Placement experience and learning motivations in higher education: a comparison between practical- and study-based programmes
Placement experience and learning motivations in higher education: a comparison between practical- and study-based programmes
Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.
Adventure education, Experiential learning, Learning motivation, Undergraduate students, Work placements
302-315
Gavin, James P.
e0d9b404-3f63-4855-8e64-bf1692e6cc3f
Coleman, Ian
8151396b-8ba4-41fc-9e0f-d37a5ebce45b
4 July 2016
Gavin, James P.
e0d9b404-3f63-4855-8e64-bf1692e6cc3f
Coleman, Ian
8151396b-8ba4-41fc-9e0f-d37a5ebce45b
Gavin, James P. and Coleman, Ian
(2016)
Placement experience and learning motivations in higher education: a comparison between practical- and study-based programmes.
Journal of Applied Research in Higher Education, 8 (3), .
(doi:10.1108/JARHE-11-2014-0105).
Abstract
Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.
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Published date: 4 July 2016
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© 2016, © Emerald Group Publishing Limited.
Keywords:
Adventure education, Experiential learning, Learning motivation, Undergraduate students, Work placements
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Local EPrints ID: 505605
URI: http://eprints.soton.ac.uk/id/eprint/505605
ISSN: 2050-7003
PURE UUID: eb37006e-859f-4794-b33a-cc3d64645670
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Date deposited: 14 Oct 2025 16:51
Last modified: 15 Oct 2025 02:00
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Ian Coleman
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