Student Placements - Policy

Introduction

The term "placement activity" is intended to cover any component of a taught or research programme involving a student matriculated on a programme of study (taught or research) of the University working with, or within an outside organisation.
The University recognises firstly, that placement learning can be a valuable, and in some cases essential component of a student's programme of study, and secondly, that there is a wide range of types of placement activity across the University. These include:

placements within other organisations associated with healthcare, education and social work;
exchange schemes - e.g. the Transatlantic Student Exchange programme, and EU student mobility schemes, involving students studying in another university;
research degree programmes that may involve a single student working in a laboratory within another organisation.

General principles are set out below. These are applicable to all types of placement activity related to both taught and research degree awards. School boards have responsibility for placement activities within each School, and specifically to:

ensure adherence to these general principles;
oversee the development of more detailed procedures reflecting the nature of placement activities within the school. Annex 1 'References' provides guidance on good practice;
oversee management of placement activities within the school.

These principles are applicable to all outgoing placement activities, i.e. situations in which a student of this University is going out to another organisation. They may be used to guide management of incoming placements also, see 'Incoming placements' below.

Establishing and approving placements

Schools should define procedures for approving proposed placement activities. These should include explicit consideration of the following concerns.
The appropriateness of the placement setting, including consideration of:

health, safety and welfare of students;
opportunities for students to achieve and demonstrate the intended learning outcomes.

The capability of any other organisation / placement provider to fulfil the University's expectations and legal responsibilities in relation to work placement activities under Part 4 of the Disability Discrimination Act (DDA). The capability of any other organisation / placement provider to meet their legal responsibilities in relation to work placement activities under Part 2 of the DDA
The capability of the local unit (i.e. the school / programme team / research team) to manage the placement.
The significance of placement learning in the student's programme of study.
The means of enabling and supporting participation by disabled students in any placement requirements or opportunities associated with a programme of study. The University's Disability Services can provide guidance and support in this respect. Note that a disabled student's consent must be obtained before disclosing their disability to a placement provider. The only exception to this is where a health and safety risk has been identified following an individual risk assessment.

Appropriateness of placement -risk assessment

Planning of placement activities should include a risk assessment, which should:

be carried out by a member of staff who is competent to do so;
be guided by relevant, complete and up-to-date information;
include consideration of health, safety and welfare of the student in the placement situation.

The University's Safety Services can provide guidance and support in this respect. For risk assessments involving disabled students, the University's Disability Services should be contacted for further advice.

Appropriateness of placement -intended learning outcomes and assessment

Placements should have clearly defined intended learning outcomes, and these should reflect the intended learning outcomes of the relevant module(s) and programme of study.
The nature of the placement, the planned student learning activities, and the support provided to students, should provide students with adequate opportunities to achieve the intended learning outcomes and to demonstrate these through assessment.
There should be clarity about how achievement of the intended learning outcomes in the placement will be assessed. This should include consideration of the consequences of failure to secure a placement, or to complete the placement, or to achieve the intended learning outcomes within the placement.

Management of placements by the local unit (school / programme team / research team)

A member of University staff should be identified as being responsible for managing each placement (the 'placement manager'). This individual should be competent to do so and should be provided with support and development opportunities to establish and further develop their capability to manage placements.

Other organisations / placement providers

Where another organisation is involved, the following concerns should be addressed.
The responsibilities of both the University and the other organisation should be defined in writing, including their respective responsibilities for any reasonable adjustments that need to be made under the DDA.
There should be an evaluation of the capability of the other organisation to address these responsibilities. If there is evidence that a work placement provider is unable/unwilling to meet their responsibilities under Part 2 of the DDA, then serious consideration should be given to severing the University's links with the placement provider. Otherwise, the University may be deemed to be aiding a discriminatory act if a disabled student is subsequently treated less favourably by the placement provider, or the provider fails to make reasonable adjustments to meet the student's disability-related needs.
There should be clearly defined points of contact and lines of communication between the University and the other organisation. This should include opportunities for the other organisation to:

raise concerns, or complaints about any aspect of the placement, including an individual student's performance or conduct;
make suggestions to the University about how the placement activity could be improved.

School register of placement activities

Schools should maintain a register of all placement activities. This should include the following information for each placement:

the local unit within the faculty associated with the placement activity (department / programme / research team);
the designated placement manager (see below);
the nature of the placement e.g. location(s), types of activities;
any other organisations involved;
names and contact details;
statement of responsibilities of the other organisation;
copy of any formal agreements with the other organisation;
list of names and ID numbers of students involved in the placement.
statement of the reasonable adjustments agreed with the placement provider, where applicable
student's written consent to disability disclosure, where applicable

Student information and briefing

All students should be provided with briefing information prior to commencing any placement activity. This should include:

discussion of planned learning activities, intended learning outcomes and how they will be assessed;
the risk assessment and recommendations regarding health, safety, welfare and personal insurance cover for the student;
the student's responsibilities, rights and entitlements in the placement setting;
language and cultural considerations (for international placements);
accommodation arrangements (where relevant);
contact information - both with the University and also with relevant local organisation(s) in the placement setting. This should include guidance on what do if they have a concern or complaint during or following the placement;
any specific or special needs of the individual student e.g. disability, health, dietary, religious, and how these will be accommodated within the placement setting.
any reasonable adjustments that need to be made to meet the student's disability-related needs.

Briefing processes should include an opportunity for individual students to discuss any aspect of the placement.
The placement manager should maintain a record of all student briefings.

Monitoring of placement activities

Schools should monitor all placement activity on an annual basis. This should include:

opportunities for feedback from all participants and stakeholders i.e.:
all students who undertook placements. They should be given an opportunity to comment on the placement and to suggest any ways in which future placements might be improved;
University staff associated with the placement;
any relevant in other organisations associated with the placement.

Monitoring should be summarised in a report to be submitted annually to the faculty board via faculty academic standards (or quality) committee or equivalent. This should include information summarising:

student numbers and achievements on placement activities;
feedback from all stakeholders (ref. above);
reflection on any changes introduced in placement management this year, plus comments on any proposed changes to improve placement activity in future years;
any other comments, including key points summarising any aspects of good practice in placement activity that were considered to be particularly effective this year.

The Academic Quality Sub-Committee will maintain an oversight of monitoring at the institutional level and will disseminate reported case studies of good practice.

Staff professional development

Staff involved in placement activity should be appropriately qualified and should have opportunities to develop their own knowledge and practice. The Director of Human Resources or nominee should be contacted in the first instance. Disability-related staff development needs should be directed to the Head of Disability Services.

Incoming placements

The provisions noted above refer to outgoing placements. Similar general concerns apply when the University accepts students from another organisation as placement / exchange students. The University has a duty of care regarding the incoming student's health, welfare and general quality of learning and experience.
Schools should oversee incoming placement activities within the school. This should include consideration of the following concerns:

that proposed incoming placements are consistent with the school's mission, strategy and policies and within the academic capability of the school;
that incoming placement activities are planned to provide an effective student experience;
definition of expectations and intended learning outcomes for the student;
definition of the University's responsibilities;
definition of effective points of contact and lines of communication with the incoming student's home organisation;
language and cultural considerations (for international placements);
accommodation arrangements (where relevant);
personal insurance cover for incoming students;
any specific or special needs of individual students e.g. disability, health, dietary, religious and how these will be accommodated.
any reasonable adjustments that need to be made to meet the student's disability-related needs.