Industrial Placement Research Articles

Transferable Skills And Graduate Attributes: Analysis of health services management students’ reflections on an industry-based placement

Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.

Innovation and Practice of Talent Cultivation Models in Higher Education from the Perspective of Industry-education Integration

This paper explores the innovation and practice of talent cultivation models in higher education under the perspective of industry-education integration. As the global economy evolves, the gap between educational outcomes and industry requirements continues to widen. This study investigates the potential of integrated industry-education frameworks to bridge this gap by fostering a more relevant and applied learning environment. Through a mixed-method approach involving case studies and empirical analysis, the research identifies key components of successful integration models that align educational programs with real-world applications. The findings reveal that partnerships between educational institutions and industries not only enhance curriculum relevance but also improve student employability and satisfaction. The study highlights several innovative practices, such as co-developed curricula, industry placements, and joint research initiatives, which have proven effective in various higher education settings. These practices not only equip students with essential skills but also instill a deeper understanding of their professional fields. Moreover, the research addresses challenges such as logistical coordination, cultural differences between academia and industry, and the scalability of successful models. The paper concludes with recommendations for educational leaders to foster more robust industry-education linkages. By integrating theoretical knowledge with practical application, the proposed models aim to cultivate a workforce well-prepared for the demands of the modern economy.

Nutrition students’ employability skills: need for a graduate employability framework

For a qualified nutritionist to obtain registration with the Nutrition Society of Australia they must first demonstrate that they meet a set of competencies relating to required nutrition knowledge and skills(1). However, theoretical knowledge and a technical skillset may not be enough to actively contribute to the workforce as a new graduate(2). Employers have previously expressed a desire for nutrition graduates to also develop employability skills in undergraduate studies to be better prepared for the workforce(3). Universities across Australia appear to have heterogeneous approaches to building nutrition students employability skills. To better understand student workforce readiness and employability skills, the research team undertook a mixed-methods study. A validated work-ready tool was used to survey undergraduate nutrition students self-perception of work readiness (n = 88) and semi-structed interviews of students pre/post nutrition industry placements (n = 18) were conducted to assess factors impacting student understanding and development of work readiness. Preliminary data from the survey showed higher levels of perceived ability related to higher age in, written communication (P<0.05), decision making (P<0.05), working unsupervised (P<0.05) and managing challenges (P<0.05). Lower age showed lower perceived ability in understanding how to apply skills (P<0.001). Lower levels of work experience showed lower perceived ability to work in a team (P<0.01), collaborate (P<0.01), work under pressure (P<0.05), and identify problems (P<0.01). Thematic analysis from interviews revealed themes related to improved confidence following a placement experience, communicating to stakeholders, the importance of translation skills, the benefits of networking and self-efficacy. The results suggest there are numerous identified gaps and significant room for improvement. To have a systematic approach to skill development, universities training nutrition students should consider developing a framework that builds understanding and scaffolds skill development across year levels. An employability framework has the potential to increase students employability skills and knowledge, enhance student confidence and increase graduate employment.

Year in Industry: who gets access and what difference does it make? Access and awarding gaps in UK university undergraduate placement programmes

This article explores the extent to which students of different ethnicities, (dis)abilities, sexes, POLAR groups, and academic abilities undertake Year in Industry (YINI) placements and realise post-placement academic improvements, in comparison with non-YINI students. The benefits of work placements on student employability and graduate prospects are well-documented but less is known about which student groups gain access to placements. The study analyses secondary data relating to the sex, ethnicity, disability, POLAR group, grades, and degree classifications of 31,159 undergraduates graduating from a UK Russell Group university between 2016 and 2023, representing the largest study of its kind to date. The study found that students completing YINI programmes are significantly more likely to achieve first class (70.1% YINI, 28.5% non-YINI) and good degrees (97.7% YINI, 83.6% non-YINI). Importantly, the study found that YINI completion narrows awarding gaps found in the non-YINI population in relation to sex, disability, ethnicity, and POLAR group. The potential gains are greatest for male students, students with disabilities, Asian, Black and mixed ethnicity students, and students from low POLAR groups. However, access to placements is not proportionately distributed. Female students, students with disabilities, students from all ethnic minority groups and those of unknown ethnicity, and students from low POLAR groups are under-represented within the YINI population, suggesting placement access gaps in relation to sex, disability, ethnicity, and POLAR group. The paper concludes with strategies to encourage YINI participation amongst diverse student groups and calls for further research into lived experiences of YINI and non-YINI students.

Perspectives of teacher educators on the challenges of training technical and vocational education teachers in Ethiopia

Shortage of qualified teachers is a critical problem in the Technical and Vocational Education and Training (TVET) sector. This study investigates the barriers that hinder the preparation of competent TVET teachers in Ethiopia. A qualitative case study involving 20 purposively selected teacher educators was used. The study revealed numerous challenges including weak student admission criteria, a lack of teacher competency standards, irrelevant curriculum, theory-focused training, limited resources, ineffective quality assurance system, leadership issues, and gaps in teacher educators' practical and pedagogical skills, industry experience, interest, and motivation. The study concluded that TVET teacher training is beset by various limitations and urgently requires reform. In this regard, it is critical to attract high-quality and motivated candidates, establish competency standards, adapt the curriculum to meet the specific needs of TVET teachers, involve industries in the training process, and enhance the competencies of teacher educators through industry placements.

Occupational health and safety activities undertaken by physiotherapy students: A retrospective review of industry placement reports.

The University of South Australia's Bachelor of Physiotherapy course, 'Work Health and Safety (WHS) Practice', provides students with introductory practical WHS experience. Students undertake 80-hour effort WHS projects for industry, culminating in a report for hosts. To establish the types of industry that host WHS undergraduate physiotherapy placements and the nature of activities that students conduct. Reports were retrospectively, systematically classified using a descriptive, document content analysis approach. Demographic data were collected: report and student numbers, placement locations and industry types. Selected reports were used as a subset for further analysis with definitions created to classify the nature of placement activities. Most reports were written by a pair of students (88%, n = 269), with placements based in metropolitan Adelaide (91%, n = 284). Various industries hosted students, including healthcare and social assistance (40%, n = 117) and manufacturing (30%, n = 89). Reports primarily included risk management activities as required by WHS legislation (97%, n = 229). Physiotherapy student WHS activities maintain close links with industry, involving stakeholders (workforce, students, University of South Australia and academics). At an entry-level standard, the student WHS activities align well with some criteria set as key competencies for Australian Occupational Health physiotherapy practitioners.

Structural changes in the location and sectoral specialization of livestock breeding in the pre-war and during the war period

The article reveals structural shifts in the territorial organization and sectoral structure of animal husbandry in pre-war and during the war. Their trends were determined, an assessment was made, and certain regularities over the past 30 years were summarized. It was established that previously, animal husbandry was represented in almost all agricultural enterprises in the form of the organization and operation of farms of collective farms and state farms and had a relatively explicit zonal specialization by the objectively existing agricultural zones based on agro-climatic and production and economic indicators - Forest or Polissia, Forest-Steppe and Steppe; zones of the altitudinal belt in the mountains; suburban economy near large cities and urban agglomerations. However, in the 90s of the last centuries, the country started the curtailment of animal husbandry, the trends of which have not been overcome and persisted during the last 30 years and were significantly deepened by the war. It was determined that their causes were formed under the influence of inconsistent reforms and imperfect institutions for regulating the development of the industry; lack of investments and slow modernization and introduction of innovations; lack of entrepreneurial initiative among the vast majority of product manufacturers; deformation of the structure of agricultural land in the form of a significant reduction in the area of natural hayfields and pastures, a reduction in fodder production; the decline of selection and tribal food; a decrease in productivity and competitiveness compared to the indicators of the leading countries of the world and meat exporting countries. The only exception is the breeding of chickens and the production of products from them, which was revived on an innovative basis in the form of industrialized enterprises of extensive agricultural holdings with overconcentration of production and its main factors (land and capital) and acquired the status of a leading industry not only in the domestic, but also in the international product market poultry farming Cattle for meat, sheep breeding, horse breeding, and animal husbandry experienced the most significant reduction. On the contrary, beekeeping increased but suffered huge losses due to the war. As for the placement of industries, it had an explicit zonal conditionality and territorial organization with an orientation to the factors of raw materials for fodder, weather and climatic conditions for maintenance, factors of proximity to the consumer, and logistical support for the sale of products. However, with the modernization of enterprises and the concentration of production in large volumes, the improvement of communication routes and the increase in the speed of vehicles, the improvement of refrigeration equipment, the change in the location of crop production due to warming and the decrease in the amount of precipitation, the zonal specialization of livestock production is gradually losing its clarity, but this practically does not affect the efficiency of production. Accommodation remains a significant factor in the efficiency of poultry farming due to the focus on grain farming of the meat direction of cattle, sheep breeding, and horse breeding due to the focus on natural pastures. However, with the war, many animals and poultry, premises and equipment, property, and finished products were lost, and the industry suffered colossal losses. Among the factors of placement of livestock enterprises, safety was the first. Therefore, shifts in the location and branch structure of the industry have changed zonal priorities to regional ones and directions from north-south vectors to east-west. The priority is to prevent the destruction of livestock enterprises and their functioning in the relatively safe central and western regions. Keywords: structure, livestock, enterprises, households, agricultural zones, fodder production, purchase prices, innovations, territorial and industry specialization, risks, security, priorities, and prospects.

Uncovering the relationship between learning trends and graduation outcome: A retrospective approach

This study delves deeply into the complex interplay between distinct learner categories and their impact on performance trends and graduation outcomes within the pharmaceutical sciences domain. A cohort of 60 Bachelor of Pharmacy students was analyzed across different learner categories—slow, average, advanced, and non-performers. Methodologically, students' learning capacities were assessed, and tailored support measures were implemented. Graduation outcomes were measured based on industry placements, competitive exam success, and higher studies pursuit. Statistical analysis, including Chi-Square tests, revealed intriguing patterns. Notably, each learner category exhibited varying degrees of achievement on specific graduation outcomes. Our findings challenge the traditional assumptions, and results showcases those average learners significantly contributed across various graduation outcomes, emphasizing their adaptability and resilience. Both slow and advanced learners made comparable contributions, highlighting factors beyond initial learning abilities impacting success. Conversely, non-performers faced challenges hindering their academic and career prospects. Performance trends indicated challenges in pharmaceutical chemistry for slow and average learners, while advanced learners excelled in specific subjects. Average learners dominated in industry placements but displayed weaker performance in competitive exams. The equality in graduation outcomes among advanced and slow learners underscores differing performance metrics. This study's implications emphasize reconsideration of support mechanisms, spotlighting the potential of average learners and the necessity to address challenges faced by non-performers. Future research should explore additional factors influencing graduation outcomes. Keywords—learner categories; learning trends; graduation outcomes; pharmaceutical sciences

Presenting a Paradigmatic Model for Brand Placement in the Cinema Industry Using a Grounded Theory Approach

Objective: The primary aim of this research is to present a paradigmatic model for brand placement in the Iranian cinema industry using a grounded theory approach. Methodology: This study is applied in purpose and descriptive-exploratory in nature, employing a mixed-methods approach. In the qualitative section, 28 experts from the fields of marketing and the cinema industry were selected using non-probability snowball sampling, and semi-structured, in-depth interviews were conducted with them. In the quantitative section, 384 master's and doctoral students in business management and participants in open managerial courses were selected through convenience sampling, and data were collected via questionnaires. For data analysis, grounded theory was used in the qualitative section, and structural equation modeling was employed in the quantitative section. Findings: The qualitative findings revealed that 85 concepts, 31 subcategories, and 12 main categories were identified within the paradigmatic model. These categories include causal conditions (factors related to the film, audience, and brand), the central phenomenon (brand placement), strategies (branding strategy and audience strategy), intervening conditions (facilitators and inhibitors), contextual conditions (related to the film and audience), and consequences (for film producers and brand owners). The results of the confirmatory factor analysis also confirmed the validity of the research model with a good fit. Conclusion: The results indicate that brand placement in the Iranian cinema industry can create mutual value for both brand owners and cinema industry practitioners. Enhancing the effectiveness of brand placement requires attention to factors related to the film, audience, and brand, as well as the formulation of appropriate branding and audience-focused strategies. Marketing managers and film producers should pay special attention to the alignment between the brand and film content, the use of appropriate execution techniques, and engaging active audience interaction.

Preparing nursing students for clinical placement using synchronous role-play telesimulation: A descriptive survey study

BackgroundContemporary teaching modalities in nurse education include teaching clinical skills via telesimulation. The effectiveness of this modality has not been evaluated. ObjectiveTo evaluate undergraduate nursing students' and clinical facilitators' perceptions of student preparedness for placement when clinical skills are taught via role-play telesimulation using home equipment packs. DesignA descriptive survey study was employed to measure and explore perceptions using Likert scales and open-structured questions delivered via an anonymous online survey. SettingClinical placement after undertaking preparation via role-play telesimulation for students at an Australian university. ParticipantsData were collected from 180 undergraduate nursing students and 22 clinical facilitators. MethodsQuantitative data were analysed using statistical analysis software, SPPS. Open ended responses to survey questions were analysed through the application of Elo and Kyngas (2008) three phases of content analysis. ResultsSeventy-eight percent of students felt prepared for placement, and 86 % of clinical facilitators believed that students were adequately prepared. Three major categories were identified from students' responses: sense of community, learning logistics, and sense of comfort. Three categories emerged from clinical facilitators' responses: nervous and anxious, confidence and preparedness. ConclusionsFindings from this study suggest that role-play telesimulation with home equipment packs is a viable, achievable, sustainable and effective modality for teaching hands-on practical skills to prepare undergraduate nursing students for industry placement.

How has the experience of Covid-19 impacted graduate readiness for a protean career? A qualitative investigation of final year business students’ industry placement experience during the pandemic

Protean careers, involving self-management by the individual are increasingly required by graduates to negotiate the turbulent labour market. Our study investigates the impact of Covid-19 on graduating business students through reflections on their placement experience and future career plans. Qualitative methodology was used to analyse post-placement student reflective essay submissions. The students’ respective experiences and any potential impact upon their career choices were evaluated, with 182 participants highlighting the importance of self-management and agility, negotiating communication via technology and engaging with colleagues as three key factors for a successful workplace transition. The research ascertained that in the face of a major change in the work environment a group of placement students were able to effectively adapt to their circumstances while being aware of the challenges it presented, indicating the development of a protean mind-set. This has implications for universities as they seek to support graduating students in a post-Covid environment and for employers, implies graduate preparedness for a Protean career path.

Knowledge and Skills Development for Implementing the Industry 5.0 Concept

The dehumanisation of the industry due to focusing only on the implementation of Industry 4.0 technologies has resulted in numerous concerns among workers, governments and societies regarding new working conditions and the role of humans in industry and the economy. Hence, the European Commission proposed the new concept of Industry 5.0. Industry 5.0 complements and extends the characteristic features of Industry 4.0. It highlights aspects that will be decisive factors in industry placement in future European society. Numerous scientific studies indicate the need to take into account, in the assumptions of the future industry's development, the crucial role of human beings. The humanisation of the technological Industry 4.0 environment was one of the first factors in the evolution of Industry 4.0 towards the Industry 5.0 concept. The new approach in the fourth industrial revolution focuses on the interaction between humans and intelligent machines. The fifth industrial revolution will continue the push for more advanced human-machine interfaces using artificial intelligence (AI) algorithms. It will mean better integration, enabling faster, better automation combined with the power of human brains, but it will also mean changing the demands placed on managers and engineers. Hence, the article aims to identify the critical knowledge and skills of engineers responsible for implementing the Industry 5.0 concept. The presented achievements and results in the article are from surveys conducted among experts representing companies with experience in implementing Industry 4.0 technologies and with a high level of knowledge and engineering and managerial competencies. The research results presented in the paper are dedicated to researchers and practitioners implementing the Industry 5.0 concept in smart organisations (smart factories).

Reviewing the emotional climates of student veterinary nurses completing industry placements

Background: Student veterinary nurses (SVNs) are required to complete industry placements as part of their training. Veterinary nurse education helps prepare students theoretically and practically. This study examines how SVNs, from two cohorts of a foundation degree course in veterinary nursing from one education provider, felt during their industrial placement year and whether the preparatory support was sufficient during their time in veterinary practice. Aim: There is little reporting of the emotions SVNs face prior to starting and following completion of their work placements and how educational interventions may have a positive impact on their experiences. The aim of this study was to gain an understanding of SVNs' emotions pre- and post-work placement to help identify if there is a need for more targeted educational interventions during their studies to help them better prepare emotionally for the experiences they may face during their placements. Methods: An online questionnaire was given to two foundation degree level 5 SVN cohorts during placement (pre and post) in academic years 2019–20 and 2020–21. In total, 54 responses were submitted to 22 questions (pre-placement) and 41 responses to 58 questions (post-placement). Findings: The top three positive emotions were happiness, excitement and confidence. The top three negative emotions were sadness, anxiety and stress. The results indicated that students could benefit from protected time with their mentors and required clearer expectations prior to starting their industry placement and further support, particularly around animal euthanasia and building resilience. Limitations of the study included that the mid-study interventions that aimed to support the students may have impacted the results and, due to anonymity, we are unable to compare individual pre- and post-placement response rates. Conclusion: Education providers could be doing more to provide SVNs with a toolkit to becoming emotionally agile and resilient so as to help SVNs emotional wellbeing and preparatory support with their industry placement year.

Exploring the impact of an industrial placement year on students' competency development: a three-cohort, longitudinal study

PurposeDrawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers.Design/methodology/approach618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset.FindingsThe impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students.Originality/valueThe value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.

The Further Education perspective

T levels are a recent development in Further Education The key differentiator for these new qualifications is the industry placement The courses have been designed with the collaboration of industry, education and Government Education is about developing the whole person – knowledge, emotions and motivation Industry placements offer experience of the real world of work.

Photovoice Reveals Residents' Concerns for Air and Water Quality in Industry-Impacted Rural Community.

Rural communities of color in the southeastern U.S. experience a high burden of environmental hazards from concentrated industry placement. Community-engaged research and qualitative methods can improve our understanding of meaning-making in a community impacted by polluting facilities. This study applies the photovoice method to assess how a predominantly African American community in rural North Carolina, impacted by a landfill and confined animal feeding operations (CAFOs), perceives their health-related quality of life (HRQoL). Two research questions were developed with community-based partners: (a) How do environmental health concerns in this community influence residents' perceptions of their HRQoL? and (b) How do community and county factors facilitate or inhibit community organizing around these concerns? Three photo assignment sessions were held to engage participants in discussions related to the research questions. Researchers analyzed discussion audio recordings and identified themes related to concerns about the following issues: health and quality of life, the landfill industry's influence on community cohesion and self-determination, and actions to address environmental injustice in Sampson County. Photovoice benefits community-engaged researchers by providing a process for assessing the research interests of a community. Photovoice also serves community organizers by providing residents with a structured way to discuss their lived experiences and strategize ways to reduce hazard exposure.

The impact of a year in industry on academic outcomes in higher education (engineering)

ABSTRACT Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends.

State of university-industry collaboration in quantity surveying profession in Nigeria

PurposeUniversity-industry collaboration (UIC) is a symbiosis relationship, brought about through knowledge and resource sharing, with the attendant benefits of innovation and technological advancement. The purpose of this paper is to investigate the state of UIC in quantity surveying profession in Nigeria with a view to ascertaining the situation and chatting the way forward.Design/methodology/approachUsing quantitative survey research approach, primary data were collected through the administration of structured questionnaires on quantity surveying academia and practitioners. A total of 126 respondents were sampled: 52 university lecturers and 74 quantity surveying firms. Of these, 32 university lecturers (61.54%) and 34 quantity surveying firms (45.95%) provided valid responses. In all, this amounts to 52.38% response rate. The quantitative data obtained were analysed using mean score, frequency distribution, percentage and Mann Whitney test.FindingsThe findings show that collaboration is very strong in the areas of student industrial placement and research cooperation between students and academic researchers. However, collaboration in the areas of funding and staff exchange was found to be lagging behind.Practical implicationsThe findings indicate strong collaboration areas (student industrial placement and research cooperation) to be sustained as well as weak areas (funding and staff exchange) to be critically looked into.Originality/valueThe paper represents the first research to empirically assess the state of UIC in quantity surveying profession in Nigeria. In addition, it shows the areas where efforts should be concentrated in maximizing the benefit of UIC.

The Morbid Symptoms of Capitalist Culture: Stuart Brisley’s Placement with Hille & Co. Furniture Factory (1970–1972)

To compose is to make use of what is known … to unite the parts of a whole.1 (Reyner Banham, Theory and Design in the First Machine Age, 1960) In 1963, Robin Day designed the Q Stak chair for mass production.2 The Q Stak chair was made for optimum functionality equipped with an injected moulded plastic shell supported by a tubular steel frame. Q Stak refers to one of the chair’s most popular assets: it is stackable. Each chair slides perfectly into the next (Fig. 1). The Robin Day Q Stak chair was manufactured at the S. Hille & Co. Furniture Factory (Hille) in London throughout the 1960s/1970s. A single tool at the factory produced 4,000 chairs per week at a rate of 1.5 minutes per shell. Inspired by the prominent modernist architect Le Corbusier, the chair was described as a ‘machine for sitting in’.3 ... In 1970, the Artist Placement Group’s (APG) Barbara Steveni negotiated a placement between Hille and the artist Stuart Brisley. The APG was founded in 1965 by the artists Barbara Steveni, John Latham, Barry Flanagan, David Hall, Anna Ridley, and Jeffrey Shaw. Brisley’s placement was one of more than nineteen placements in industry and government bodies negotiated by the APG throughout the 1970s.4 Through these placements, the APG sought to place a coalition of artists directly into new contexts. During his placement, Brisley chose to observe and work on Hille’s Haverhill metal polishing shop floor, where he collaborated with workers to make a circular sculpture Poly Wheel (1970) (Fig. 4). Poly Wheel was made from 212 tubular steel Robin Day Q Stak chair frames.

Work Willingness of VHS Students at Post-Industrial Placement

This research aims to determine work willingness after industrial placement of XII-grade students in the study program of electrical power installation engineering (TITL) at VHS 5 Padang. The method uses a quantitative descriptive approach using the similarity of the terms cognitive, affective, and psychomotor. The results of this research indicate the work will of 31 students is likely to be more interested in entering higher education or entrepreneurship. The Data shows that students` work willingness is in the excellent category with a percentage of 55%. It means that 45% of students graduating from 2021-2022 are not ready to work.