Summary of content

The importance of employability skills is greater than ever for graduates in challenging economic times with Laidlaw (2009) defining that work placements are an effective vehicle in the achievement of these skills. There also exists a growing body of knowledge providing linkage between placement activity and the achievement of 'better' degree classifications (Little, 2006 Green, 2010).

This module constitutes a programme of study composed of two main stages (a) taking the student through the process of gaining and completing the period of industrial experience and (b) the essential reflective process at the end to complete the learning cycle (Kolb, 1984). The placement involves full-time employment in the area of business management for the period of the placement and is subject to the normal terms and conditions of employment. At the start of the placment students require an element of training and familiarisation, but should very soon assume specific responsibilities for an agreed range of tasks and/or projects. The placement programme offers good opportunities for mutual benefit. Students develop their skills and education and organisations can utilise the flexibility, knowledge, capabilities and enthusiasm of the students. Some specific reasons used for employing students are

1.To carry out routine tasks in sections such as accounts, HR, marketing and planning.
2.To undertake special projects which might be difficult to commence without extra staff
3.To fill temporary vacancies and ease peak workloads.
4.To help assess the need for additional staff.
5.To assess their prospects for later employment.

The module culminates in the submission of a placement portfolio which includes an investigative placement report that demonstrates the links between theory and practice within the context of their placement plus a personal reflection on the learning experience along with evidence of regular participation in key activities in each stage of the placement journey. Each individual student's learning journey is supported by a supervisory model involving a named academic contact and their own line manager(s).


PRME-related issues:
This module is consistent with the GCU/GSBS approach to adopting the PRME Principles. In particular, students will be engaged with local, international and global "real world" commercial, public sector and/or social economy issues related to their employer's purpose, sustainability, mission and business. They will work, learn and participate in a learning environment conducive to developing graduate attributes consistent with a twenty-first century business school and will collaborate with partners using social learning principles that are ethical and sustainable.

Reflection in and on Practice
Reflection in Practice, achieved via employer feedback on the job, maintenance of a learning diary and the support provided via sharing on the GCULearn Placement Discussion Board and the student's personal blog and vlog
Relate, in consultation with experienced practitioners, the issues of Business Strategy, Entrepreneurship, HRM, Marketing and/or Risk Management to the real-life business environment they are employed in
Acquire knowledge that will help planning and evaluation of future study and career development options.
Acquire cultural competence that would enable students to succeed in a cultural environment different from their own and better prepare them for the global borderless market of the future.
Reflection on Practice achieved via completion of a Reflective Report to consolidate learning.

Module structure

Assessment methods