University Perspective on Industrial Placements

MSci Chemistry with Industrial Experience (Yr in Industry)

University of Birmingham

Dr Paul Davies

p.w.davies@bham.ac.uk

The Degree Programme

Standard MSci• Year 1• Year 2• Year 3

– 80 credits: Theory• 60 core• 20 options

– 40 credits: Practical/project based

• Year 4– 80 credits: Project

based– 40 credits

MSci [CIE]• Year 1• Year 2• Year 3

– 30 credits: Theory• Distance learning

– 90 credits: Work based learning

• Year 4– 80 credits: Project

based– 40 credits

The Year in Industry

Distance Learning – 30 creditsTheory provided with embedded problem solving by a combination of work-book form and electronically through School VLE (WebCT)

Work-Based Learning – 90 creditsIndustrial supervisor grades (with regular written reports) – 35%Oral presentation – 10% [to cohort at University]Written report – 55% [to examiners – confidentiality agreement]Visits from Academic supervisor

University Perspective: Value to Student• Provides insight into how research is used to create and

interpret knowledge in chemistry• Wider transferable and transformation skills - experience of

the “real-world”• Enhanced training opportunity (work experience – without

long term commitment)• Receive specialised training (not available at University)• Enhanced research component to the degree programme• Increased employability• Financial aspects• Widened social and professional networks• Increased maturity

University Perspective: Advantages to University

• Develops understanding of job market/external competition in the student body

• Students return for their final year both highly motivated and relatively experienced and more independent

• Personal and professional development translates to the rest of the cohort (healthy competition)

• Increasing employability of our graduates• Developing links with industry [potential direct/indirect

benefits]

University Perspective: Advantages to Industry

• Increased brand awareness in potential employee pool• Young, enthusiastic, vibrant personnel (who are used to

learning)• Identifying suitable employees from the upper reaches of the

student spectrum• Longer term links to recruitment pools

Potential Problems with Placements

• Student doesn’t integrate into professional environment • Struggles with combination of work and University based

demands.• Non-suitable roles (too menial, insufficient variation and

training, not chemical enough)• Lack of recognition of student-role• Facilities up to scratch? e.g. IT/Library• Professional development

• Student disengages (40% of total degree grade)

• Are there enough suitable placement opportunities

University Perspective: Placement opportunities at SME’s

• Significant potential to develop new positions, in environments where the student can feel they make a big difference

• Smaller companies may not have an established training infrastructure

• University has a duty of care to the student and before agreeing to placements (for integrated courses) we check:

– Access to library facilities (online)– Access to IT facilities– Access to research and other equipment– Contact with experienced research workers – Contact with academic staff– Access to relevant support personnel– Access to communications (e.g. email)– Access to mentor/local academic advisor– Access to facilities to support any study related disability– Health and safety management– Will the student be covered by the host organisations insurance?– Is it clear that the learning outcomes for the placement can be met?