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How academics can play a more influential role during a year-in-industry placement: a contemporary critique and call for action

How academics can play a more influential role during a year-in-industry placement: a contemporary critique and call for action
How academics can play a more influential role during a year-in-industry placement: a contemporary critique and call for action

Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research.

Curriculum, academics, assessment, higher education, module design, placement, self-perceived employability, students, year-in-industry
0950-4222
Donald, William E.
81d72127-3ea4-463b-814b-b7863462041a
Hughes, Helen P.N.
7068d0d3-dd74-4ae1-a850-eb9c984e896a
Donald, William E.
81d72127-3ea4-463b-814b-b7863462041a
Hughes, Helen P.N.
7068d0d3-dd74-4ae1-a850-eb9c984e896a

Donald, William E. and Hughes, Helen P.N. (2023) How academics can play a more influential role during a year-in-industry placement: a contemporary critique and call for action. Industry and Higher Education. (doi:10.1177/09504222231162059).

Record type: Article

Abstract

Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research.

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More information

Accepted/In Press date: 6 March 2023
e-pub ahead of print date: 6 March 2023
Additional Information: Publisher Copyright: © The Author(s) 2023.
Keywords: Curriculum, academics, assessment, higher education, module design, placement, self-perceived employability, students, year-in-industry

Identifiers

Local EPrints ID: 479846
URI: http://eprints.soton.ac.uk/id/eprint/479846
ISSN: 0950-4222
PURE UUID: 046c5be8-975d-437a-a41b-c1b2d725d310

Catalogue record

Date deposited: 27 Jul 2023 16:02
Last modified: 30 Oct 2023 10:16

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Contributors

Author: William E. Donald
Author: Helen P.N. Hughes

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