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

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The Scholarship of Engagement for Politics Model Attributes Description Universities Duration Placement usually organised by Integration into course Enhancement of employability Potential for use across all universities The Brunel sandwich Students take the third year out of their studies for an extended period of work experience Aston, Bath, Brunel, De Montfort, Glamorgan, Kent, Leeds, Manchester Metropolitan One year The Westminster model Students spend the third year of a four-year legislative studies degree on placement with a legislator, usually an MP in Westminster Hull, Leeds, Salford One year or one semester Student Academic staff Student Varies – often low High High Very high and tailored for careers in politics Workplacement module A module, usually at level 3, assessing a work placement Cork, East Anglia, Exeter, Greenwich, Huddersfield, Limerick, Liverpool John Moores, London Met, Middlesex, Queens Belfast, Sheffield Hallam, Surrey, Swansea, Westminster, West of England, Wolverhampton Varies, but often at least ten weeks or more Varies Medium Medium Low High Table 3.1 Models of placement learning on politics courses in the British Isles in 2006. (Source: adapted from Curtis 2009) 36
Rethinking Placement Learning for Politics and International Relations Hence there is prima facie evidence that the general limitations and problems with sandwich courses and extended placement activities will affect the use of this pedagogical tool in the teaching and learning of politics and international relations. Rethinking placement learning The Scholarship of Engagement for Politics project developed a new approach to the pedagogy of placement learning in order to significantly redress, if not entirely overcome, the above problems and limitations. By contrast to the standard practice in politics departments and universities more generally across the British Isles, we developed an approach to placement learning around the following elements: our placements were short, embedded in modules and adopted a research-based approach to learning. Our placements ranged from five to sixteen days in duration and were scheduled in a variety of ways, from one to three straight weeks on a full-time basis to one to two days a week across three to eight weeks; but some placements were arranged on a more ad hoc basis, with the student attending certain key events and proceedings. The common element within this variety of placement schedules was that placements took place within the academic year. The vast majority of the placements were located close to the universities, enabling students to move between their place of study and the location of their placement with ease and at little cost, and establishing the potential for placement activities to inform academic studies and vice versa. Our placements were embedded in a number of respects. They were embedded in the curriculum in the sense that they took place within the academic year, usually in term time; they were linked to level-two modules of study (at Coventry University and the University of Warwick these were modules on British politics or the EU, with their own content, rather than ‘empty’ modules designed to assess a placement or project); and were assessed by the universities, with the marks awarded constituting or 37
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