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![If you haven’t applied for work experience,
please let us know why not?
Logistics/ responsibilities
“Couldn't do summer placement as wanted to go back to [home island] for the
summer” (2nd year, University S)
“I've got 2 small children and it wasn't flexible enough for me” (4th year, University S)
“Complicated family/ work” (4th year, University S)
SRHE, Newport, 7th December 2017](https://image.slidesharecdn.com/srhewejsdec2017-171207130346/85/Placement-or-practicalities-Barriers-and-disincentives-to-work-experience-as-reported-by-computing-students-9-320.jpg)
Uploaded byDr Ella Taylor-Smith
Placement or practicalities? Barriers and disincentives to work experience, as reported by computing students
The document discusses barriers and disincentives to work experience for computing students as highlighted by a survey conducted at two universities. It reveals that while students recognize the value of placements, factors such as time constraints, personal confidence, and socioeconomic background significantly impact their ability to secure such opportunities. Recommendations for further research and actions to improve participation in work experience are also outlined.
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Placement or practicalities? Barriers and disincentives to work experience, as reported by computing students
- 1. Dr Ella Taylor-Smith,Dr Sally Smith, Dr Colin F Smith @EllaTasm, @ComputingNapier SRHE, Newport, 7th December 2017 Placement or practicalities?
- 2. SRHE, Newport, 7thDecember 2017 Work Experience Joint Study (WEJS) Edinburgh Napier University and University of Greenwich, Spring 2017 Placement or practicalities? Barriers and disincentives to work experience, as reported by computing students
- 3. Background • Shadbolt Review(2016) emphasises importance of work experience for computing students. • Also our own research –computing graduates with work experience moved more quickly into graduate employment and earned more (Graduate Outcomes project, article in preparation). • Not all students can do work placements: limited positions and personal constraints. • Worry that access mirrors inequality in employment, e.g. according to ethnicity and socio-economic background (Social Mobility Advisory Group, 2016). SRHE, Newport, 7th December 2017
- 4. Bourdieu: habitus, capitals,and playing the game After Pierre Bourdieu (1977) • Capitals —students’ background and the related resources available to them at university (e.g. additional finance, contacts, support). • Or lack of capitals —e.g. need to prioritise part-time job. • Playing the game: importance of university activities beyond coursework, including employability initiatives, placements, voluntary work, societies. • Inspired by, e.g., the Paired Peers projects (Bathmaker, Ingram, & Waller, 2013) SRHE, Newport, 7th December 2017
- 5. Method • F2f surveyat 2 modern universities; • N=140 undergrad computing students (70 in each university). • Questions explore perspectives on and experience of work experience (internships, placements, course-relevant paid and voluntary work). • Includes open questions about: – Potential drawbacks of doing work experience; – Why the student has not done work experience in practice. • Survey also includes some socio-economic questions. SRHE, Newport, 7th December 2017
- 6. Can you seeany drawbacks to you of doing work experience / a placement? None/ N/A (35%) Loss of time (graduate out of sync with cohort; delay career & independence) “Not graduating with fellow coursemates” (2nd year, University E) “I'm living with my parents and keen to be independent” (3rd year, University S) Money (give up PT job; delay well-paid career) “Takes up time I could be working my way up a business and pay not as good” (4th year, University S) “Would have to leave PT job, which pays for my rent” (2nd year, University S) SRHE, Newport, 7th December 2017
- 7. Can you seeany drawbacks to you of doing work experience / a placement? Lose focus on studies “I might struggle in the third year as I might forget some of the modules” (2nd year, University E) “Longer time away from studies. Lose the mindset” (3rd year, University E) Lack of confidence in self “May not meet the expectations of the company” (2nd year, University E) “May be looked down on in the workplace if I don't know how to do something” (2nd year, University E) Problems with the placement “Could potentially be a waste of time. In my case the drawback was not being given enough work / responsibility at times” (4th year, University E) SRHE, Newport, 7th December 2017
- 8. If you haven’tapplied for work experience, please let us know why not? More concerned with specific constraints than disincentives. Time to deal with application process “Did not fit in with life (current job, as domestic within NHS, 15 hours a week). Got emails about placements but didn't get round to responding” (4th year, University S) “Already working and studying full-time, no time” (3rd year, University S) Lack of confidence/ health “Not confident enough. Don't think I have what people want me to have” (2nd year, University S) “Scared to apply. Worried about not having the ability” (2nd year, University S) “Uncertainty and fear that it will negatively affect my health” (2nd year, University E) SRHE, Newport, 7th December 2017
- 9. If you haven’tapplied for work experience, please let us know why not? Logistics/ responsibilities “Couldn't do summer placement as wanted to go back to [home island] for the summer” (2nd year, University S) “I've got 2 small children and it wasn't flexible enough for me” (4th year, University S) “Complicated family/ work” (4th year, University S) SRHE, Newport, 7th December 2017
- 10. Some quantitative resultsfrom the study SRHE, Newport, 7th December 2017 White, middle class students, whose parents had attended university, were a little more likely to be offered placements.
- 11. A bit morecontext SRHE, Newport, 7th December 2017 Of these 140 students, 43 Uni E students and 41 Uni S students had applied for a placement. Of these, 23/43 Uni E students and 2/41 Uni S students were non-white. Uni E Uni S
- 12. Conclusions / implications •Students understand importance and benefits of placements; • But their specific circumstances can make the following difficult: – Application process (while busy with paid work, family and course-work); – Finding a placement that fits their constraints; – Finding good, paid placements in certain subject areas (e.g. games). • Plus practical needs/ preferences to finish course asap. • Plus bias in processes re background and ethnicity. SRHE, Newport, 7th December 2017
- 13. Current and furtherresearch • Deeper and wider research to understand these issues in more detail, especially biases and constraints. • Extend survey to other universities. • Qualitative research focusing on details and possible solutions. • Need to work on specific suggestions to tackle these issues, if we want to meaningfully widen participation, for our students, through university and into successful careers. SRHE, Newport, 7th December 2017
- 14. References • Bathmaker, A.M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: Recognising and playing the game. British Journal of Sociology of Education, 34(5–6), 723–743. • Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press. • Shadbolt, N. (2016). Shadbolt Review of Computer Sciences Degree Accreditation and Graduate Employability. London: BIS. • Social Mobility Advisory Group (2016). Working in partnership: enabling social mobility in higher education – the final report of the Social Mobility Advisory Group. Universities UK. SRHE, Newport, 7th December 2017
- 15. Questions? Dr Ella Taylor-Smith DrSally Smith Dr Colin F. Smith School of Computing Edinburgh Napier University @ComputingNapier SRHE, Newport, 7th December 2017