A Co-Orientational Analysis of the Professional Placement in Europe

Abstract

The industrial or professional placement was devised over 40 years ago when it was recognised that day release was unsuited to the sustained study requirements of modern technology (Percy Committee Report, 1945). As a practice, it has acquired increasing significance within higher education. A recent review of British universities found that 8.0% of students are currently registered on degree courses which involve a placement component (Wilby, 1983). The professional/industrial placement model is a seemingly familiar one, although variations are to be found in objectives and practice (Uzzell, 1986). Hornsby-Smith (1971) distinguishes the 'academic' model of the placement in which the student is expected to enter industry with an enquiring frame of mind and social science students, in particular, will be expected to analyse and evaluate their experiences critically. the 'professional model', the course will be specifically designed to promote the integration of academic studies with practical experience relevant to a future career. the 'vocational model', the placement serves to socialise students to specific occupational roles, management-defined goals for industry, and professional ideology. The Department of Education and Science Report, A Reviezv of the Provision of Sandzvich Courses in Higher Education (1982) expressed the objectives thus: In an ideal sandwich course the two components of education and experience are provided in parallel rather than in series and are so mutually reinforcing with the work experience illustrating the application of theoretical concepts. However, the integration of academic studies and industrial or professional practice is only one objective of the professional placement. discussing the personal benefits of the placement, the DES Report revealed a hidden curriculum of objectives which have rarely been subject to systematic research: enhanced motivation in respect of the placement itself and their academic studies; motivation and self-reliance as a consequence of having to cope with 'real-life' problems, and a much wider cross-section of the community in terms of age and social class; the development of social and communication skills as a result of living and working in a non-academic community; an opportunity to clarify ideas about a future career as a consequence of contact with the everyday world of work. It is not the purpose of this paper to discuss the appropriateness or otherwise of these objectives. Rather, it is to assess whether academic staff and undergraduates not only hold similar perceptions of the objectives of the professional placement, but also whether they can co-orientate with each other and reciprocally perceive each other's points of view.