Abstract
Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of placements in theoretical subjects like Psychology are often less obvious than those for practical subjects like Optometry or Engineering. Here we compared Psychology students on the 3-year vs. the 4-year sandwich course on a number of attributes using both quantitative and qualitative methodologies. Final year students who had taken a placement year achieved significantly higher marks in their final year (F 1,407=31.52, p<0.001) and were rated more favourably by academic staff on a measure of transferable skills (F1,43= 11.08, p<0.005). In addition, post-graduation, students who had taken a placement year reported a better idea of their career direction and could be argued to be further on in terms of their career progression and pay levels. Qualitatively, focus groups of placement and non-placement students suggested a number of benefits of taking a placement year, including better time management, confidence and responsibility. Whether the benefits of a sandwich placement in a psychology degree outweigh the costs to students and their families, and the need for further research to identify the scope and longevity of possible early career benefits are discussed. © 2006 Taylor & Francis.
| Original language | English |
|---|---|
| Pages (from-to) | 551-567 |
| Number of pages | 17 |
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 31 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - Dec 2006 |
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Bibliographical note
This is an electronic version of an article published in Reddy, Peter A. and Moores, Elisabeth J. (2006) Measuring the benefits of a psychology placement year. Assessment and Evaluation in Higher Education, 31 (5). pp. 551-567. ISSN 1469-297X. Assessment and Evaluation in Higher Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1469-297X&volume=31&issue=5&spage=551Keywords
- placement
- learning experience
- graduate employment
- theoretical subjects
- psychology
- practical subjects
- optometry
- engineering
Cite this
}
Measuring the benefits of a psychology placement year. / Reddy, Peter A.; Moores, Elisabeth.
In: Assessment and Evaluation in Higher Education, Vol. 31, No. 5, 12.2006, p. 551-567.Research output: Contribution to journal › Article
TY - JOUR
T1 - Measuring the benefits of a psychology placement year
AU - Reddy, Peter A.
AU - Moores, Elisabeth
N1 - This is an electronic version of an article published in Reddy, Peter A. and Moores, Elisabeth J. (2006) Measuring the benefits of a psychology placement year. Assessment and Evaluation in Higher Education, 31 (5). pp. 551-567. ISSN 1469-297X. Assessment and Evaluation in Higher Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1469-297X&volume=31&issue=5&spage=551
PY - 2006/12
Y1 - 2006/12
N2 - Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of placements in theoretical subjects like Psychology are often less obvious than those for practical subjects like Optometry or Engineering. Here we compared Psychology students on the 3-year vs. the 4-year sandwich course on a number of attributes using both quantitative and qualitative methodologies. Final year students who had taken a placement year achieved significantly higher marks in their final year (F 1,407=31.52, p<0.001) and were rated more favourably by academic staff on a measure of transferable skills (F1,43= 11.08, p<0.005). In addition, post-graduation, students who had taken a placement year reported a better idea of their career direction and could be argued to be further on in terms of their career progression and pay levels. Qualitatively, focus groups of placement and non-placement students suggested a number of benefits of taking a placement year, including better time management, confidence and responsibility. Whether the benefits of a sandwich placement in a psychology degree outweigh the costs to students and their families, and the need for further research to identify the scope and longevity of possible early career benefits are discussed. © 2006 Taylor & Francis.
AB - Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of placements in theoretical subjects like Psychology are often less obvious than those for practical subjects like Optometry or Engineering. Here we compared Psychology students on the 3-year vs. the 4-year sandwich course on a number of attributes using both quantitative and qualitative methodologies. Final year students who had taken a placement year achieved significantly higher marks in their final year (F 1,407=31.52, p<0.001) and were rated more favourably by academic staff on a measure of transferable skills (F1,43= 11.08, p<0.005). In addition, post-graduation, students who had taken a placement year reported a better idea of their career direction and could be argued to be further on in terms of their career progression and pay levels. Qualitatively, focus groups of placement and non-placement students suggested a number of benefits of taking a placement year, including better time management, confidence and responsibility. Whether the benefits of a sandwich placement in a psychology degree outweigh the costs to students and their families, and the need for further research to identify the scope and longevity of possible early career benefits are discussed. © 2006 Taylor & Francis.
KW - placement
KW - learning experience
KW - graduate employment
KW - theoretical subjects
KW - psychology
KW - practical subjects
KW - optometry
KW - engineering
UR - http://www.scopus.com/inward/record.url?scp=75249085170&partnerID=8YFLogxK
UR - http://www.informaworld.com/openurl?genre=article&issn=1469-297X&volume=31&issue=5&spage=551
U2 - 10.1080/02602930600679555
DO - 10.1080/02602930600679555
M3 - Article
VL - 31
SP - 551
EP - 567
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
SN - 0260-2938
IS - 5
ER -