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The Use of Industry Placements as a Basis for Research - Informed Teaching
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The Use of Industry Placements as a Basis for Research - Informed Teaching

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Author: Molly Owens, University of Wales, Newport ...

Author: Molly Owens, University of Wales, Newport
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)

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  • 1. The Use of Industry Placements as a Basis for Research-Informed Teaching
    Molly Owens
    Senior Lecturer, Advertising Design
    University of Wales, Newport
  • 2. Professional Placements – UK vs US mindset
  • 3. Challenges
    Internal and external
  • 4. Placements
    USA: LifeApps LLC
    Company utilising social media, iPhone and iPad apps, online magazines and websites
    Wales
    phpGenie, eCommerce and design agency
    Ethos, advertising and design agency
  • 5. Projects
    iPhone apps, website designs, content aggregation, moving image, magazine content
    Creation of moving image, design-based projects for screen and print, and copy-based projects
    Press releases, feature stories
    Art direction of client publications
  • 6.
  • 7. Measuring student experience/feedback
    Anonymous surveys pre- and post-placement
    In-depth further surveys
    Interviews
    Student projects and inclusion of new material
  • 8. Expected benefits in terms of research-informed teaching
    Updated knowledge of industry trends and new media such as apps, social media, etc., and the opportunity to use research, communication and creative skills
    More up-to-date/current lectures in terms of industry, increased
    Increased satisfaction and interest from students in terms of lecture materials
  • 9. Live projects for students, industry work placements for students
    Research outputs/papers
    Increased profile of the Advertising programme and the University both internationally and nationally
  • 10. Unexpected benefits
    Increase in respect for the lecturer from upper-level students
    Increased happiness/satisfaction of the lecturer in terms of creative output and feedback from industry superiors and peers
    Networking opportunities for the University, programme and lecturer
  • 11. Students able to meet the briefs more successfully
    Building of student confidence
    Direction: conducting research before or during the creative process helps give direction to and helps with development of creative idea generation
    Students ‘feel’ more creative as a result of research and exercises, leading them to take more risks
  • 12. Students have a better understanding of the world and different audiences and arts – they are not as ‘isolated’
    Students are able to eloquently ‘back up’ their ideas and creative concepts with solid research, which is critical for their field
  • 13. Summary