they will not be required to learn these basic skills
during their WBL, thereby offering greater value to businesses from an early stage and allowing the
students themselves to develop technical and job-specific skills immediately after commencing the
placement. A number of companies expressed dissatisfaction with students’ assertiveness and/or
communication skills: “The student is an adult and should show some commitment and express
whatever is going wrong. I think there is a lack of communication.”
Two employers stated that students should be required to demonstrate their work and skills
development through presentations during the Review Meetings: “It would be great to require a
presentation on the things learned – this requires a number of skills and good awareness.”
Several employers agreed that Review Meetings should be carried out more regularly: “Perhaps have
a catch up more than once a year – say, once in six months. It is good for students to gain feedback
from all parties.”
According to company representatives, the ability to successfully combine work and study is
dependent upon efficient university timetabling and that, often, sporadic timetables limited students’
productivity within their host organisations: “disruption is caused by students having to attend college
on set days as this can affect continuity on particular projects”. Therefore, employers suggested that
timetables could be re-organised to overcome this problem.
7. Discussion
7.1. What are the advantages and disadvantages of engaging in WBL for
students and employers?
Work placements are clearly an effective method for enhancing student employability – the capability
of an individual to gain and retain fulfilling work. Findings also show that offering students a balance of
practical, real-life work experiences and traditional classroom teaching has positive results for
learners’ skills development (both theoretical and technical, confidence, motivation and employment
opportunities). Work placements enabled undergraduates to sample their chosen engineering career
and in doing so, promoted more realistic expectations of the role of an engineer and the engineering
industry as well as careers ideas and direction. WBL offered students an insight into a particular
career and future job opportunities as well as the chance to size up an employer and vice versa and
therefore enable more informed career choices.
It appears that the opportunity to put academic theory to practice and apply textbook learning to reallife engineering tasks, and vice versa, increases students’ academic preparedness and motivation to
study. Several participants commented that their work placements had impacted positively upon their
academic performance by teaching and reinforcing basic technical and academic skills, thereby
supporting the finding of ASET (2007) and Kerins (2007).
The skills and personal attributes that students developed corroborate those highlighted by the
Dearing Report (1997), Mason et al. (2006) and the Careers Service (2008). Findings also showed
that self-belief, proactivity, ambitiousness, critical thinking, negotiation, networking, planning, creativity
and cooperation were emphasised by students as key skills which has been developed through
relevant WBL. Work experience had positive impacts upon students’ confidence and interpersonal
skills, which in turn, resulted in improvements in students’ social lives and relationships with
colleagues and fellow WBL students. This could enhance students’ sense of belonging within their
host company and the University and therefore is likely to impact positively on student retention and
progression.
In most engineering disciplines, improved proficiency using specific engineering software packages
such as AutoCAD and ICT programmes, including Microsoft Excel, were beneficial. This is important
as business use of ICT is low in the Welsh Valleys compared to other regions in the UK. Employers
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suggested that HoneyBee placements widen access to the use of ICT both by beneficiaries and
SMEs, thus contributing to improvements in the IT skills of existing and future SME employees in the
area. It is hoped that this will rejuvenate local businesses and allow then to innovate and compete on
a wider scale.
In concurrence with UCAS (2008), the relative importance of competencies varied depending on
vocational choice, with students mentioning more specific technical skills which they had developed in
order to carry out their roles within their host companies. The majority of beneficiaries referred to the
transferable nature of their skills development, indicating that HoneyBee will have long-term benefits
for students in terms of individuals’ future employment opportunities and competence.
From an employer’s perspective, the scheme improved the “work readiness” of students and
graduates; as participants developed the skills, knowledge, attitudes and commercial understanding
that enable them to make productive contributions to the organisation soon after commencing
employment. Graduates who had undertaken WBL were also seen as desirable by employers as they
would not be required to undergo a “steep learning curve.” At a reasonable cost, employers can
benefit from an enthusiastic staff member, fresh from two years undergraduate study, who can often
be targeted at specific short to medium term projects. The student comes equipped with specific skills
as well as an up-to-date overview of the industry’s developments and should become fully productive
at an early stage.
From a Human Resource point of view, students are a cost-effective source of labour and are an ideal
solution for employers, particularly during busy holiday periods when staff levels are reduced.
HoneyBee helps to simplify the recruitment process of businesses by providing them with access to
students that have been chosen based on the company’s individual requirements. Engaging in WBL
provided employers with the opportunity to thoroughly assess prospective employees without
obligation. Other advantages included:
• Access to motivated, committed and loyal employees.
• Flexibility in staff deployment and increased productivity.
• Increased awareness of current academic developments in the particular discipline.
• Breakthrough thinking (not blinkered or stereotyped).
• Developing relationships with the academic community.
• Improving the business’s reputation for innovation and commitment to skills development amongst
the academic and engineering communities.
By supporting work-based learning, employers not only enhanced the skills and aptitudes of the
student, but they also increased the value of employees within their companies. Involving employees
in planning, delivering education and training and guidance to students, increased their supervisory
and mentoring skills. Students offer businesses fresh, new ideas and facilitate exchanges of
information between industry and HE.
Employers also recognised that engaging in WBL and investing in skills would lead to reputational
benefits and, as a result, increased revenue. Although employers stressed the financial and time
commitments involved, the vast majority appear to have received a return on investment of workbased learning efforts. Returns on training investments were found to be positive and had the potential
to act as a support mechanism for other changes in the organisation. Emphasising the benefits
identified in this study to prospective host companies may lead to increased participation.
Year out and Network75 beneficiaries, having spent a significant period of time within their host
organisations, understood well their employer's methods and means of operation, their products and
the nature of student contribution to this process. They recognised their role within the organisation,
their own objectives, and the role of workplace colleagues and as a result, were more valuable to
employers than short-term WBL students. Findings suggest that the Network75 route is the optimum
placement choice for individuals whose primarily aim is to improve their employability. Every student
who chose the combined work and study programme had been offered a permanent, full-time post
within their host organisation before graduating. These students were also found to be the most
satisfied group, who were well-integrated into both their companies and university.
The largest number of employers agreed that year outs were the optimum placement duration. It is
possible that businesses benefit from 1 year placements as students work for the company on a fulltime basis, therefore devoting their time to their role in the business without having to study
simultaneously. In contrast, year out students were the least satisfied of all the placement groups, with
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many indicating that they felt isolated from HE. This suggests that provisions must be implemented to
enhance the WBL experience of year out participants in order to optimise the benefits for all parties.
7.2 What long term benefits does WBL provide and how do these affect the
engineering industry in the region?
During work placements, students’ knowledge of workplace etiquette improved along with their
awareness of employers’ needs and perspectives. They gained an appreciation of basic business
communication skills and created a network of industry contacts. It is therefore anticipated that this will
lead to smoother transitions from HE into the graduate labour market and to better job prospects as
employers increasingly recognise the value of graduates, particularly those with relevant work
experience.
There was consensus between students and employers that increasing the recruitment and retention
of experienced graduates in the area will have positive and long term impacts upon regional
innovation as well as the knowledge and skills gaps that exist within Objective One Wales, as
graduates transfer their expertise with co-workers. This may help local businesses minimise the skills
gaps that exist in the region’s engineering sector, thereby increasing the skills that companies require
to meet business objectives (SEMTA, 2004).
The HoneyBee project appears to contribute to developments in the region’s existing workforce
through the education and training of its current and potential employees. For example, students
helped to raise the technological, creative, marketing and innovation skills within host companies.
Thus, HoneyBee work placements could contribute to reductions in the engineering skills deficiencies
experienced by employers, which cost businesses money through delays in new product development
and additional recruitment costs (Royal Academy of Engineering, 2006) and help to minimise the
supply and demand problems common within engineering.
Engineering skills shortages have been exacerbated by decreases in the subject’s take up rates
(SEMTA, 2003). Both students and employers agreed that a well-organised WBL programme such as
HoneyBee encourages individuals who had never considered full-time study as an option to participate
in higher level engineering. Therefore, offering flexible opportunities to learn such as this has the
potential to increase the much needed number of enrolments within engineering disciplines.
Findings also show that HoneyBee is associated with very high rates of graduate employment
following successful placements. It is expected that this will lead to fewer hard to fill vacancies as
businesses retain graduates who possess the experience and skills, including technical, practical,
personal and generic, which they require; thereby maximising the engineering sector’s growth and
productivity within Objective One areas. Results show that Network75 and year out placements were
the most successful in terms of securing employment at the end of their placement and/or upon
graduation. This could suggest that live projects and 3-6 month placements are not long enough in
duration for students to become fully integrated into the workplace or make any major impacts within
their host organisation.
The Network75 bursary was an incentive for students to engage in WBL and also had long-term
implications for students by reducing need for loans and grants. By paying no fees, remaining council
tax exempt and earning a proper wage, many students were able to sustain themselves financially and
reduced the financial hardship associated with studying. Students did not graduate with debt and did
not require subsidised grants, thereby aiding the economy somewhat. Nevertheless, despite clearly
recognising the long term benefits of participating on the scheme – including job opportunities and
greater earning power in the future – students were dissatisfied with the sum of their bursary
payments. HoneyBee will therefore attempt to manage prospective students’ expectations concerning
the bursary during the recruitment process, helping them to realise that (as Network75 Trainees) they
will not earn as much as their co-workers, irrespective of their roles and responsibilities. Finally, staff
will attempt to highlight the importance of delaying gratification by placing greater emphasis on the
benefits students will experience upon graduation.
The project has led to a greater propensity to learn and retrain in the future as employers and
employees recognise the benefits of higher education, such as increasing the capacity for innovation
in the SME sector, leading to higher skilled jobs and consequently an increase in the levels of earning
in the labour market. As a result of this increased demand, the University of Glamorgan has been
granted convergence funding to invest in a work-based learning programme to support thousands of
workers across Wales. The £34m project will offer existing employees a range of flexible bite-size
WBL provisions which are specially tailored to workplace needs. Employers will be encouraged to
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support learning to improve the skills of staff in areas such as management and construction, with a
focus also on sectors such as energy, digital economy and creative industries. Innovative methods of
delivery will include taster sessions and a combination of traditional face-to-face teaching with online
learning.
7.3. What are the long-term requirements of companies in terms of
graduate skills?
Employers require graduates with a range of personal attributes and commercial skills/awareness,
including enthusiasm, cooperation, commitment, raw engineering talent, confidence, creativity,
mathematics skills, decision-making, technical competence, communication, IT proficiency, dedication
to the company, market awareness, organisation and research skills. However, in terms of WBL
students, business awareness and technical skills were less desirable than personal characteristics.
Surprisingly, employers selected work placement students based on their interpersonal skills, personal
attributes and academic aptitude. Technical and practical engineering skills were perceived as less
important. It appears that employers perceive personal attributes to be the foundation of a “good
employee” and that the more specific work related skills demanded by graduate employers can be
developed during work placements as students gain insight into the wider commercial aspects of
business life including the management of the organisation and the client-company relationship. Often
this is advantageous to employers as the students gain experience and skills specific to their host
company. Hence, the vast majority of employers in this study believed that individuals who had
undergone a period of work experience were better equipped for the world of work than those who had
not.
Only 19 of the 35 employers recruited students for the purpose of bringing innovative skills and
knowledge into their businesses. Nevertheless, 94% stated that graduates were essential for business
development and innovation and highlighted the technical skills of graduates as being of great
importance. This suggests that students become more valuable to companies as they develop skills
and expertise via their degree programmes and work experience. It is also possible that by supporting
WBL, employers are increasingly recognising the benefits that graduates offer businesses.
Interestingly though, despite perceiving WBL students as a long-term investment and recognising their
worth, questionnaire results showed that only 36% of employers believed that graduates bring skills
and knowledge to businesses that non-graduates cannot. This might suggest that the employers
participating in this research did not posses Level 4 or above qualifications themselves and therefore
felt reluctant to agree with this statement.
Many employers were keen to make a positive contribution towards the provision of a high quality
workforce for the future and findings of this study show that joint workplace education programs
harness the power of collaboration between the engineering and HE sectors to produce exceptional
training results that benefit all parties involved. As a placement organisation, it is possible to make
known to the academic community views and requirements regarding higher education in order that
institutions can incorporate specific skills development into their modules, such as PDP.
Communication skills were of the highest importance to employers and therefore institutions should
focus on developing these skills before students undertake WBL in order to maximise benefits.
Offering a combination of bespoke skills training and WBL will ensure that academic institutions
provide graduates with the qualities that employers have informed them that they require. The links
with industry, which placements promote, also help the university to keep abreast of changing
requirements and can lead to other joint ventures such as custom-built training courses and
collaborative research. This will have future benefits for the engineering community as graduates
increasingly meet the needs of employers. This supports the Confederation of British Industry (2006)
as working with employers is the key to providing skilled graduates for all sections of the economy as
employer-led provision enables delivery of the skills that the labour market needs and that students
want to develop.
7.4. What practical barriers do companies face when recruiting work placement
students?
Medhat (2008) showed that the engineering and technology sector has far less WBL activity than
comparable sectors such as business or health. Unsurprisingly then, 80% of employers in this study
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reported having experienced barriers which prevented them from supporting a WBL student, or
additional students.
However, findings showed that practical difficulties rather than attitudinal barriers, particularly staffing
levels and financial or time constraints, were the main obstructions. Other difficulties included
insufficient office space, legal responsibilities, particularly relating to Health and Safety difficulties/risk
assessments, lack of interest by students and poor geographical location (making it difficult to find
students who are willing to travel relatively long distances to work).
It should be noted that the vast majority of companies involved in this project had already participated
in the HoneyBee scheme and therefore either did not have initial reluctance towards
undergraduate/graduate recruitment (such as those in the Bowen, Lloyd and Thomas study, 2004), or
having experienced first-hand the advantages that work placement students can offer, any attitudinal
barriers that these employers may have minimised following a positive WBL experience.
It is arguable that the support of the HoneyBee scheme enables businesses to overcome many of the
barriers to WBL that they face. For example, by taking responsibility for the recruitment process,
organising training plans and review meetings, as well as offering academic/personal support, relieves
employers of many of the financial and time expenditures that are normally required of employers who
take on undergraduate students. Hence, Ball et al. (2006) found that a centralised work placement
system, with clear guidelines and experienced staff, is associated with successful work experience. As
a result of this study, the HoneyBee project will offer a number of incentives to employers to ease the
barriers identified. These include: increasing the provisions of health and safety training for students
prior to commencing their placements, offering travelling expenses to students who travel substantially
to reach their workplace and assisting businesses with the completion of risk assessments.
One potential barrier to the success of HoneyBee work placements was congruence and dissonance
between employers' and the students' perspectives of WBL. Students undertook WBL to improve their
employability and job prospects, while employers tended to perceive undergraduates as “cheap
labour.” This incongruence appeared to affect student motivation somewhat and could subsequently
produce negative impacts on student participation in this approach to knowledge and skill acquisition.
7.5. Have the negative perceptions of employers towards graduate recruitment
changed and has students’ reluctance to work in the SME sector minimised
following a positive WBL experience?
The number of employers who said they would be happy to recruit graduate level engineers had
almost doubled since participating on the HoneyBee project. Experiencing the benefits that
undergraduates offer first hand, as well as shaping WBL students to meet their specific needs of the
business through training and work experience, means that the student has already become an
invaluable resource to the company by the time they leave university.
The majority of respondents stated that they would like to work for another local engineering company
in the future. Findings suggested that Honeybee helps to minimise the rate of “brain-drain” within the
area by providing positive employment experiences and high-quality training plans, which encourage
graduates to remain within local businesses, including SMEs upon graduation. Network75 students
who were dissatisfied with their bursary were found to be unenthusiastic about working for a local
engineering organisation in the future. It is possible that these students, having felt undervalued as a
work placement student, perceived graduate employment to be equally as unfair.
Employers suggested that students’ unrealistic expectations significantly contributed to the brain drain,
while students blamed low earning potential, lack of career progression, poor training opportunities,
decreased job security and work stresses within the region for the high proportion of graduates leaving
the area to seek work. Many of the reasons they mentioned are common misconceptions and
therefore, future beneficiaries will be well-informed about the opportunities that local employment can
offer them. In addition, employers will be encouraged to take responsibility for, and be proactive in,
attracting graduates into their organisations and offering reasonable pay and conditions for new
graduates in the area.
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7.6. How could the Honeybee scheme be improved to meet the needs of
students and employers and how could this inform similar projects in other
Welsh HEIs?
As a result of this research, a number of limitations of the HoneyBee programme were identified and
the following remedial measures have been implemented:
5. Information on the HoneyBee scheme and the various placements it offers will be disseminated to
University staff in the form of posters and newsletters. Staff will also be invited to participate in
HoneyBee events. It is hoped that by raising lecturers’ awareness of the work placement provision
at Glamorgan, staff will recognise the specific requirements of WBL students, for example
increased flexibility, as well as a greater understanding of the demands of combining work and
study
6. Students will be invited to participate in workshops on how to work and study efficiently.
Network75 and live project students were shown to experience difficulties balancing work and
study. Workshops will focus on time and stress management, prioritisation and study skills.
7. Keeping-in-touch days and social networking will be introduced to the year out programme to ease
students’ feelings of isolation and to aid their transition back in to academic life following a year in
industry.
8. It was clear that while WBL was associated with significant improvements in students’ self
confidence, beneficiaries were reluctant to approach their employers with problems they were
experiencing. A large proportion of students perceived Review Meetings to be their sole
opportunity to voice any issues with their manager/supervisor; hence, many students commented
that these meetings should occur more frequently. Therefore, Assertiveness Training will be made
available to all HoneyBee students to encourage individuals to take responsibility for resolving
problems.
9. The mode of attendance of Network75 beneficiaries has been changed. Students are now
registered as full time on Glamorgan’s student administrative system to eradicate the negative
consequences of part-time studying on council tax relief and the receipt of student loans.
10. It will be recommended that students should receive work experience across as many
departments of an organisation as possible during their training.
11. The Bursary Agreement has been re-written for added clarity.
12. HoneyBee staff will work with companies to continually enhance their perceptions of
undergraduates as valuable, long term assets within a business rather than simply a “cheap”
resource. Podcasts depicting the excellent work students carry out within their host companies will
be posted on the HoneyBee web pages and sent to local businesses. Podcasts will also comprise
interviews with students and employers who have benefited from their participation on the
scheme.
13. Further research is required to continue to increase our understanding of Work- Based Learning
in terms of both developing partnerships with employers to maximise knowledge creation and
establishing how learning occurs in the workplace.
14. Maintaining and developing closer ties with industry using an established protocol, which will
enable employers to have greater involvement in student performance issues.
15. Facilitating effective communication between all parties.
16. Developing alternative assessment methods, such as peer assessment and reflective learning.
WBL assessments will focus on self-awareness, motivation, responsibility and promotion of
independence. The development of self-critical abilities and personal skills will be encouraged to
better equip individuals to respond to labour market demands within a dynamic environment.
17. Creating online discussion forums will bring WBL students together periodically to encourage the
sharing of experiences (e.g. an “online buddy scheme”).
8. Conclusions
The results of this Mini-Project show that it is possible to offer flexible, innovative and responsive WBL
within engineering degree programmes that meet the demands of both industry and undergraduates.
Overwhelmingly, findings suggest that HoneyBee work placements offer clear, positive benefits for
both learners and local businesses, primarily through skills development and knowledge transfer.
Findings corroborate the notion that working with employers is the key to providing skilled graduates
for the future, as employer-led provision enables the delivery of skills that the labour market needs and
that students want to develop (Confederation of British Industry, 2006). Results have also enabled
project staff to make improvements to the policy, procedures and support provisions of the HoneyBee
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programme and it is expected that these modifications will enhance the WBL experience of
beneficiaries in the future. Investigating the needs of the local engineering industry will enable the
University of Glamorgan to develop in undergraduates the skills and understanding needed by
employers to produce mutual benefits.
In conclusion, WBL schemes such as HoneyBee attract increased numbers of people into higher level
engineering, improve the employability of engineering undergraduates, minimise the skills gap that
exists within Wales’ engineering industry, increase employment and reduce the number of hard to fill
vacancies in the sector. All these advantages ultimately contribute to increases in the Welsh skills
base and the retention of skilled and knowledgeable young people within the region. It would therefore
be recommended that other HEIs adopt or adapt the HoneyBee model in order to create similar
positive results outside the Objective One Wales area.
9. Acknowledgements
This report could not have been accomplished without the help and cooperation of the students and
companies who participated in this study. The HoneyBee team would also like to thank the Higher
Education Academy Engineering Subject Centre for their support and financial assistance, which
allowed this research to take place.
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© Higher Education Academy Engineering Subject Centre 2010
ISBN 978-1-904804-69-7 (online)
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