Welcome

HEA Thematic Seminar

Research-Led or Work-Related Research Placements: Managing Expectations

Tuesday 7th May 2013University of Sheffield

Session One: Mapping

We’ve come to the conclusion that expectations of We’ve come to the conclusion that expectations of student placements matter; but whose expectations student placements matter; but whose expectations do we need to consider and how do they differ? do we need to consider and how do they differ?

*Student expectations;Student expectations;

*HEIs pedagogic expectations; HEIs pedagogic expectations;

*HEIs strategic expectations; andHEIs strategic expectations; and

*Partner *host* organisation expectations. Partner *host* organisation expectations.

Session Two: Capturing & Sharing Best Practice

Louisa Shilton School of Health & Related Research (ScHARR)University of SheffieldEmail: l.shilton@sheffield.ac.uk

Students, Partner Organisations & Commissioned Research Projects

The aim of this session is:

*To introduce and describe a current research-led or work-related placement offered to postgraduate taught students

within the School of Health & Related Research at the University of Sheffield;

*To highlight what we’ve learnt in recent years and how we’ve tried to manage the learning and teaching expectations of

students undertaking research-led placements;

*To identify ongoing challenges and to pose questions and/or discussion points for future practice.

Our Placement Scheme

Our work-related research placements are designed to enable students to undertake

commissioned research projects in a variety of UK and international settings. They provide

opportunities for students to carry out a piece of independent project work specific to an

organisation’s needs, which is written up and submitted as a dissertation.

Our placements are distinctively research led. Through the medium of commissioned project

work, students are expected to offer a clear, practical contribution to a host organisation, so that the placement is genuinely useful to both

parties. The host organisations we work with often have specialist research projects they would like

students to develop and work on in detail. This might include existing service provision

evaluations, scoping studies related to service development issues or decision modelling development that, due to a lack of time or

resources, they cannot carry out themselves. We like to think of them as ‘mini-consultancy

projects'.

Key points:

*Open to PGT students (full and part time) undertaking a range of Masters in Public Health programmes as well as an MSc in Clinical Research;

*Embedded within a core dissertation model;

*Entirely optional but competitive;

*With school-based, UK and international placements available.

In summary, the scheme aims to:

• to provide the basis for a student's masters dissertation;

• to enhance students' research skills, including their ability to undertake a piece of commissioned project work independently;

• to provide a host organisation with valuable research to inform, evaluate and/or develop their practice alongside other work-related support;

• to expose students to the experience of working in or with a host organisation, and to provide them with opportunities to develop their understanding of the skills and professional competencies required of a successful health practitioner, consultant and/or researcher;

• to enable students to develop and test their abilities and knowledge in real work settings;

• to allow students to develop an understanding and awareness of health and health-related work place cultures;

• to enable students to develop professional relationships and help them build up networks of potentially useful contacts;

• to increase students’ awareness of the different career opportunities or types of employment open to them post-qualification.

Our Partner Organisations

Our Placement Cycle

Challenges of Past Experience

The challenges have been numerous and include:

•Articulating what placements are and more importantly, are not;

•Articulating roles and responsibilities;

•Matching students to placements appropriately;

•Supporting students to manage a relationship with their host organisation at a critical distance;

•Supporting students to anticipate and manage change and uncertainty;

•Supporting students to negotiate and manage difficult situations;

•Developing appropriate assessment which serves multiple purposes;

•Ensuring the feedback cycle for host organisations is fulfilled post-placement.

Our Approach to Managing Student Expectations

The approach includes:

*Setting a high level of expectation from the outset, underpinned by ongoing support;

*Being honest with students about the challenges of establishing partnerships for placements and negotiating opportunities for students in challenging times;

*Placing an emphasis on prestige and gravitas including, added employability value and civic credentials of placement projects;

*Structuring the scheme with a competitive edge, formalised by an application and interview as well as a performative student code of conduct signature placement confirmation process;

*Establishing a guided rather than a managed process i.e. giving students a structured placement relationship management checklist to help them develop their communication skills independently;

*Providing regular, tailored briefings/workshops that reiterate expectations/ongoing support and afford opportunities for shared learning and mutual support.

Achievement is largely the product of steadily raising one’s levels of

aspiration and expectation (- Jack

Nicklaus)

Successes

* Articulating what placements are and more importantly, are not;

* Articulating roles and responsibilities;

* Matching students to placements appropriately;

* Supporting students to manage a relationship with their host organisation at a critical distance.

• Supporting students to anticipate and manage change and uncertainty;

• Supporting students to negotiate and manage difficult situations;

• Developing appropriate assessment which serves multiple purposes;

• Ensuring the feedback cycle is fulfilled post-placement.

Gaps &Areas for Development

Don’t take our word for it however, let me introduce you to one of our current

placement students Anna Watkinson-Powell….

My Placement Experience Anna Watkinson-PowellMaster of Public Health Placement Student 2012/2013School of Health & Related ResearchUniversity of Sheffield

Email: acwatkinson-powell1@sheffield.ac.uk

About my Placement

Research Question:

Barriers and Facilitators to the Provision of Meals to Older People Receiving Care in their Own Homes: Perspectives From Home Care Givers

Advantages of a Placement

• Real-life problems;

• Research that is relevant and actionable;

• ‘Making a difference’;

• Contacts and access to participants;

• New topics and interests;

• Insight into organisational culture and the ‘real world’.

Placement Challenges

• Unforeseen circumstances;

• Reliance on individual staff;

• Geographical distance (logistics, time & finance);

• Organisational change;

• Ethics and governance.

What Worked Well for Me

• Well-matched;

• Academic supervisor;

• Organisation’s experience of conducting research;

• Genuine interest in topic;

• Clear about action points and responsibilities;

• Being proactive and chasing people up;

• COMMUNICATION• Email (Cc);

• Meetings with summaries;

• Document everything.

• Support through difficult times;

• Approachable (reply to emails);

• Happy to meet up and discuss;

• Separate sessions on the dissertation module;

• Bringing the group together for mutual support.

Highly recommended!

Placement Team