The Scholarship of Engagement for Politics: - Higher Education ...

The Scholarship of Engagement for Politics
secured. Upon securing a placement, students were expected to inform the
module tutor and to complete a learning agreement. Students began their
placements following the final examinations and after all coursework had
been submitted at Level 2. They were allocated a personal placement
mentor (PPM) (though this was usually the module tutor) to liaise with
each student, primarily through the university Blackboard virtual learning
environment. The PPM was also responsible for establishing
communication with the PPM. Students were asked to provide regular
reports to the PPM, summarising their experiences on a weekly basis.
Students were also expected to complete a personal placement log which
outlined twelve ‘learning claims’, thus encouraging reflective learning.
Students had to obtain an end-of-placement evaluation from their
placement provider and were also expected to complete a 1,000-word
report which should provide an overview of the placement experience, an
evaluation of learning and reflection on how the placement contributed
towards academic and career plans. Students were encouraged to identify
any politics-course-specific skills or aptitudes that were relevant to the
work placement and any other useful learning experience (e.g., life skills or
organisational skills).
Work placements 2006/7
During the academic year 2006/7, a total of twenty-six students
participated in the PWP module, of which twenty-four passed. The module
remained a popular part of the student experience and was seen by many
as integral to their academic and personal development. Indeed, students
were predominantly positive about the module, with some noting that the
placements provided ‘a fantastic insight’, were ‘informative’ and a ‘positive
influence on my life’. The contribution of work placements to the
development of self-confidence and belief within work and academic
contexts is central in the reflections of many students. Comments from
students highlighted that they felt both ‘privileged’ to be given such
opportunities and also ‘valued’, ‘acknowledged and praised’, ‘part of a
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