Our two Placements Toolkits (previously Contextual Learning Toolkits) are the result of the research conducted to address the recommendations of the Perkins Review of Engineering Skills and the Royal Academy of Engineeringâs Universe of Engineering Report about engineering studentâs placements in companies.
The report is part of the close work that the EPC has being doing with the NCUB on its âengineering workwithâ hub of information for employers on how to work with university engineering departments to provide work experience opportunities and other forms of collaboration to enhance the work-readiness of students, and follows the outcomes of a survey conducted by the EPC during September/October 2015 on Contextual Learning in UK HE Engineering.
The report includes the main findings of the research aimed to explore engineering studentsâ placement experiences and case studies. Two separate, but interlinked, toolkits, were developed:
The toolkit for Students was designed to support students to get the best from their placement experience.
The toolkit for Universities and Employers was designed to support higher education institutions and employers to enhance the experience and the value of studentsâ placements.
Structure
The toolkits were structured to support the placement experience in three key stages: before, during and after placement.
For the purpose of the toolkits:
a placement is where learning opportunities are available for the student to undertake engineering practice under guidance and supervision;
an academic supervisor is the key link at the university, during the placement (if applicable);
a placement supervisor is the direct manager at the company, during the placement.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
This toolkit is designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.
For the purpose of this toolkit:
a placement is where learning opportunities are available for you to undertake engineering practice under guidance and supervision
an academic supervisor is your key link at your university, during your placement (if applicable)
a placement supervisor is your direct manager at the company
The Toolkit is structured to follow your placement journey and will provide you useful information to consider before, during and after your placement experience.
Aligned with the Engineering Placements Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement. Please select and click the appropriate page below to gain access to tools to help you through each stage of the placement.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
The Engineering Placements Toolkit is designed to support higher education institutions and employers to enhance the experience and the value of studentsâ placements. Aligned with the Your Placement Journey Toolkit, designed for students, this toolkit aims to support the placement experience in three key stages: before, during and after placement. Please select and click the appropriate page below to gain access to tools to help you through each stage of the placement.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
Your Placement Journey Toolkitis designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.
Aligned with the Engineering Placements Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement.
Oishi Deb is a software and electronics engineering undergraduate at University of Leicester. She has finished her second year and is currently doing a yearlong placement at Rolls Royce where she is enjoying the opportunity to apply her knowledge in real world projects and also learn new skills that will benefit her future professional career.
Cristian Balan is an aeronautical engineering undergraduate at University of Salford. He had an exciting one-year placement in Airbus, working both in Germany (Bremen) and France (Toulouse). In his placement Cristian felt he was part of the team and worked in fast-paced projects where he had the opportunity to work not only in research and development departments, but also in production and quality management.
Emily Jones is a civil engineering undergraduate at University of Bath. She did a one-year placement in industry where she had the opportunity to work in different projects and have a real world experience of what a civil engineer does. Emily describes her placement as being an invaluable experience, and recommends every student to be proactive and embrace all the opportunities been offered during their placement.
Tobi Danmole is a mechanical engineering undergraduate at Imperial College London. Last year he did a one-year placement, not only to gain experience and increase his chances of getting a good job, but also to have a break from university and explore the world of work. He has been offered a job in Rolls-Royce, after doing his placement in the company.
Madeleine Steer is an engineering undergraduate at University of Cambridge. In Cambridge, all engineering undergraduate students are required to complete a total of 8 weeks of internship experience during summer. However, although being compulsory for her degree, Madeleine also wanted to do internships in order to explore which field of engineering she wanted to specialise in the future. These internships allowed Madeleine to actually experience the work of different companies, and gain a wider perspective of what to expect in different engineering sectors.
Ana Miarnau is a mechanical engineering undergraduate at University of Bath. She had an international one-year placement at a research organisation in Switzerland. Initially, she was not meant to do a placement, but after speaking to students at the university who had been on a placement before, Ana thought it was a good idea to get work experience before graduating and increase their chances of finding a good job once graduated.
Charlie Constable is a first year engineering undergraduate student at University of Cambridge. He took a gap year before coming to university, through the Engineering Development Trust âYear in Industry Schemeâ, in order to try and feel how actually engineering works.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
Your Placement Journey Toolkitis designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.
Aligned with the Engineering Placements Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement.
Your placement provides you with new learning experiences, knowledge, and skills that will be assessed by your university and valued by future employers.
Top Tips
Keep in touch with the people youâve met and worked with.
Update your CV. Be proactive and engage with your Careers Service or Professional Institution for support.
Share your experience with the next generation of students.
Build your language skills. In the global market, knowing more than one language can be a plus.
Assessment
On completion of your placement, ensure that you have submitted all the documents and reports on the due date.
Evaluate the placement itself and prepare for meeting with your personal tutor and placement coordinator.Â
Reflect and evaluate your achievements
Look at what youâve enjoyed the most and benefited from during your placement experience.
How do you assess your skills development? Reflect on what you have achieved and the skills you have acquired to enable this.
Reflect on what have you enjoyed the most, what have you and least, and why.
Your future plans
Write your CV, and give specific examples based on the experience you acquired during your placement.
Contact your Careers Service for individual advise on your future plans.
Think about professional registration
Once you have achieved the necessary qualifications and workplace experience you should apply to your institution to become professionally registered. Your institution will guide you through the registration process and help you to decide when youâre ready to apply.
As you prepare to enter the world of work, it’s critical to align your skills and experience with the needs of the businesses which will look to employ you. Many employers made it plain that undergraduates achieving professional registration as an Engineering Technician (EngTech) and / or ICT Technician (ICTTech) on completion of their year in industry will have a distinct advantage when it comes to finding employment upon graduation.
Share your thoughts and experience with your Career Services and fellow students at your university. You can also have a wider impact contacting organisms such as the National Centre for Universities and Business (NCUB) and their dedicated programmes such as My Placement Experience.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
Your Placement Journey Toolkitis designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.
Aligned with the Engineering Placements Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement.
During your placement you have the responsibility to get the most of your experience. Be proactive in seeking out experiences for your level of practice and skills with the support of your placement supervisor at the company.
How can I get the most of my placement?
Communication
Communication is key. Demonstrate your willingness to work as part of the team and adopt a reflective approach to your learning. Donât be afraid to ask questions. Ask for feedback as much as possible.Â
Reflective skills
Also, reflect on your progress. Writing a log book and or/diary will help you not only to track and gather evidence of your learning, but also to increase your self-awareness and confidence.
Continuous development
Look out for learning opportunities in your company that were not initially expected to occur in your placement. Also, utilize learning opportunities outside the placement. Have you ever thought about learning a new language, or develop your business skills? Employers value your ability to learn new things inside and outside your field of study. Have a look at your universityâs free courses or explore online resources such as:
Engage with your colleagues, be part of the team and be open to new learning experiences. Work in as many projects as possible, even if not directly related with your placement learning outcomes. You might enjoy things that you were not initially considering to do. Many students were offered jobs after their placements because of their engagement with the company.
How will I be assessed?
Make sure you know the criteria in advance. What is expected from you? Know your learning outcomes, learning tasks and assessment which you should agree with both your academic and your placement supervisors.
I am struggling with my placement. What can I do?
Seek guidance and support from your placement supervisor to enable you to achieve your learning outcomes.
If the relationship with your placement placement supervisor is not working for any reason, seek help from your universityâs academic supervisor.
Work-life balance
Your placement can be a bit daunting in the beginning. You may feel that is all about work and getting yourself stuck in. However, itâs also important to have a good work-life balance.
Top Tips
Be proactive. Use your placement as an opportunity to develop your professional network. Create a LinkedIn profile.
Appreciate that your supervisors have other responsibilities besides you. Be clear, professional and flexible in your dealings with them.
Arrange meetings proactively with your supervisors, ensure you have a clear agenda and keep your appointments.
DonÂŽt forget to enjoy your life outside placement.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
TheEngineering Placements Toolkit is designed to support higher education institutions and employers to enhance the experience and the value of studentsâ placements. Aligned with the Your Placement Journey Toolkit, designed for students, this toolkit aims to support the placement experience in three key stages: before, during and after placement.
Universities
Careers Service
Support students in writing up CVâs based on their recently acquired experience, knowledge and skills
Collect case studies and disseminate best practices
University Departments
Keep in contact with employers
Invite key links to become part of the Advisory Board
Employers
Write an exit reference at the end of the placement
Consider continuing engagement with the university:
offering placements for next years
becoming part of the Advisory Board
contributing to curriculum design
support employers in implementing future placements
Joint actions
Get feedback from the student at the end of the placement
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
The Engineering Placements Toolkit is designed to support higher education institutions and employers to enhance the experience and the value of studentsâ placements. Aligned with the Your Placement Journey toolkit, designed for students, this toolkit aims to support the placement experience in three key stages: before, during and after placement.
Universities
Academic supervisor
Ensure ongoing support and visits to the student at the placement site
Be available to meet face-to-face, by email or phone, accordint to the pre-placement agreement
Monitor student progress and attainment of learning outcomes. This is particularly relevant if the placement is credited by the university.
University facilities
Provide pastoral care for students
Consider implementing a peer mentor scheme, as appropriate
Employers
Placement supervisor
Try to give your student a set of activities that are valuable to the company, fit with the curriculum and are related with the degree
Ensure that your student is given the opportunity to present their work to a small audience from various areas of the business
Allow the student to explore different areas of the company and engage with different projects
Identify learning and training opportunities that are available in the company and encourage students to participate
Treat the student as regular staff, in the context of the placement experience
Joint actions
Provide regular and constructive feedback
Monitor student progress and attainment of learning outcomes
Provide time for reflection, regular and constructive feedback. Give suggestions on how to make further improvements
Set clear milestones and reviewing points with both the student, their academic supervisor and their placement supervisor
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
Case study: Advanced Manufacturing Research Centre, University of Sheffield
The University of Sheffield has been an early entrant to this new form of higher learning.
Its Advanced Manufacturing Research Centre – AMRC with Boeing (which specialises in the research and development of better manufacturing processes and more efficient factory optimisation) has excellent relationships with businesses – both large multinationals (typified by Boeing) and also local SMEs. It has been delivering research and taught masters degrees since its inception almost two decades ago. For the past three years, the AMRC as part of the University of Sheffield has provided advanced and higher apprentice training, with an annual intake of 205 apprentices. Having identified a gap in manufacturing education at degree level, it has been able to take advantage of the government initiatives and funding around degree apprenticeships to develop its offer.
With a Further Education college partner, locally, the AMRC Training Centre already offered a Foundation degree and higher apprenticeship, but is now recruiting to the first year of its new Bachelors in Manufacturing programmes (BMan), designed to provide degree level apprenticeships in Manufacturing. The BMan programme will run via day release over three years. By teaching over 36 weeks a year, on one (long) day a week, and using a flipped classroom/blended learning approach, the curriculum has been designed to deliver graduates of the standard that employers are expecting. Students will be able to study for a foundation degree in two years, a bachelorâs degree in three years or to masterâs level over four years.
The employers say that the key benefits are that as well as being better engaged and loyal,
the students understand industry;
they know how to make things;
they have manufacturing skills;
they have an established work ethic.
In addition, they will have access to experts from the university and AMRC to support student projects and the apprentice levy and government support improves the financial viability, even for small companies.
From the studentsâ perspective, they get paid while they study, ‘earn while they learn’ and apply their academic learning in their own workplace through project work in their companies. The blended learning approach means that they will be able to do much of the learning in their own time, meaning that the time they spend in at university will focus on problem classes, laboratories and tutorials.
The university sees it as a flagship activity with a number of key advantages:
It enables the university to cover the full post-16 to PhD spectrum of education in manufacturing, with industry engagement at every stage;
It enables the university to apply its standards and educational experience to widen the number and diversity of people studying engineering.
It allows the university to better engage with the region, its local manufacturing base and the rest of the world to provide an additional pipeline of well-qualified, graduate engineers.
With thanks to Professor Stephen Beck, Head of Multidisciplinary Engineering Education, University of Sheffield.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
Degree Apprentices must be employed for a minimum of 30 hours per week and must have the right to live and work in the UK. A Degree Apprentice cannot be self-employed and must be:
a new recruit or an existing employee where an employer intends to support the individual complete the apprenticeship;
employed in a real job and the employer must pay a wage/salary and financially contribute to the cost of training and accrediting the apprentice.
An employer must enter into an Apprenticeship Agreement when taking on a Degree Apprentice at the start of the Apprenticeship. If the student leaves or otherwise loses their job (eg because of misconduct or redundancy) then the employer would normally be held liable for the full course fees.
A national certification system operates for Apprenticeship. It is currently a legal requirement that this is followed. This is a simple process and more information can be found at Apprenticeship Certificates in England (ACE).
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsâ Council or the Toolkit sponsors and supporters.
