Study Away from the Institution Interim Guidance Note

STUDY AWAY FROM THE INSTITUTION INTERIM GUIDANCE NOTE (EFFECTIVE FROM THE 1^ST AUGUST 2004)

Background

This interim guidance note is the outcome from the ‘Study Away from the Institution’ Working Group which met during the academic session 2003/04. It has been developed by Cardiff University and UWCM academic, administrative, and student members of the Group.  It draws on their expertise and on information gathered by the members through student focus groups and consultation with peers.

The purpose of the guidance note is to provide staff and students with an aide memoire about the key issues relating to aspects of studying away from the institution.  It should be used during session 2004/05 in conjunction with the current Cardiff University ‘Code of Practice on Study Away from the Institution’ and the UWCM document ‘The Quality Assurance of Clinical Placement Learning’.

Included in the Interim Guidance note are:

• key issues which emerged from the Working Group discussions;
• an example of a guidance checklist for both students and staff;
• some examples of good practice;
• a short glossary of useful terms with reference to the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education (Section 9: Placement Learning - July 2001).

These additional guidance notes are intended to act as a helpful guide for Schools.  It is recognised that Schools will want to develop their own checklists appropriate for their own needs.  Schools are advised to involve students in this process.

The Future

It is proposed that a new single code will be produced for the merged institution during session 2004/05 for use in 2005/06.  This task has been included in the draft Learning and Teaching Assessment Strategy Implementation Plan. Staff and students will be consulted in the drafting of the new document.

 What constitutes a placement?

The term ‘placement’ as used by this Working Group represents any period(s) of study away from the institution that are part of, or which contribute to the award of credit on, modular schemes or other taught schemes of study pursued at Cardiff University. This might include periods spent on industrial or other subject-related placements, clinical placements, the exchange year abroad taken by students on modern language degree schemes, and other shorter field trips etc.

 1.      KEY ISSUES

The key issues for the members of the Group were:

• Preparation for the study away period - ensuring that students understand what is expected of them in terms of learning outcomes;
• Ensuring that students are clear on the support available to them both at the placement and from the institution;
• Ensuring that students understand how their performance on the placement will be assessed and how it will affect their progression;
• The financial and contractual implications of the placement and where to find information about funding;
• That consideration must be given to the needs of students with disabilities;
• That consideration must be given to the availability of placements for students who wish to undertake placements through the medium of Welsh;
• That through PDP, students should be encouraged to think in a structured way about the value of their placements, and the skills and experience they hope to gain;
• That obtaining feedback from students on the effectiveness of the procedures of study away, and the potential for enhancement, must be sought as part of the new quality assurance processes in the merged institution.

2. GUIDANCE CHECKLIST for those involved in Student Placements/Study Away

These additional guidance notes are intended to act as a helpful guide for Schools.  It is recognised that Schools will want to develop their own checklists appropriate for their own needs.  Schools are advised to involve students in this process.

2a) STAFF GUIDANCE (Students may also find this useful to read)

Policy & Planning of the Placement

Ensure that the placement provider is able to:

• Provide learning opportunities which enable the intended learning outcomes to be achieved
• Support students during their placement
• Fulfil their responsibilities under health and safety legislation in the workplace.

 Ensure that placement providers are aware of their responsibilities and the University’s expectations.

Consider any formal agreements between the University and placement provider.

Where the placement provider has a role in assessment, ensure this is clearly defined and explained to both student and provider.

Ensure that the contribution that placement learning makes to the overall aims of the programme and programme learning outcomes is reflected in the:

• Programme approval documentation,
• Programme specification,
• Assessment guidelines,
• Information and guidance for applicants, students and placement providers.

Consider the requirements of relevant statutory, regulatory, professional or funding bodies.

Consider any specific needs of students relevant to allocating or arranging placements e.g. disability, Welsh language, family commitments.

Identify and consider the consequences of not securing/completing a placement.

Ensure students on placement are informed about preparation required for their next year at the University in terms of accommodation, module selection and careers information.

Consider any significant travel risks and record significant findings ensuring, within reason, that potential hazards are communicated to the student when selecting a placement.

Health and Safety:

• Establish, so far as is reasonably practicable, that placement providers have made adequate health and safety arrangements.
• Assess health and safety implications for new placement learning opportunities in the workplace and when visiting students on placement.
• Request the placement provider’s Health and Safety Policy and require formal notification if a student is involved in an accident or incident whilst on a placement.
• Consult with the Safety Office or Health centre for further advice, if appropriate.

Before the placement

Brief students far enough in advance for them to be able to prepare themselves appropriately for their placement.

Where students organise their own placement, make them aware of the level of support available from the School for securing the placement and the learning outcomes they must achieve whilst on the placement.

Ensure students are aware of additional language or skills preparation required for the placement.

Provide a timely briefing covering cultural orientation and work expectations.

Provide information about the placement provider (where appropriate) including:

•  the nature of the institution,
• contact names,
• details of holidays and/or term times,
• study facilities,
• induction and registration procedures,
• pastoral care arrangements,
• facilities for special needs students,
• library and other facilities provision,
• social and leisure activities.

Students on study abroad programmes should also receive information about modules available and guidance on suitable modules.

Provide information about practical issues relating to:

• travel,
• insurance,
• health and safety,
• financial and banking arrangements,
• personal security,
• accommodation,
• cost of living,
• any host country formalities (such as residence permits).

Ensure students are aware of institutional support services available to them during placements both at the University and the placement provider.

Provide students with contact numbers for emergency contacts local to their placement and contact numbers (including emergency out of hours) for the School and support services at Cardiff University.

Ensure that students are made aware of their rights and responsibilities:

Students have the right:

• To expect that opportunities will be available to enable them to achieve the learning outcomes established for a placement by the relevant Cardiff School;
• To expect pre-departure information which includes legal and ethical considerations relating to their profession or destination country and a named contact in their home School to contact in the event of any problems;
• To a safe placement environment and to be treated in accordance with applicable legislation.
• To expect appropriate contact with the School and know about the arrangements prior to starting the placement.

Students have responsibilities:

• To uphold the reputation of Cardiff University.
• Towards placement providers, customers, clients, patients and employees.
• For managing both their own learning and professional relationships.
• For recording progress and achievements.
• For alerting the placement provider and University to problems with the placement as soon as possible.

Encourage students to consider the financial implications of placements.  Cardiff University students may be eligible for funding to help with their placement: information can be obtained from the Student Advisory Service.

Obtain details of next of kin or another person to be contacted in the event of an emergency whilst on placement.

Prior to the student going on placement, arrangements should be agreed for contact between the student and school whilst they are on placement.

Ensure that there is a procedure for changing a student’s placement, where appropriate, and that the student is aware of this.

Make students aware of the University’s Academic Complaints procedure.

Make students aware of the University’s Health and Safety Guidelines for Placement Students available from the University Safety Office Tel: 029 2087 4790 Email:

During placement Where possible, monitor the academic progress of students on placement to ensure that they are on track for achieving the learning outcomes, as well as their general safety and well being.

Ensure students on placement have access to the contact details, including e-mail addresses of their personal tutors (both tutors if on a jointly taught degree) and placement co-ordinators if relevant.

Ensure that appropriate contact is made between the student and school during their placement by email, telephone, letter, fax, personal visit or videoconference to discuss progress and feedback. This contact should be recorded and retained on file. (This will vary depending on the duration of the placement but should, as a minimum, include one form of contact per placement lasting a week or more.  In general terms this should be in accordance with the Personal Tutor regulations i.e. contact at least 3 times a year.)

Monitoring and reviewing the Placement

Ensure that a mechanism is in place to keep lists and information about placement providers up to date.

Ensure that mechanisms are in place to monitor and record progression whilst on placement.

Ensure that mechanisms are in place to monitor and review the Health and Safety of placements.  It is good practice to hold wash up sessions to identify successes and failures with action points set out to prevent any future problems.

Ensure that mechanisms are in place to obtain feedback from current and former students, placement providers and External Examiners to ensure the quality and standards of a placement.

The results of this feedback should be reported to the appropriate academic review committee and relevant feedback shared with students and placement providers thus endeavouring to close the feedback loop.

The established academic review processes should be used to monitor:

• the experience of students on placement
• where appropriate, to record and support any action taken
• the identification and dissemination of good practice.
• staff development

  2b) STUDENT GUIDANCE

Students have the right:

• To expect that opportunities will be available to enable them to achieve the learning outcomes established for a placement by the relevant Cardiff School;
• To expect pre-departure information which includes legal and ethical considerations relating to their profession or destination country and a named contact in their home School to contact in the event of any problems;
• To a safe placement environment and to be treated in accordance with applicable legislation;
• To expect appropriate contact with the School during their placement and to be aware of these arrangements prior to starting the placement.

Students have responsibilities:

• To uphold the reputation of the Institution;
• Towards placement providers, customers, clients, patients and employees;
• For managing both their own learning and professional relationships;
• For recording progress and achievements;

Before the Placement, have I....?

Arranged my accommodation

Notified my LEA of my study away, and checked to see how this affects any funding

Budgeted for all costs e.g. accommodation, travel, living costs

Gathered any books, articles, notes, equipment etc which I might need to support my placement learning

Investigated all sources of funding by contacting the University Student Advisory service or Student Union Advice Centre

Arranged my travel / checked transport arrangements

Read and understood any contracts before signing (e.g. accommodation, or contracts of employment).  If unsure, check with Placement co-ordinator/careers/student advisory/student union

Made sure I have my personal tutor(s) contact details as well as emergency numbers to contact if there is a problem

Made sure I have given my School up to date next of kin and contact details in case of emergency

Informed the School (or Schools if joint honours student) of up to date contact details (phone, address, email) while away

Talked to previous students about their experiences on placement and picked up any useful information (contact School about this)

Made myself aware of the assessment procedures and progression requirements involved in this placement, and understand how it slots into my degree

During the Placement, have I..?

Kept in contact with the School

Made any arrangements for accommodation etc for the following year

Good Practice — A few examples

The Law School and the School of European Studies both use a combination of methods to prepare students for their intercalary year abroad:

• Series of meetings (oral presentations)
• Meetings with final year students who have already completed their year abroad
• Meetings with Socrates students
• Student Handbooks — official
• Student Handbooks - unofficial, and written by previous students
• Visits of guest lecturers from our partner universities

The Department of Occupational Therapy provides students with a booklet which, among other preparatory information, has:

• templates for recording their learning outcomes,
• evaluation of the placements for the tutors, and
• information sheets to convey relevant information to the next student going to that placement.

The School of Psychology produces a placement newsletter, which is circulated to all students on placement.  Students are encouraged to submit articles to the newsletter (e.g. placement experiences or organising social events).

In EUROS, prior to going on a year abroad, female students are separated into groups for specific tailored advice on personal safety while abroad.

Annual meetings are arranged at UWCM which provide opportunities for staff and placement providers to meet.

Useful Terms

A placement constitutes any period(s) of study away from the institution that are part of, or which contribute to the award of credit on, modular schemes or other taught schemes of study pursued at Cardiff University. This might include periods spent on industrial or other subject-related placements, clinical placements, the exchange year abroad taken by students on modern language degree schemes, and other shorter field trips etc. Unless otherwise specified, the term ‘placement’ is used to represent all of these activities. The term ‘substantial placement’ is used for any period of study away from the institution of at least one semester’s duration.

A learning outcome is a statement of what a learner should know, understand and / or be able to do at the end of a defined unit of learning (normally, a module, a scheme or a defined part thereof). It will normally include an indication of the evidence required to show that the learning has been achieved and how that evidence is to be obtained.

Institutional placement staff are people designated by the institution to arrange and/or approve placements and support students during the placement period. This includes individuals who visit students on placement.

Placement learning is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution. The code is not intended to cover learning outside an institution that is not a planned part of a programme of study, such as part-time, term-time and vacation work which students have arranged for themselves.

Placement provider includes persons, partnerships, companies, institutions and organisations providing opportunities for placement learning.

Placement supervisor/mentor is a person, designated by the placement provider, who is responsible for supervising the student while on placement.

(The above are taken from the Quality Assurance Agency Code of Practice for the assurance of academic quality and standards in higher education)

Members of the Working Group:

Professor Nigel Palastanga, Dr Christine Daniels, Ms Lisa Davidson, Ms Sue Williams, Dr Mike Hewlins, Dr Charles M Kelley, Mr Allan Coughlin, Dr Neil Harris, Mr Robert A Fowles, Mr Chris Powell, Miss Sue E Jones, Mr Nigel Thomas, Mr Andy Lloyd, Mr Adrian Novis, Ms Linda Jones, Miss Clare Richards, Mr Chris Wallis, Mr Richard Walters, Ms Helen Fraser