• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Warsaw Seminar Els Van Der Werf

Warsaw Seminar Els Van Der Werf






Total Views
Views on SlideShare
Embed Views



2 Embeds 33

http://warsaw2009.bolognaexperts.net 32
http://www.slideshare.net 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Warsaw Seminar Els Van Der Werf Warsaw Seminar Els Van Der Werf Presentation Transcript

    • Employability and work placements Preparing students for the labour market
      • Els van der Werf
      • Hanzehogeschool Groningen/Hanze University Groningen,
      • University of Applied Sciences
      • International Relations Manager
      • Member of the Dutch team of Bologna Experts
      Employability and work placements
      • Employability of undergraduates (Bachelors):
      • a key element of the Bologna Process
      • “ The degree awarded after the first cycle shall also be
      • relevant to the European labour market as an appropriate
      • level of qualification.”
      • For universities which traditionally offered ‘undivided’
      • Master degrees: a dilemma
      • For Universities of Applied Sciences: core business
      Employability and work placements
      • Dutch higher education
      • Characterized by a binary system
      • Co-existence of 14 research universities
      • (213,000 students)
      • 3-year Bachelor programmes
      • and 41 universities of applied sciences
      • (374,000 students)
      • 4-year Bachelor programmes
      Employability and work placements
      • Universities of Applied Sciences
      • professional profile of Bachelor programmes
      • = clearly related to particular jobs/careers
      • curriculum focuses on professional development
      • main emphasis on undergraduate education
      • growing number of Master programmes
      • emphasis on applied research
      Employability and work placements
      • Professional focus in Bachelor programmes
      • emphasis on practical application of knowledge
      • throughout the curriculum
      • (project work; problem-based learning)
      • participation in applied research
      • key element: mandatory work placement of
      • at least 6 months (30 ECTS credits)
      Employability and work placements
      • Research universities
      • Bachelor programmes are Master oriented
      • Bachelor is not seen as exit qualification
      • professional profile is often not explicit
      • (e.g. humanities)
      • there are also programmes which are highly
      • profession-oriented (e.g. dentistry, medical studies)
      • increasing interest among students to do a work placement (e.g. humanities)
      Employability and work placements
      • Mandatory work placements:
      • an organisational challenge!
      • Example: Hanze University Groningen, UAS
      • 24,000 students – every year roughly 5,000 students on work placement
      • most of them in the Netherlands
      • ca. 900 abroad
      • Issues of
      • finding companies/organisations
      • matching students with placements
      • preparation and supervison of students
      • quality assurance (placement assignment, assessment)
      Employability and work placements
      • Different types of placements
      • orientation placement – allows students to get a taste of the professional environment in which they will be working
        • short (weeks, rather than months)
        • work shadowing, small assignments
      • profile placement – train the competences related to the professional field
        • a few months, usually a semester
        • semi-independent work, under supervision
      • final year placement – like profile placement
        • a semester to one academic year
        • high degree of independece
        • complex assignment, resulting in thesis
      Employability and work placements 9
      • Involvement of companies/organisations
      • part of a certain culture with regard to the collaboration of HE and the world of work
      • HE and employers have a mutual interest
      • HE and employers are prepared to invest
      • joint placement code of biggest employers’ organisation (VNO/NCW), SME body (MKB NL), and Association of Universities of Applied Sciences: agreement on cooperation through work placements as part of knowledge circulation
      Employability and work placements
      • Finding work placements
      • HEs have to invest in this part of the curriculum
      • organising and supervising work placements costs as much as teaching
      • one or more placement coordinators per degree programme
      • various organisational models
        • students find their own placement
        • placement coordinators actively recruit and assign students to a placement
        • role of commercial agencies
      Employability and work placements
      • Quality assurance and preparation
      • is the company/organisation suitable (not too small)?
      • has an appropriate supervisor been assigned by the company/organisation?
      • is it clear what the student is expected to do: set of tasks, assignment, etc.?
      • no companies managed by immediate family member
      • tripartite placement contract has to be signed
      • university has collective third-party liability insurance for all students on placement
      Employability and work placements
      • Requirements on student before going
      • Example:
      • formally completed year 1
      • completed a minimum of 40 ECTS credits of year 2
        • of which all foreign language components
        • Personal Development module
        • 38 other credits
      • formal approval of placement by placement coordinator
      Employability and work placements
      • Preparing and supervising the student
      • physical absence of student does not mean less responsibility for learning process!
      • make clear what you expect of the student and what the student can expect from you (institution/supervisor)
      • supervision by institution should be more than a formality
      • supervision includes regular contact (telephone, email, skype, etc.) and preferably a visit to the student and company supervisor
      • average no. of hours per student for supervision: 15 hrs.
      Employability and work placements
      • Monitoring and assessing the work placement
      • Example:
      • at the end of the first month
        • initial placement report from student +
        • first month placement evaluation by company supervisor
      • at the end of three months
        • intermediate placement report from student
      • at the end of the placement
        • final placement evaluation by company supervisor
      • within 1 month of completion of placement
        • final placement report
      Employability and work placements
      • Employability of UAS Bachelors
      • Based on research by Netherlands Ass. of UAS over 2008
      • Target group: graduates 2006/2007 - 18 months after graduation
      • 85% have a job at the ‘right’ level (Bachelor)
      • 83% have a job in the professional field for which they were
      • trained
      • 79% indicate that the contents of the study programme
      • were in line with the current work
      • 79% indicate they would choose the same degree programme
      Employability and work placements
      • Employability of UAS Bachelors
      • Based on research by Netherlands Ass. of UAS over 2008
      • Target group: graduates 2006/2007 - 18 months after graduation
      • Unemployed 3,5%
      • Gross income per hour € 14,70
      • Gross income per month € 2180
      • Tenure 66%
      • Good career opportunities 48%
      Employability and work placements 17
      • Tentative conclusions
      • Programmes that give a good basis for entering the labour market
      • Have a strong professional orientation
      • - work placements contribute to general development of
      • professional expertise, but do not add new competences
      • - good basis for labour market entry esp. in mass
      • specialist positions
      • Have a strong familiarity with employers
      • - is achieved through collaboration in the field of work
      • placements
      • - has no effect on competence level of student
      Employability and work placements
      • Tentative conclusions (cont.)
      • Are highly demanding
      • - positive effect on development of competences
      • - not necessarily leads to strong position on labour market
      • Have strong academic prestige
      • - produce better graduates with stronger competences
      • - also have a signal function for employers (see 2)
      • - not obtainable for large numbers of students
      • See also: Chapter 1 of the “Reflex” report
      Employability and work placements
      • Dicussion questions
      • Intensive collaboration between higher education and the world of work is a prerequisite for the realisation of work placements. Are European higher education institutions equipped to maintain such contacts?
      • In the case of integrated work placements, the higher education institution transfers part of the assessment of the student’s progress to the receiving company/organisation. Under what conditions is this acceptable?
      • There is a danger that students on work placement are used as cheap labour; there is unfair competition with those who are seeking employment. How can this be avoided?
      • Should higher education institutions focus on the transfer of knowledge and leave the preparation for the world of work to the (first) employers?
      Employability and work placements