Final Case Study Report Template

South West Spoke

IMPORTANT: The SW final report guidance document must be consulted before completing this report template. Please complete all sections.

Project Title: Learning chemistry through placements – building on good practice and identification of new opportunities

Project Leader: Professor Simon T Belt

Department/School: School of Geography, Earth & Environmental Sciences

Institution: Plymouth University

Other institutions/organisations involved in the project: None

Abstract:

This study report discusses the results of a SW STEM funded project, which has focussed on identifying new work-based learning opportunities for chemistry students. Firstly, we have investigated whether employers, who traditionally host sandwich or long-term placements, are able to offer short-term (e.g. summer) placements as an alternative work-based learning experience. Secondly, we have determined to what extent non-traditional employers of chemistry graduates are able to offer relevant and appropriate placement opportunities for chemistry students. Of the 182 companies contacted, 29 (16%) provided feedback on their perceptions, understanding, expectations and limitations of short-term placements. The feedback revealed that the overall perception of short-term placements is positive (17 out of 29; 59%) and that all but 2 (7%) companies had previous experience of hosting students, in a variety of work-based learning opportunities. 18 (62%) companies considered the summer period (3 months) to be sufficient time for both employers and students to benefit from the experience. These benefits were perceived as providing recruitment opportunities (10; 34%) or extra resource (10; 34%) for employers; while offering a real-life and/or science-related work experience for students (12; 41% and 8; 28%, respectively). In general, our findings are consistent with those obtained previously from research into longer-term placements (Lemanski 2011; Little 2006). 15 (52%) companies stated that they could only offer unpaid placements, while other limitations included external influences (7; 24%), subject (5; 17%) or workload (5; 17%); although the lack of suitable projects was also a cause for concern. Overall, 32 companies indicated that they were interested in hosting short-term placements, of which 23 (72%) were traditional chemistry graduate employers and 9 (28%) were nontraditional employers, from the engineering and other (manufacturing, finance, retail, IT, etc) industries; indicating that placement opportunities for chemistry students in non-

1 South West Spoke traditional chemistry employers exist. These findings have been collated and analysed to develop an employer-centred approach to help companies overcome perceived and potential barriers to offering short-term placements and to inform good practice and develop successful placement opportunities, going forward.

List of Outputs:

1. As stated in the original proposal, the first output is a detailed report, describing all aspects of the project. Specifically, the report describes the background and rationale to the project, the methods adopted in gathering information and an analysis of results obtained. Interviews with potential hosts of short-term chemistry placements were carried out with representatives from 29 companies and the feedback was analysed for both qualitative (descriptive) and quantitative information. In particular, the feedback was used to obtain firm evidence for whether chemistry employers were able to offer short-term placement opportunities for chemistry undergraduates and if non-traditional hosts of chemists would also be able to provide short-term placements. 2. Of the 182 companies that were contacted as part of the project, 23 companies indicated an interest in hosting Plymouth’s chemistry students for short-term placements; thereby, providing a further 23 work placement opportunities for chemistry students enabling a greater number of them to benefit from, and gain credit for, work experience while undertaking their degree programmes. 3. A ‘support pack’ is provided on Plymouth University’s Work Based Learning and Placement web pages (published at: http://www.plymouth.ac.uk/placements/). The support pack includes the list of topics used for discussion with employers during the project; the resulting 23 company contact summary reports, using the pre-defined project template; the summary of the student feedback discussions from returning and prospective students; and a ‘toolkit’ flyer with helpful hints and tips for other HEIs who wish to include more SMEs and other non-traditional employers into placement schemes. 4. Good practice, identified through the findings of the project, will be shared through Plymouth’s Work Based Learning and Placement web pages which include the support pack and ‘toolkit’, as identified; dissemination events (Plymouth HE STEM Institutional Seminar, 30 Nov 2011; Employer Engagement event, Plymouth, 25 May 2012; and the RSC ChemNet ‘Meet the Universities’ event; RSC Chemistry Centre; London; June 30 2012); and HE STEM web pages. These will help maintain and further enhance placement opportunities and benefit students by increasing their employability.

Project Highlights:

1. The overall response rate and interview participation rate were both higher than expected, based on the outcomes of a pilot study and is attributed to the method of contact that was used. E-mails / surveys, alone, are not very effective in engaging employers and follow-up by telephone is recommended for projects of a similar nature. 2. The substantial interest in short-term placements, in general. The majority of interest came from traditional chemistry employers, as anticipated; however, it was

2 South West Spoke particularly encouraging that non-traditional hosts of chemistry students also expressed an interest, albeit to a lower extent. 3. The impact of the project is evident in the increased number of chemistry students taking the placement option at Plymouth University in 2012/2013 (from 1 to 6). 5 out of the 6 companies hosting these placements are as a direct result of the project.

Background and Rationale:

It is widely recognised that many science students benefit from industry-based experience during their undergraduate programmes and that work-based learning helps to improve prospects of graduate employment (Pegg 2012; Leminski 2011; Wallace 2009; Hogarth 2007). Employer hosts can also benefit from placements since they provide a ‘first look’ opportunity for potential recruitment and a tangible link into the development of undergraduate courses (ASET 2007; Hogarth 2007). In chemistry, several Universities have run placement schemes for a number of years; typically, as year-long sandwich programmes and these have proved to be highly beneficial to students and hosts (Gagan 2008, Little 2006). Despite the advantages of such schemes, the associated time and other resource commitments can prove unattractive to some student and employer hosts (Hogarth 2007). At the outset of the current project, we believed that relatively little (if any) previous work had been carried out to, specifically, investigate the possibility of offering short-term placements to chemistry students; either with traditional chemistry employers or with other potential employers of chemistry graduates (e.g. in engineering, medical, teaching communities, etc). Such placements could widen the opportunities for involvement by students and employers, thus, enhancing the employability of chemistry graduates and increasing the likely take-up of students onto chemistry courses in the first instance. Moreover, short-term placements are probably more attractive to students and employers who have concerns about the financial and time commitments required by year-long placements and would provide an excellent skills development opportunity for students for whom chemistry is unlikely to play a major future career role. Furthermore, non-traditional employers of chemists are underutilised in placement schemes, yet have the potential to offer excellent opportunities and, indeed, many chemistry students often go on to work in sectors other than mainstream chemistry (Mellors-Bourne 2011; AGCAS/HECSU 2011). By investigating the perceived barriers to placement opportunities, the inclusion of this important sector into relevant placement schemes across the SW could be realised and would demonstrate the potential to extend into other non-traditional placement hosts; thus, providing a more suitable industry-related experience, with possible opportunities outside of their chosen degree discipline, with the potential to promote transferrable skills development and broaden students’ scope for employment.

Implementation:

A database of 182 companies was compiled from previous and existing placements, internal and external staff contacts and through the Royal Society of Chemistry (RSC) Professional Body membership. Although emphasis was placed on small to medium size companies (SMEs) based in the South West, larger, national, organisations were also included. In addition, the National Work Placement Fair at the Birmingham NEC (Oct 2011) and the local Plymouth University Science & Technology Careers Fair (Nov 2011) were identified as opportunities to approach employers about the feasibility and opportunity of short-term placements as an alternative to the year-long traditional model. In order to fulfil the key objective of determining whether non-traditional chemistry employers

3 South West Spoke are able to offer relevant and appropriate placement opportunities for chemistry students, a variety of science and non-science related industries were approached; including engineering, manufacturing, retail, legal, financial, IT, environmental and public sectors. Companies were e-mailed with the aims and objectives of the project and asked to respond if they were interested in taking part. Based on general experience of e-mail surveys and the small response of a pilot survey, at least 1 follow-up telephone call was made to each recipient after about a week. Where the recipient was not available, a message was left or an alternative arrangement was made. This was to maximise the exposure and ensure a good return rate and participation in the study. During the follow-up calls, employers interested in taking part were given the option of a face-to-face meeting or telephone discussion and at a time that was convenient to them. In some cases, the list of topics for discussion was sent prior to the meeting or call, in order to aid progress and keep employers’ time to a minimum.

Employer consultation: The topics for discussion with employers were based around the project objectives and information to aid the development of short-term placements, going forward. The topics included: 1. Employers’ general perception of short-term placements; 2. Previous experience of placements, if any; 3. Understanding and view of short-term placements (versus year-long placements); 4. Company expectations and benefits, to both the business and students; 5. Financial payment; 6. Limitations and issues that may prevent companies hosting short-term placements in future; 7. The type of projects on offer and the experience/skills students would gain from them; 8. Understanding the commitment and mentoring processes required to endorse short- term placements as part of an undergraduate programme; 9. Whether companies would consider hosting a short-term placement for chemistry students in the future. Details of the topics for discussion are appended to this report, as part of the support pack. A summary report of each dialogue was written immediately following discussions, using a pre-defined template. Attempts were made to keep responses within this framework; however, due to the open nature of the consultations, not all areas were covered in detail and depended on the relevance to the core business, time allowed and general interest. The relevant contact summaries are appended to this report, as part of the support pack.

Student consultation: In addition to interviewing employers, feedback from students returning from placements was also invited. An open discussion was deemed to be sufficient and this was based around general experience, details of placements, supervision and experiences. Since there was only 1 student returning from a placement in 2011/12, no formal questionnaire was created. Furthermore, students considering work-based learning opportunities in the forthcoming academic year (2012/13) were asked to talk through their experiences of the application process. Once again, an informal group discussion was considered suitable and was based

4 South West Spoke around motivation, pros and cons, employers’ perceptions and expectations, the current application process, recommendations to peers and promotion of placements within the department / university. Again, based on the small number of participants (6), no formal questionnaire was deemed necessary. A brief summary of all student feedback is appended to this report, as part of the support pack.

Evaluation:

Contact Method: At the outset, it was believed that existing databases of contacts through internal and external sources would reduce the time taken to identify suitable employers, improve the response rate based on existing relationships and, hence, improve the overall success of the project within the short duration of time allocated. Obtaining and sharing of internal and external databases, however, proved challenging and, as a result, identifying suitable organisations unaided (and the appropriate contact person within them) had an overall impact on the time taken. In addition, reaching the relevant person (and someone who was willing to provide feedback) provided further difficulties, was time consuming and impacted on the overall response rate. A previous pilot survey for this project involved approaching companies by e-mail or letter; requesting them to respond, if interested. While additional follow-up e-mails were sent in some instances, this method of contact relied on the interest of the company to take it further, with little or no indication of whether the correspondence had reached the most appropriate person within the organisation. The relatively low response rate (17%) indicated that additional impetus was needed to follow up the initial contacts and, after consideration, it was agreed that a telephone call may provide a greater response. This additional call proved invaluable in a number of instances where companies that were interested in the project had not had time to respond or where the requests had simply been absorbed into their large daily e-mail correspondence. More importantly, it is interesting to note that those companies that were contacted by e-mail through a third party (e.g. 15 companies contacted by the Professional Body) with no details available for follow-up by telephone, had the poorest response rate (1; 7%). This demonstrates how essential the telephone follow-up has been to the success of the project and is the method recommended for projects of a similar nature in the future.

Data analysis: The approach taken throughout the study was one of mutual collaboration with both employers and students. The project sought to obtain opinions on a number of key topics, through open and frank discussion and, hence, the resulting information is broad, subjective and individual. Given the largely qualitative nature of the feedback, no formal statistical analysis was considered possible; therefore, a systematic approach was required in order to make the information manageable and quantifiable. In order to evaluate the employer information, responses taken from the contact summary reports for each of the topics listed above were grouped under key words, transferred to a spreadsheet and quantified. Definitions and explanations of the keywords and groupings are provided in Table 2, where necessary. Despite the somewhat subjective nature of the analysis, the feedback provides valuable insights into employer perceptions and expectations for both traditional and non-traditional chemistry employers; however, the extent to which employers who traditionally host long-term placements are able to offer short-term placements as an alternative to work-based learning experiences was clear, due to the closed nature of this question (i.e. yes or no).

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Traditional and non-traditional chemistry employers: One of the key objectives of the study was to determine whether non-traditional employers of chemistry graduates would consider offering relevant and appropriate placement opportunities for chemistry students. Difficulties in defining industries into clear STEM- related and non-STEM related employers has previously been reported (Mellors-Bourne 2011) and, similarly, evaluating the types of industries into traditional and non-traditional chemistry employers proved challenging. It was decided that those businesses that included laboratory facilities and/or known chemistry affiliations, such as (but not limited to) medical and public laboratories, food and pharmaceutical manufacturers, tertiary education science departments and the water industry were considered as ‘Traditional’; while those with no known association with chemistry, such as (but not limited to) IT, retail, finance, and engineering were considered as ‘Non-traditional’; apart from those engineering firms allied to the environment, such as (but not limited to) the water industry. Some examples of how the industries were categorised are provided in Table 1. It was recognised that these classifications were limited and overlap between the categories existed. For the purposes of quantifying the data, ‘Traditional’ employers were grouped under Chemistry and Environmental; whilst ‘Non-traditional’ employers were grouped under Engineering (with the exception of those with environmental interests) and Other. Table 1. Examples of traditional versus non-traditional industries: Traditional Non traditional Chemistry Environmental Engineering Other  Laboratory  Water industry  Civil &  IT facilities e.g.:  Geosurvey Structural:  Retail o Public facilities  Agri-/horticultur o Construction  Finance o Medical al o Contractors  Legal facilities  Engineering o Consultants  Public Sector, o Food allied to  Mechanical incl: manufacture environment  Electrical o Education o Pharmaceutica  Marine &  Production (other than l manufacture Coastal Tertiary  Chemical engineering Science) manufacture  Oil & gas o Defence  Tertiary industry o Constabulary secondary  Mining industry o Agencies, etc. school science  Manufacturing departments –e.g. leather;  Water industry automotive; industrial components, etc.

Student feedback: Although there was only 1 student returning from a placement in 2012, the feedback from this student has contributed to the promotion of placements within the chemistry programme at Plymouth University, in a number of dissemination events outside of this project; generally in the form of peer presentations. Analysis of the feedback from the cohort of 6 students currently applying for short-term placements was outside the original objectives of the project but was considered as a valuable activity later on. The approach was consistent with all discussions taken throughout

6 South West Spoke the project which, again, proved challenging to quantify and analyse; however, the students’ detailed discussions and observations have identified a number of areas in Plymouth University’s current chemistry curriculum that could be enhanced and aligned with the requirements for work-based learning, going forward. Further work is being supported to ensure that these observations are acted upon and the necessary steps taken to establish changes into the current programme. The overall success of the project is evidenced by the increased uptake in short-term chemistry placements from 1 student in 2011/12, to 6 students in 2012/13. Of the 6 students applying for 2012/13, 5 will be hosted by companies identified through the HE STEM project. This clearly meets the key outcome of enhancing provision for further work placements for chemistry students enabling a greater number of students to benefit from, and gain credit for, work experience, while undertaking their degree programmes. Another of the key objectives of the project was to develop an employer-centred approach to placements and, therefore, this study has focussed on employers’ perceptions and expectations of short-term placements to identify and inform good practice. The support pack for other HEIs is for the purposes of sharing these findings and for their information only.

7 South West Spoke Table 2. Topics for discussion, findings and definitions: Number Topic Category % Comments/definitions: (n=29) 1. Perception: Positive 17 59% Mixed feelings 5 17% Negative 1 3% Not known 6 21% Total 29 100% 2. Experience: Experience 23 79% No experience 2 7% Experience included undergraduate and post graduate short and long-term placements, graduate and Not known 4 14% school work experience, and apprenticeships. Total 29 100% 3. Understanding: Summer vacation 18 62% Day release preferred 3 10% 3 months not sufficient 1 4% Not known 7 24% Total 29 100% Extra resource includes extra pair of hands to free up permanent staff, take on R&D projects, or non- 4. Expectations: Extra resource 9 31% R&D projects; Specific projects (R&D/non) 6 21% Assess for employment 2 7% Promote Higher Education 2 7% For students' education 1 3% Support industry 1 3% Not known 8 28% Total 29 100% Number* What’s in it for Company: % Includes: (n=29) Recruitment 10 34% Possible/potential recruitment Additional work done; additional help; R&D resource; assist with project work; allows staff to catch up;

Extra resource 10 34% allows low priority projects to be achieved; New ideas 7 24% Young blood and fresh ideas; fresh eyes & questioning; new ideas and innovation; Support further education 6 21% Motivate & inspire pupils; give back to education system & industry; help students; Staff development 4 14% Community 4 14% Contribute to community; social responsibility; contribute to community/scientific industry None 4 14% Creates more work; very little Industry payback 3 10% Develop future scientists; promote science Public Relations 2 7% Promote the company; promote new facilities Improve business 2 7% Good impact on core business; add value to business Links with HEIs 1 3% Not known 7 24% Number* Student: % Includes: (n=29) Real life work experience 12 41% Small firm, interesting, professional environment and real-world experiences Laboratory, practical instrumentation, pharmaceutical production industry, brewing industry, instrument

Science related work experience 8 28% & Good Laboratory Practice (GLP) experience; develop laboratory skills; Employment 7 24% Possible employment; employability

8 South West Spoke Prestigious institute 2 7% Confidence 2 7% Laboratory & instrumentation confidence Career 3 10% Education career experience; Education 1 3% Broaden minds; Teamwork 1 3% Project management 1 3% Good project and time management; improve organisation skills Not known 8 28% 8 out of 29 companies stated that they would consider offering a stipend, bonuses or contribution 5. Financial: Unpaid 15 52% towards travel. Paid 4 14% Possibly paid 2 7% Not known 8 27% Total 29 100% Number* 6. Limitations: % Includes: (n=29) CRB checks; vaccinations; working visa limitations; client confidentiality agreements; security External influences 7 24% clearance Subject relevancy; specialised field not suitable for chemistry students; relevant discipline students first

Subject 5 17% choice; basic industry knowledge needed; specialised industry Workload 5 17% Too much or too little; limited laboratory work; limited places available; Projects 5 17% Technical projects not suitable; availability of suitable or purposeful projects; Having to pay placements; unpaid placements not attractive; economic climate means not able to

Finance 4 14% offer; funding from parent company Unprofessional student behaviour; Unprofessional Institution behaviour; right student needed; food

Bad experience 4 14% allergies/issues Resource 4 14% Time & supervision for training; resource availability; time & pupil contact Duration 3 10% 3 months too short for projects; duration too short; lack of short duration projects None 1 3% Not known 6 21% Includes management of R&D and non-R&D projects, project management of multiple small projects, 7. Potential Projects: Project management 15 52% etc. Includes data analysis of routine monitoring, day to day instrumentation, core chemical analytical work

Data management 6 21% and routine analytical work & data management. Not known 8 27% Total 29 100% 8. Commitment: Experience 16 55% Where companies had previously had assessed long or short-term placements or apprenticeships. No experience 7 24% Includes companies that had internal assessment only. Not known 6 21% Total 29 100% *Note: More than 1 response was provided and categorised. Where responses fell into the same category, these were counted once.

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Discussion, Learning and Impact:

A total of 182 companies were contacted; including 15 through the Professional Body membership (RSC) and 47 through the Placement and Careers Fairs. For the purposes of analysis, the total number of companies contacted is used (n=182), unless otherwise stated. Of those contacted, 108 (59%) responded either positively or negatively to taking part in the project, while 74 (41%) did not respond at all. Those that did not respond were also deemed to be ‘not interested’. With the exception of those approached through the placement and careers fairs (47), all companies were e-mailed, with subsequent contact by telephone. While the response rate increased to 59% from the pilot project (17%), only 29 (16%) companies provided feedback on the project objectives; through face-to-face meetings (12) telephone discussions (11) and e-mail (6).

Employer feedback (n=29): The full results of the employer feedback are provided in Table 2. The findings indicate that the overall perception of short-term placements is positive (17; 59%). 5 (17%) companies stated that they had mixed feelings about placements; 1 (3%) company stated that they did not see short-term placements positively, based on previous experience; and 6 did not have strong views, either way. Only 2 (7%) companies indicated that they had no experience of hosting students, with the remaining companies having previously hosted work-based learning opportunities to students in at least 1, or more, of the following ways: summer placements (12); year-long placements (12); school leavers and graduate work experience (10); post graduate and EU/sponsored placements (9); and apprenticeships (3) (note: some companies offered more than 1 response). Employers’ understanding and views of short-term placements were sought to ensure that their perceptions aligned with the requirements of an academic programme (Plymouth University’s BSc Chemistry course, in this case). Only 7 (24%) companies had no formal experience of assessment, feedback and monitoring of students for accreditation purposes, although all companies confirmed that they understood and could accommodate the assessment requirements needed for undergraduate chemistry courses. 18 (62%) companies stated that they would prefer to take on students over the summer holidays, while only 3 (10%) expressed a preference for a day release arrangement. Out of these 18 companies, 9 (31%) specified that a minimum period of 6 – 8 weeks was needed for the company and/or student to benefit, while 5 (17%) stated that a period of 10 – 12 weeks was preferred to guarantee a return on the time invested. Only 1 (3%) employer stated that 3 months was not sufficient time for students or their company to benefit from the experience and 7 did not indicate a preference, either way. In terms of the perceived benefits to the company, or ‘what was in it for them’, 10 (34%) companies indicated that placements were an opportunity to look for suitable graduate employees and 10 (34%) stated that students provided extra resource. Other responses included: new/fresh ideas; to support further education; develop permanent staff; social responsibility and contributing to the community and scientific industry. 4 (14%) companies stated that it was of no benefit to their company and 1 of these stated that it created more work. Employers thought that placements gave students a ‘real-life’ work experience (12; 41%) and/or, more specifically, a science-related work experience (8; 28%). 7 (24%) companies thought that placements contribute towards students’ employability and/or possible graduate employment, while the rest of the responses focussed on career, education and transferrable skills; such as confidence, teamwork, and time and project management. These combined benefits to employers and students generally provided the

10 South West Spoke main motivation for hosting placements. Having made the decision to offer placements, however, employers stated that they expected students to arrive with a basic knowledge of scientific skills and technical understanding, including project, data and time management skills; literacy and numeracy; problem-solving skills and attention to detail and accuracy. In addition, employers also look for general employment skills, such as good communication, interpersonal skills and work ethic, common sense, enthusiasm and motivation; to list just a few. In terms of payment to students, 15 (52%) companies stated that short-term placements would not be paid, although 8 (28%) felt that a stipend, bonus or contribution towards travel may be considered. 4 (14%) companies felt that unpaid placements may present limitations in the number of students wishing to take placements, as well as limiting the number of companies offering placements, should the expectation of payment arise. 7 (24%) companies indicated that placement opportunities can also be limited due to external factors, such as security clearance, visa limitations and vaccinations; while other factors, such as the subject relevance to core industry, workload and suitable projects, influenced their decision to host placements and for chemistry students, in particular. The availability of suitable projects was also felt to be a limiting factor; particularly for non- traditional chemistry employers considering chemistry students; however, 15 (52%) companies suggested that the management of research and development (R&D) / non-R&D projects or data management and monitoring of routine analytical work had potential as project themes.

Traditional versus non-traditional employers and general interest in hosting placements (n=182): In addition to analysing the descriptive responses from the companies that took part in the feedback interviews, the employers were grouped into the 4 main industry categories outlined previously, as: Chemistry, Environmental, Engineering and Other. The numbers within each grouping that were interested/not interested in taking chemistry placement students are provided in Table 3. Table 3. Employer groups and level of interest in hosting chemistry placement students: Numb Industry: % (Total) Interested Not interested er Chemistry 57 31% 17 30% 40 70% Environment 30 17% 6 20% 24 80% Traditional al Subtotal 87 48% 23 26% 64 74 % Engineering 47 25% 1 2% 46 98% Non- Other 48 27% 8 17% 40 83% traditional Subtotal 95 52% 9 9% 86 91 % Overall 182 100% 32 18% 150 82% Whilst the majority of interested employers were from chemistry-related industries, as anticipated, it is clear that placement opportunities with non-traditional employers also exist. The reasons for interest were largely described in the ‘Employer feedback’ section; while the main reasons expressed by companies for not being interested in short-term placements are summarised in Table 4:

11 South West Spoke Table 4. Employers’ reasons for lack of interest: Reason: Numb % er (n=33) Only provide year-long placements 13 39% Mismatch between employer core business and student 10 30% subject area Don't provide placements at all (i.e. graduates only) 5 15% Company too small to accommodate 2 6% Summer duration too short 1 3% Economic climate 1 3%

The 2 main reasons for lack of interest were, firstly, that such organisations provided year- long placements only, and this was, generally, due to the length of time taken to train students to the required standards and/or a time/cost issue and, secondly, that some companies either required technical expertise in a specific subject area (e.g. engineering or hydrographics) or did not have any chemistry-related aspects to their core business.

Student feedback:

A further objective of the project was the collation and analysis of feedback from students returning from placements. Since there was only 1 student taking a placement during 2011, their contribution to the outcome of the project is minimal; however, the student’s feedback is valuable in terms of building up a portfolio of evidence of success and promotion of work- based learning experience for Plymouth’s chemistry programme. The student has provided a number of dissemination opportunities to peers to promote the benefits and merits of placements, external to this project.

The student stated that he had been motivated to take a summer placement because he was interested in the core business of the company and hoped to continue in this industry once he had graduated. In addition, he hoped to improve his employability; practical work; interview experience; gain confidence in the instrumentation; and get ahead with Stage 3 project work. The student enjoyed his experience with the company and felt that the 12-week duration was sufficient time to gain valuable skills, knowledge and confidence, while contributing to the business. It is gratifying to note that the student has recently accepted a graduate position within the host company, offered as a result of his summer placement.

Feedback from 6 students entering into the placement application process for 2012/13 was also obtained. Comments from these students echoed the returning student’s motivation for taking the placement option as: getting ahead with final year workload; something to include on a CV; for networking, experience and increase employability; to experience chemistry in a real-life working environment. Students reiterated the benefits to employers, as: an extra (free) resource; inspiration to higher education; and links to HEIs. They did not, however, foresee any disadvantages for employers. Interestingly, the students identified a number of areas for improvement in the application process, such as: reducing conflicts with second year workload; aligning professional skills, including CV writing and interview techniques, with placement application process requirements; and improving communication and clarity of roles and responsibilities with the relevant departments. Means of further embedding these findings into the curriculum at Plymouth University are being identified.

It is also interesting to note that student uptake in chemistry placements has increased in 2012/13; based on the promotion of placements within the department, through academic staff and peer support, as well as the University, as a whole. While uptake has increased, it

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is also important to recognise that the final number taking the option (6) was substantially lower than those expressing an interest (29) when work-based learning opportunities were first introduced at the beginning of the students’ second year. Feedback from students suggested that this may be due to the difficulties experienced during the application process and, therefore, it is expected that uptake will improve once these issues have been addressed. Furthermore, as a consequence of the project, the number of available placements hosts has increased and now far outweighs the student demand for places. It is anticipated, however, that this will also be addressed by improving and integrating changes to the application process, as a direct result of the student feedback. The findings from both employer and student feedback have had a significant impact on the importance and approach to short-term placements within Plymouth University’s chemistry programme.

Further Development and Sustainability:

Will the activity continue in the future? (b) Yes (in a modified form) If you answered (b), how will the continuing activity differ, for example, in its structure or delivery? How will the activity be sustainable and continue as a result of this modification? The activity of the study was to seek employers’ opinion of, and ability to offer, short-term placements to chemistry students and this activity will not continue, given that a better knowledge and understanding of industry requirements has been obtained; however, short- term placements will continue to be offered as part of the BSc Chemistry programme at Plymouth University. Feedback from employers and students have provided the input into the support pack ‘toolkit’ for students, employers and HEIs to take away the findings from this project to help them in their decision making, regarding placements. Means are being identified to further embed the project findings of the project into the curriculum.

In relation to the approaches to sustainability outlined below, we are very interested in activities and commitments which have occurred within the timescale of the project. However, we recognise that some approaches may still be in the development phase at the official project end date and it would also be valuable to include these examples in the template.

Approaches to Examples In relation to your project Sustainability

 Work-based learning will continue at Plymouth (BSc Continuance (finding  Commitment from Chemistry) as the alternative sources of institutions to provide placement project module funding) continuation funding (Work Based Learning & Professional Skills)  Network/ becomes more communities likely established and to be sustained undergraduate students

13 South West Spoke through inclusion in see the advantages of future funding bids improving their degree grade as well as networking for future employment.  Web resources are available on the Plymouth University Work Based Learning and Placement website (http://www.plymouth.ac.u k/placements/) to strengthen both internal and external HEI/student communities and are designed to encourage participation.

 Identification of  The advantages of institutional including/promoting work- strategies that the based learning modules Embedding (within project has will be disseminated to institutional activity) informed students, other courses and disciplines through  Uptake which has web resources and the taken place, or is BSc Chemistry likely to take place, Professional Skills within own/other modules in years 1 and 2. HEIs The advantages are well known.  Influencing of  Identification of organisations organisations that are external to HE willing to accept students Sector which has outside of their own occurred through disciplines have been partnership working shared with other departments throughout the institution.  Organisations that are willing to host student placements have been asked to broadcast and promote the advantages of short-term placements to widen the participation.  Staff development  Academic staff are which is planned or encouraged to participate has taken place as in promoting work-based Mainstreaming a result of your learning modules in (changes in working project Chemistry and related subject areas and to

14 South West Spoke practices)  Curriculum participate in widening the enhancement that organisation network has occurred or is through their own likely to take place contacts. as a result of your  Report will be sent to project Senior Managers responsible for Teaching  Influence of senior and Learning at School, managers that has Faculty and University arisen as a result of level. the project  Means to further embed the findings of the project into the curriculum are being researched.  Networks/communit  The outcomes of the ies likely to be project will be provided in continued web resources to be Legacy (passing on available in the public important elements of  Dissemination of domain, on the Plymouth the project) project outputs university work-based learning and HE STEM  Evidence of impact websites. of activities  Students returning from  Creative Learning placements were asked to Journey material present their experiences made available via to peers as part of the BSc the SW Spoke Chemistry Professional Creative STEM Skills module. website where  Additional organisations relevant. will participate in the placement project module.  The experience and methods of recruiting organisations will be included in the web resources, thus providing a ‘creative learning journey’ of the project.  Project actions disseminated through professional body (RSC) activity.

References:

Appended documents/Support pack: List of topics for discussion with employers; Student feedback; Contact summary reports (23: 12 meetings; 11 telephone discussions). Available at http://www.plymouth.ac.uk/placements/ . AGCAS/HECSU (2011) What do graduates do? Available from:

15 South West Spoke http://www.agcas.org.uk/agcas_resources/13-What-Do-Graduates-Do [19 April 2012]. ASET (2007) Benefits of Placements. Available from: http://www.asetonline.org/benefits.htm [19 April 2012]. Gagan, et al. 2009. Review of the student Learning Experience in Chemistry. Higher Education Academy Physical Science Centre. ISBN-978-1-903815-25-0. Available from: http://www.heacademy.ac.uk/assets/ps/documents/subject_reviews/chemrev_final.pdf [19 April 2012] Pegg A, et al. 2012. Pedagogy for employability. Higher Education Academy. Hogarth, et al. 2007. Employer and University Engagement in the Use and Development of Graduate Level Skills. Main Report. Research Report RR835A. Department for Education and Skills (DfES)/IFF Research Ltd. Little B & Harvey L. 2006. Learning through work placements and beyond. HECSU / Higher Education Academy’s Work Placements Organisation Forum. Lemanski T, Mewis R, Overton T. 2011. An introduction to Work-Based Learning. A Physical Sciences Practice Guide. The Higher Education Academy UK Physical Sciences Centre. ISBN 978-1-903815-27-4 Mellors-Bourne, et al. 2011. STEM Graduates in non-STEM jobs. BIS research paper no.30. Careers Research & Advisory Centre (CRAC) Ltd. Wallace R, Murray B, Overton T. 2009. Effective Practice in Industrial Work Placement. A Physical Sciences Practice Guide. The Higher Education Academy UK Physical Sciences Centre. ISBN 978-1-903815-26-7.