Abstract
Recent research by the Council for National Academic Awards reveals a high level of consensus among teaching staff responsible for the design and management of first degree courses with a supervised work experience component that the work experience is essential to the total learning achievable by students on their courses. The work experience is seen to have outcomes additional to and separate from those of the academic component, and there is an openness to change in the way that the academic period(s) and the period(s) on placement relate, particularly in the light of an increasing diversity of work experience. These findings confirm the experience of CNAA's Engineering Boards, which have restated policy on the full-time and sandwich modes, in recognition that integration of the supervised work experience and academic components of courses is not readily secured.
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