INTEGRATING WORK AND LEARNING - ASET · practice, integrating the working with the learning. It...
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ASET Good Pracce Guide for Work based and Placement Learning in Higher Educaon AS T INTEGRATING WORK AND LEARNING
Transcript of INTEGRATING WORK AND LEARNING - ASET · practice, integrating the working with the learning. It...
ASET Good Practice Guide for Work based and Placement Learning in Higher Education
AS TINTEGRATING WORK AND LEARNING
Acknowledgements
ASET has been involved in promoting ‘Good Practice’ around placements since 1982, the terminology then was sandwich education, and limited to the year students would spend in the workplace as part of their university education, but now the broader term work based and placement learning (WBPL) is used to fully encompass the breadth of opportunities available to students, irrespective of their level or mode of study. ASET’s goal remains the same; to advance the prevalence, effectiveness and quality of work based and placement learning in Higher Education.
Thanks must go to all those in the ASET community for their contributions for this ‘Good Practice’ Guide, both directly and indirectly. The delegates of the 2012 ASET Conference gave willingly of their ideas, questions and suggestions for this update. It only goes to demonstrate the power of a community of practitioners when we work together for the better of all.
This Guide was prepared by:
• Dr John Wilson, Chair of ASET• Sarah Flynn, Vice Chair of ASET and Principal Lecturer, University of Hertfordshire• Dr Anett Loescher, Development Officer at the Quality Assurance Agency• Tim Ward, Work Experience Consultant, University of Salford • Debbie Siva-Jothy, Company Administrator, ASET
The authors are grateful for the comments and revisions of the ASET Executive Committee; Allison Dunbobbin (Loughborough University), Rebecca Evans (University of Leeds), Megen Hartley-Clarke (Sheffield Hallam University), Dr Douglas McCulloch (University of Ulster), Amanda Monteiro (London South Bank University), Debbie Scott (University of Chester), Tamsin Turner (Queen’s University Belfast), Dr Colin Turner (University of Ulster), Dr Ray Wallace (Nottingham Trent University), Lisa Ward (University of Huddersfield)
Thanks must also go to the Quality Assurance Agency for their input, advice and suggestions during the production of this Guide, particularly Dr Anett Loescher.
For more information about ASET please see www.asetonline.org
© ASET and Contributors, September 2013
Contents
Introduction
Who is this Guide for?
Purpose of this Guide
‘Sound Practice’ and ‘Good Practice’
Relationship between this ‘Good Practice’ Guide and the Quality Code
Fitness for purpose
Work Based and Placement Learning
Terminology
Principles of ‘Good Practice’
Conclusion
Key References
Pre-Placement
On Placement
Post-Placement
History of this Guide
Summary of UK the Quality Code for Higher Education (Quality Code)
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Introduction
The focus in this Guide is for work based and placement learning opportunities that are a planned and integrated part of a student’s programme of study at a Higher Education provider. It is intended to be useful to practitioners irrespective of the level or mode of study, the academic subject, whether work based or placement learning (WBPL). This Guide has been written to support the development of ‘Good Practice’, but is neither prescriptive nor regulatory. WBPL is important in that it helps to bring together academic theory and workplace practice, integrating the working with the learning. It might be about increasing a student’s employability, but may also be a defining characteristic of a qualification and therefore must be considered in the same manner as other forms of learning, teaching and assessment when it comes to quality and standards in Higher Education.
Who is this Guide for?
All practitioners in Higher Education associated with work based and placement learning; this includes but is not limited to:
• Professional and administrative staff• Academic tutors• Careers Services• Resource Managers
Specific sections may be usefully shared by practitioners with their students and employers providing work based and placement learning opportunities.
Purpose of this Guide
ASET has worked with the Quality Assurance Agency to ensure that this ‘Good Practice’ Guide assists practitioners in setting up provision and processes for planning, managing, monitoring and evaluating work based and placement learning:
• that enables them to consider how they will demonstrate that their practice is ‘Sound’, in accordance with the benchmarks agreed by the academic community and that are expressed in the Expectations of the UK Quality Code for Higher Education (Quality Code)
• that gives a simple approach with a commitment to continuous enhancement, by providing guiding principles that can be used in the development of ‘Good’ Practice, which may and should evolve over time
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Sound Practice and Good Practice
This Guide uses the terms ‘Sound Practice’ and ‘Good Practice’ and it is important to be clear on the difference between the two.
• ‘Sound Practice’, as used in the Quality Code, means that the practice is robust, fit for purpose, and should be embraced by any Higher Education provider
• ‘Sound Practice’ sets a benchmark, acting as a starting point for enhancing the quality of practice, and is less vulnerable to becoming out dated or overtaken by developments in the field
• ‘Good Practice’ builds on ‘Sound Practice’ and may include innovative, outstanding or cutting-edge examples
• As ‘Good Practice’ becomes embedded, it can become ‘standard practice’ Therefore this Guide is accompanied by a dynamic toolkit which will support development of what is ‘Good Practice’ across the sector
Relationship between this Good Practice Guide and the Quality Code
The Quality Code consists of three parts A, B and C. It is a holistic document which needs to be appreciated in its entirety. The Expectations of the Quality Code are mandatory; the Indicators of ‘Sound Practice’ provide useful signposts as to how a Higher Education provider can demonstrate that it meets the Expectations. If providers are considering work based and placement learning in preparation for a review, the reference point must be the Quality Code itself and not the principles within this Guide.
Practitioners should appreciate the Quality Code in its entirety, although they may find the Indicators of ‘Sound Practice’ and explanatory guidance of the following chapters particularly helpful when developing or delivering a programme which includes work based or placement learning:
• B3: Learning and teachingThis chapter focuses on the learning opportunities that Higher Education providers make available to students, and on the staff who teach and/or support learning, including staff that are not employees of the Higher Education provider and/or are not based at the provider. B3 should be helpful for practitioners in appreciating the resources, environment, experiences and stakeholder responsibilities required for placement learning opportunities
• B4: Enabling student development and achievementThis chapter addresses the ways in which Higher Education providers enable students to develop and achieve their academic, personal and professional potential. Students who are fully informed about the opportunities available to them, but who are also aware of
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their responsibility to engage with those opportunities, are more likely to make effective use of services and resources. B4 should be helpful for practitioners in appreciating the support required for placement learning and the contribution it makes to the wider student experience
• B10: Managing Higher Education provision with othersThis chapter addresses the planning, establishing, managing and monitoring of Higher Education where it is delivered with or by others. B10 should be helpful for practitioners in appreciating the nature, complexity, and potential issues in any arrangements with placement providers, and should help in establishing a sound management framework
Practitioners might also find the guidance in B6: Assessment of students and accreditation of prior learning and in Part C: Information about Higher Education provision helpful when developing and establishing practice.
Higher Education providers reviewed by the QAA are required to meet all the Expectations of the Quality Code. The manner in which they do so is their own responsibility; it is important that providers respond in the ways that are appropriate for their organisation, internal structures and the range of work based and placement learning opportunities that they offer.
Providers are also responsible for meeting the requirements of legislation and any other regulatory requirements placed upon them, for example by funding councils or Professional, Statutory and Regulatory Bodies (PSRB). This Guide should be read alongside these legislative requirements and reference points; and not in lieu of them.
Fitness for purpose
The emphasis should always be on fitness for purpose. Throughout this Guide we use the expressions continuum and proportionate; and due to the wide range of work based and placement learning found in Higher Education we must acknowledge that these opportunities are distributed along a spectrum, both in terms of length and integration to the curriculum. Consequently we need to think of ‘Good Practice’ as a continuum, as shown in the figure overleaf, and what is thought of as ‘Good Practice’ for a very short insight day may look quite different from that which is required for a practice placement – hence the need to be proportionate.
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Work Based and Placement Learning
The objective of any work based or placement learning experience, regardless of length, is to consolidate and complement the academic learning, knowledge and skills with experience. It generally involves a three-way partnership involving student, employer and Higher Education provider, and this Guide suggests ‘Good Practice’ for each party, in terms of roles, entitlements and responsibilities. It is important to remember that irrespective of who initiates the placement; whether a student makes a speculative application, an employer advertises a scheme or a Higher Education provider sources a project, it is important that all three parties are brought into the relationship in order that it becomes a successful learning opportunity.
The relationships are likely to include those:
• Between student and employer: for longer periods, this would be a formal legal contract of employment, with all the implied entitlements and responsibilities. If the student is joining the employer for a placement this is likely to be a new contract, for a student embarking on work based learning with their existing employer this may require a variation in contract or working terms. For periods as short as a few hours, the student would probably be regarded as a visitor rather than employee
• Between student and Higher Education provider: the formal contract implicit in acceptance of a student on a course, and evidenced by the student’s contributions towards tuition fees
• Between Higher Education provider and employer: usually a formal contract, particular to practice placements where the employer is often involved in competency assessments such as in the Health sector
Whilst acknowledging that it is not always a clear divide, in this Guide we use the following to distinguish between work based and placement learning:
Spectrum of work based and placement learning activities
1-5 days 1-2 weeks 3-15 weeks 15-30 weeks 30+ weeks
Insight days Work shadowing Company visitsProjects
Practice placementsSemester placementsStudy/work abroadProjects
Sandwich placementStudy/work abroadWork based award
InternshipsVacation placementsProjects
Work shadowingInternshipsVacation placementsProjects
Continuum of Proportionate Good Practice
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• Work based learning is when the learner might be considered as employee first, student second; i.e. they came to the Higher Education experience by virtue of their employment or employer
• Placement learning is when the learner might be considered as student first, employee second; i.e. they came to the placement experience by virtue of their studies
There are many activities that a student may undertake whilst on a Higher Education programme of study which might contribute towards their employability development; some of those are explicitly excluded here. Experiential learning such as reflection on activities that are not part of a programme of study, for example volunteering or part time employment, where the learning is evidenced retrospectively, through Personal Development Planning or accreditation of prior learning, is not included here. It is not intended that the principles in this Guide should be applied retrospectively to these sorts of learning opportunities.
This Guide is intended for those work based and placement learning opportunities that are a planned and integrated part of a student’s programme of study at a Higher Education provider.
Terminology
To help with thinking about proportionality, we have included some examples of common terminology related to work based and placement learning opportunities in the UK that are widely used in ASET member institutions. Outside the UK, terminology and concepts are too extensive to include here, but regardless of vocabulary the underlying principles may still be of use. Terminology is an area of considerable on-going debate and the examples overleaf are not definitive.
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Company visits Usually undertaken as a supervised, group activity either as part of the curriculum or outside, as an enrichment activity for students
Insight days Offered and advertised by employers, aimed at first or second year undergraduate students.
Internships /Vacation placements
A short term placement opportunity usually offered and advertised by employers although may also be secured through a speculative application. Taken by students at any level of study in a vacation time or part time during an academic year. Elsewhere, the term “internships” is used in another context to describe opportunities for new graduates.
Practice placements
Governed by a formal agreement between the Higher Education provider and employers, these placements are usually undertaken on programmes where qualification leads to a licence to practice such as in health or education. Students will often do multiple practice placements as part of their programme of study and employers may be involved in the assessment of students.
Projects Negotiated pieces of work, either group based or individual that may be sourced by the Higher Education provider or the student and can be located at the employers’ premises.
Sandwich placements
A placement equivalent of a year’s academic study (30-52 weeks depending on the Higher Education provider’s regulations). Typically taken by undergraduate students as the penultimate year of their programme.
Semesterplacements
If a full time placement, it would be equivalent of a semester’s academic study (12-15 weeks depending on the Higher Education provider’s regulations). May also be used to describe a part time placement where a student integrates spending 1 or 2 days a week throughout the semester on placement with their academic study.
Semester or Year Abroad
When a student opts to study at an overseas Higher Education provider which has collaborative / reciprocal agreement with their home Higher Education provider, this could include a period of work or may be study only. This may be part of, or additional to, their degree e.g. Erasmus, the EU educational exchange programme.
Work shadowing Short term, informal activities where a student will spend time on company premises but will have no contract or expectation of making a working contribution; it is an observation opportunity.
Work based award A full programme where the employment setting is used as a contextual focus for the learning regularly throughout the degree; either retrospectively through reflection or prospectively through the setting of specific projects.
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Principles of Good Practice
This Guide adopts an approach to developing ‘Good Practice’ by providing a set of fundamental principles that can be used as a framework for continuous enhancement.
We believe that the following principles foster ‘Good Practice’ in work based and placement learning when all parties work to...
1. Accept and recognise the value to employability
2. Are partners in planning and management
3. Clearly understand the responsibilities and expectations of everyone involved
4. Collaborate to ensure opportunities are inclusive, safe and supported
5. Engage in structured opportunities for learning and development
6. Establish sustainable relationships and networks
7. Record outcomes and evaluate feedback for continuous enhancement
We believe that these principles are effective because they:
• Cover the range of activities associated with establishing, engaging in and evaluating work based and placement learning
• Provide a coherent framework whilst allowing for innovation and creativity
• Use simple language
• Apply to each of the parties; Higher Education provider’s, practitioners, students and employers can all identify with each principle
This Guide is accompanied by a dynamic toolkit to assist practitioners with examining their own practice, against each of the principles, and from the perspectives of each of the stakeholders/parties. We intend the toolkit to be a dynamic resource of templates, activities and examples that will grow over time – demonstrating that what is considered to be ‘Good Practice’ must also evolve. This toolkit will give examples of how the principles can be applied proportionately along the spectrum of work based and placement learning opportunities. ASET will contribute to this resource and will also act as a dissemination channel, welcoming contributions and examples from member institutions and practitioners within the wider ASET community.
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The mapping which follows demonstrates that by adopting an approach to developing ‘Good Practice’ by providing a set of fundamental principles, providers can easily show how these activities contribute towards the achievement of the Indicators of the Quality Code. Examples are given for the following chapters of the Quality Code:
• B3: Learning and teaching • B4: Enabling student development and achievement• B10: Managing Higher Education provision with others
The mapping must not be interpreted as a fail-safe guide to meeting the Expectations of the Quality Code. It is intended as a cross-referencing of the principles and the relevant guidance in the Quality Code, to support practitioners in implementing the Principles while ensuring that academic standards are safeguarded, and the quality of learning opportunities is assured and enhanced.
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• Le
arni
ng a
nd te
achi
ng p
racti
ces
are
info
rmed
by
refle
ction
, eva
luati
on o
f pr
ofes
sion
al p
racti
ce, a
nd s
ubje
ct-s
peci
fic
and
educ
ation
al s
chol
arsh
ip. (
Indi
cato
r 3)
• H
ighe
r Ed
ucati
on p
rovi
ders
arti
cula
te a
nd im
plem
ent a
str
ateg
ic a
ppro
ach
to
lear
ning
and
teac
hing
and
pro
mot
e a
shar
ed u
nder
stan
ding
of t
his
appr
oach
am
ong
thei
r st
aff, s
tude
nts
and
othe
r st
akeh
olde
rs. (
Indi
cato
r 1)
• Le
arni
ng a
nd te
achi
ng a
ctivi
ties
and
asso
ciat
ed re
sour
ces
prov
ide
ever
y st
uden
t with
an
equa
l and
effe
ctive
opp
ortu
nity
to a
chie
ve th
e in
tend
ed
lear
ning
out
com
es. (
Indi
cato
r 2)
• H
ighe
r Ed
ucati
on p
rovi
ders
ass
ure
them
selv
es th
at e
very
one
invo
lved
in
teac
hing
or
supp
ortin
g st
uden
t lea
rnin
g is
app
ropr
iate
ly q
ualifi
ed, s
uppo
rted
an
d de
velo
ped.
(Ind
icat
or 4
)
• Ev
ery
stud
ent i
s pr
ovid
ed w
ith c
lear
and
cur
rent
info
rmati
on th
at s
peci
fies
the
lear
ning
opp
ortu
nitie
s an
d su
ppor
t ava
ilabl
e to
them
. (In
dica
tor 7
)
• H
ighe
r Ed
ucati
on p
rovi
ders
take
del
iber
ate
step
s to
ass
ist e
very
stu
dent
to
und
erst
and
thei
r re
spon
sibi
lity
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ngag
e w
ith th
e le
arni
ng o
ppor
tuni
ties
prov
ided
and
sha
pe th
eir
lear
ning
exp
erie
nce.
(Ind
icat
or 8
)
• Le
arni
ng a
nd te
achi
ng a
ctivi
ties
and
asso
ciat
ed
reso
urce
s pr
ovid
e ev
ery
stud
ent w
ith a
n eq
ual
and
effec
tive
oppo
rtun
ity to
ach
ieve
the
inte
nded
le
arni
ng o
utco
mes
. (In
dica
tor 2
)
• H
ighe
r Ed
ucati
on p
rovi
ders
ass
ure
them
selv
es
that
eve
ryon
e in
volv
ed in
teac
hing
or
supp
ortin
g st
uden
t lea
rnin
g is
app
ropr
iate
ly q
ualifi
ed,
supp
orte
d an
d de
velo
ped.
(Ind
icat
or 4
)
• H
ighe
r Ed
ucati
on p
rovi
ders
mai
ntai
n ph
ysic
al,
virt
ual a
nd s
ocia
l lea
rnin
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viro
nmen
ts th
at a
re
safe
, acc
essi
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and
relia
ble
for
ever
y st
uden
t,
prom
oting
dig
nity
, cou
rtes
y an
d re
spec
t in
thei
r us
e. (I
ndic
ator
6)
• Ev
ery
stud
ent i
s pr
ovid
ed w
ith c
lear
and
cu
rren
t inf
orm
ation
that
spe
cifie
s th
e le
arni
ng
oppo
rtun
ities
and
sup
port
ava
ilabl
e to
them
. (In
dica
tor 7
)
• H
ighe
r Ed
ucati
on p
rovi
ders
take
del
iber
ate
step
s to
ass
ist e
very
stu
dent
to u
nder
stan
d th
eir
resp
onsi
bilit
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eng
age
with
the
lear
ning
op
port
uniti
es p
rovi
ded
and
shap
e th
eir
lear
ning
ex
peri
ence
. (In
dica
tor 8
)
• H
ighe
r Ed
ucati
on p
rovi
ders
arti
cula
te a
nd im
plem
ent a
str
ateg
ic a
ppro
ach
to
lear
ning
and
teac
hing
and
pro
mot
e a
shar
ed u
nder
stan
ding
of t
his
appr
oach
am
ong
thei
r st
aff, s
tude
nts
and
othe
r st
akeh
olde
rs. (
Indi
cato
r 1)
• Le
arni
ng a
nd te
achi
ng a
ctivi
ties
and
asso
ciat
ed re
sour
ces
prov
ide
ever
y st
uden
t with
an
equa
l and
effe
ctive
opp
ortu
nity
to a
chie
ve th
e in
tend
ed
lear
ning
out
com
es. (
Indi
cato
r 2)
• Le
arni
ng a
nd te
achi
ng p
racti
ces
are
info
rmed
by
refle
ction
, eva
luati
on
of p
rofe
ssio
nal p
racti
ce, a
nd s
ubje
ct-s
peci
fic a
nd e
duca
tiona
l sch
olar
ship
. (In
dica
tor 3
)
• H
ighe
r Ed
ucati
on p
rovi
ders
col
lect
and
ana
lyse
app
ropr
iate
info
rmati
on to
en
sure
the
conti
nued
effe
ctive
ness
of t
heir
str
ateg
ic a
ppro
ach
to, a
nd th
e en
hanc
emen
t of,
lear
ning
opp
ortu
nitie
s an
d te
achi
ng p
racti
ces.
(Ind
icat
or 5
)
• Le
arni
ng a
nd te
achi
ng p
racti
ces
are
info
rmed
by
refle
ction
, eva
luati
on
of p
rofe
ssio
nal p
racti
ce, a
nd s
ubje
ct-s
peci
fic a
nd e
duca
tiona
l sch
olar
ship
. (In
dica
tor 3
)
• H
ighe
r Ed
ucati
on p
rovi
ders
col
lect
and
ana
lyse
app
ropr
iate
info
rmati
on to
en
sure
the
conti
nued
effe
ctive
ness
of t
heir
str
ateg
ic a
ppro
ach
to, a
nd th
e en
hanc
emen
t of,
lear
ning
opp
ortu
nitie
s an
d te
achi
ng p
racti
ces.
(Ind
icat
or 5
)
• Ev
ery
stud
ent i
s en
able
d to
mon
itor
thei
r pr
ogre
ss a
nd fu
rthe
r th
eir
acad
emic
de
velo
pmen
t thr
ough
the
prov
isio
n of
regu
lar
oppo
rtun
ities
to re
flect
on
feed
back
and
eng
age
in d
ialo
gue
with
sta
ff. (I
ndic
ator
9)
• H
ighe
r Ed
ucati
on p
rovi
ders
arti
cula
te a
nd im
plem
ent a
st
rate
gic
appr
oach
to le
arni
ng a
nd te
achi
ng a
nd p
rom
ote
a sh
ared
und
erst
andi
ng o
f thi
s ap
proa
ch a
mon
g th
eir
staff
, st
uden
ts a
nd o
ther
sta
keho
lder
s. (I
ndic
ator
1)
• H
ighe
r Ed
ucati
on p
rovi
ders
ass
ure
them
selv
es th
at e
very
one
invo
lved
in te
achi
ng o
r su
ppor
ting
stud
ent l
earn
ing
is
appr
opri
atel
y qu
alifi
ed, s
uppo
rted
and
dev
elop
ed. (
Indi
cato
r 4)
• Ev
ery
stud
ent i
s pr
ovid
ed w
ith c
lear
and
cur
rent
info
rmati
on
that
spe
cifie
s th
e le
arni
ng o
ppor
tuni
ties
and
supp
ort a
vaila
ble
to th
em. (
Indi
cato
r 7)
• H
ighe
r Ed
ucati
on p
rovi
ders
take
del
iber
ate
step
s to
ass
ist
ever
y st
uden
t to
unde
rsta
nd th
eir
resp
onsi
bilit
y to
eng
age
with
th
e le
arni
ng o
ppor
tuni
ties
prov
ided
and
sha
pe th
eir
lear
ning
ex
peri
ence
. (In
dica
tor 8
)
ASE
T Pr
inci
ples
for
Goo
d Pr
actic
e
Esta
blis
h su
stai
nabl
e re
latio
nshi
ps a
nd
netw
orks
Reco
rd o
utco
mes
and
ev
alua
te fe
edba
ck
for
conti
nuou
s en
hanc
emen
t
Acc
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nd
reco
gnis
e th
e va
lue
of
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oyab
ility
Are
par
tner
s in
pla
nnin
g an
d m
anag
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t
Clea
rly
unde
rsta
nd
the
resp
onsi
biliti
es
and
expe
ctati
ons
of
ever
yone
invo
lved
Colla
bora
te to
ens
ure
oppo
rtun
ities
are
in
clus
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saf
e an
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ppor
ted
Enga
ge in
st
ruct
ured
op
port
uniti
es
for
lear
ning
and
de
velo
pmen
t
• H
ighe
r Ed
ucati
on p
rovi
ders
arti
cula
te a
nd im
plem
ent a
str
ateg
ic
appr
oach
to le
arni
ng a
nd te
achi
ng a
nd p
rom
ote
a sh
ared
und
erst
andi
ng
of th
is a
ppro
ach
amon
g th
eir
staff
, stu
dent
s an
d ot
her
stak
ehol
ders
. (In
dica
tor 1
)
• Le
arni
ng a
nd te
achi
ng p
racti
ces
are
info
rmed
by
refle
ction
, eva
luati
on
of p
rofe
ssio
nal p
racti
ce, a
nd s
ubje
ct-s
peci
fic a
nd e
duca
tiona
l sch
olar
ship
. (In
dica
tor 3
)
• H
ighe
r Ed
ucati
on p
rovi
ders
mai
ntai
n ph
ysic
al, v
irtu
al a
nd s
ocia
l lea
rnin
g en
viro
nmen
ts th
at a
re s
afe,
acc
essi
ble
and
relia
ble
for
ever
y st
uden
t,
prom
oting
dig
nity
, cou
rtes
y an
d re
spec
t in
thei
r us
e. (I
ndic
ator
6)
The
ASET
Prin
cipl
es m
appe
d to
the
Qua
lity
Code
: Cha
pter
B3
Lear
ning
and
Tea
chin
g
13
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
staff
who
ena
ble
stud
ents
to
deve
lop
and
achi
eve
are
appr
opri
atel
y qu
alifi
ed, c
ompe
tent
, up
to d
ate
and
supp
orte
d. (I
ndic
ator
7)
• H
ighe
r Ed
ucati
on p
rovi
ders
info
rm s
tude
nts
befo
re a
nd d
urin
g th
eir
peri
od o
f stu
dy o
f opp
ortu
nitie
s de
sign
ed to
ena
ble
thei
r de
velo
pmen
t an
d ac
hiev
emen
t. (I
ndic
ator
4)
• To
ena
ble
stud
ent d
evel
opm
ent a
nd a
chie
vem
ent,
Hig
her
Educ
ation
pr
ovid
ers
put i
nto
plac
e po
licie
s, p
racti
ces
and
syst
ems
that
faci
litat
e su
cces
sful
tran
sitio
ns a
nd a
cade
mic
pro
gres
sion
(Ind
icat
or 5
)
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
all s
tude
nts
have
opp
ortu
nitie
s to
dev
elop
ski
lls th
at e
nabl
e th
eir
acad
emic
, per
sona
l and
pro
fess
iona
l pr
ogre
ssio
n. (I
ndic
ator
6)
• A
com
mitm
ent t
o eq
uity
gui
des
Hig
her
Educ
ation
pr
ovid
ers
in e
nabl
ing
stud
ent d
evel
opm
ent a
nd
achi
evem
ent.
(Ind
icat
or 3
)
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
all s
tude
nts
have
opp
ortu
nitie
s to
dev
elop
ski
lls th
at e
nabl
e th
eir
acad
emic
, per
sona
l and
pro
fess
iona
l pro
gres
sion
. (In
dica
tor 6
)
• H
ighe
r Ed
ucati
on p
rovi
ders
defi
ne, c
oord
inat
e, m
onito
r an
d ev
alua
te ro
les
and
resp
onsi
biliti
es fo
r en
ablin
g st
uden
t dev
elop
men
t an
d ac
hiev
emen
t bot
h in
tern
ally
and
in c
oope
ratio
n w
ith o
ther
or
gani
satio
ns. (
Indi
cato
r 2)
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
staff
who
ena
ble
stud
ents
to
deve
lop
and
achi
eve
are
appr
opri
atel
y qu
alifi
ed, c
ompe
tent
, up
to d
ate
and
supp
orte
d. (I
ndic
ator
7)
• Th
roug
h st
rate
gic
and
oper
ation
al p
lann
ing,
and
qua
lity
assu
ranc
e an
d en
hanc
emen
t, H
ighe
r Ed
ucati
on p
rovi
ders
det
erm
ine
and
eval
uate
how
th
ey e
nabl
e st
uden
t dev
elop
men
t and
ach
ieve
men
t. (I
ndic
ator
1)
• H
ighe
r Ed
ucati
on p
rovi
ders
info
rm s
tude
nts
befo
re a
nd d
urin
g th
eir
peri
od o
f stu
dy o
f opp
ortu
nitie
s de
sign
ed to
ena
ble
thei
r de
velo
pmen
t an
d ac
hiev
emen
t. (I
ndic
ator
4)
• Th
roug
h st
rate
gic
and
oper
ation
al p
lann
ing,
and
qua
lity
assu
ranc
e an
d en
hanc
emen
t, H
ighe
r Ed
ucati
on p
rovi
ders
de
term
ine
and
eval
uate
how
they
ena
ble
stud
ent
deve
lopm
ent a
nd a
chie
vem
ent.
(Ind
icat
or 1
)
• H
ighe
r Ed
ucati
on p
rovi
ders
info
rm s
tude
nts
befo
re a
nd
duri
ng th
eir
peri
od o
f stu
dy o
f opp
ortu
nitie
s de
sign
ed to
en
able
thei
r de
velo
pmen
t and
ach
ieve
men
t. (I
ndic
ator
4)
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
all s
tude
nts
have
op
port
uniti
es to
dev
elop
ski
lls th
at e
nabl
e th
eir a
cade
mic
, pe
rson
al a
nd p
rofe
ssio
nal p
rogr
essi
on. (
Indi
cato
r 6)
• H
ighe
r Ed
ucati
on p
rovi
ders
mak
e av
aila
ble
appr
opri
ate
lear
ning
reso
urce
s an
d en
able
stu
dent
s to
dev
elop
the
skill
s to
use
them
. (In
dica
tor 8
)
• Th
roug
h st
rate
gic
and
oper
ation
al p
lann
ing,
and
qua
lity
assu
ranc
e an
d en
hanc
emen
t, H
ighe
r Ed
ucati
on p
rovi
ders
det
erm
ine
and
eval
uate
how
th
ey e
nabl
e st
uden
t dev
elop
men
t and
ach
ieve
men
t. (I
ndic
ator
1)
• H
ighe
r Ed
ucati
on p
rovi
ders
ens
ure
all s
tude
nts
have
opp
ortu
nitie
s to
dev
elop
ski
lls th
at e
nabl
e th
eir
acad
emic
, per
sona
l and
pro
fess
iona
l pr
ogre
ssio
n. (I
ndic
ator
6)
The
ASET
Prin
cipl
es m
appe
d to
the
Qua
lity
Code
: Cha
pter
B4
Enab
ling
Stud
ent D
evel
opm
ent a
nd A
chie
vem
ent
Esta
blis
h su
stai
nabl
e re
latio
nshi
ps a
nd
netw
orks
Reco
rd o
utco
mes
and
ev
alua
te fe
edba
ck
for
conti
nuou
s en
hanc
emen
t
Acc
ept a
nd
reco
gnis
e th
e va
lue
of
empl
oyab
ility
Are
par
tner
s in
pla
nnin
g an
d m
anag
emen
t
Clea
rly
unde
rsta
nd
the
resp
onsi
biliti
es
and
expe
ctati
ons
of
ever
yone
invo
lved
Colla
bora
te to
ens
ure
oppo
rtun
ities
are
in
clus
ive,
saf
e an
d su
ppor
ted
Enga
ge in
st
ruct
ured
op
port
uniti
es
for
lear
ning
and
de
velo
pmen
t
ASE
T Pr
inci
ples
for
Goo
d Pr
actic
e
14
• A
stra
tegi
c ap
proa
ch...
(Ind
icat
or 1
)
• Po
licie
s an
d pr
oced
ures
ens
ure
that
ther
e ar
e ad
equa
te s
afeg
uard
s...
(Indi
cato
r 3)
• Th
e ris
ks o
f eac
h ar
rang
emen
t to
deliv
er le
arni
ng o
ppor
tuni
ties
with
ot
hers
are
ass
esse
d...
(Indi
cato
r 5)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
oth
ers,
deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of a
ny p
rofe
ssio
nal,
stat
utor
y an
d re
gula
tory
bod
y (P
SRB)
... (I
ndic
ator
12)
• G
over
nanc
e ar
rang
emen
ts a
t app
ropr
iate
leve
ls a
re in
pla
ce...
(Ind
icat
or 2
)
• D
egre
e-aw
ardi
ng b
odie
s re
tain
resp
onsi
bilit
y fo
r ens
urin
g th
at s
tude
nts
adm
itted
to a
pro
gram
me
who
wis
h to
com
plet
e it
unde
r the
ir aw
ardi
ng
auth
ority
can
do
so...
(Ind
icat
or 9
)
• D
egre
e-aw
ardi
ng b
odie
s ar
e re
spon
sibl
e fo
r the
aca
dem
ic s
tand
ards
of a
ll cr
edit
and
qual
ifica
tions
gra
nted
in th
eir n
ame.
.. (In
dica
tor 1
1)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
oth
ers,
deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of a
ny p
rofe
ssio
nal,
stat
utor
y an
d re
gula
tory
bod
y (P
SRB)
... (I
ndic
ator
12)
• D
egre
e-aw
ardi
ng b
odie
s ap
prov
e m
odul
e(s)
and
pro
gram
mes
del
iver
ed
thro
ugh
an a
rran
gem
ent w
ith a
noth
er d
eliv
ery
orga
nisa
tion.
.. (In
dica
tor 1
3)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
del
iver
y or
gani
satio
ns in
volv
ed
in th
e as
sess
men
t of s
tude
nts
unde
rsta
nd a
nd fo
llow
the
asse
ssm
ent
requ
irem
ents
... (I
ndic
ator
15)
• Al
l Hig
her E
duca
tion
prov
ider
s m
aint
ain
reco
rds.
.. (In
dica
tor 1
0)
• D
egre
e-aw
ardi
ng b
odie
s ar
e re
spon
sibl
e fo
r the
aca
dem
ic s
tand
ards
of a
ll cr
edit
and
qual
ifica
tions
gra
nted
in th
eir n
ame.
.. (In
dica
tor 1
1)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
del
iver
y or
gani
satio
ns in
volv
ed
in th
e as
sess
men
t of s
tude
nts
unde
rsta
nd a
nd fo
llow
the
asse
ssm
ent
requ
irem
ents
... (I
ndic
ator
15)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
mod
ules
and
pro
gram
mes
offe
red
thro
ugh
othe
r del
iver
y or
gani
satio
ns...
(Ind
icat
or 1
7)
• W
hen
degr
ee-a
war
ding
bod
ies
mak
e ar
rang
emen
ts fo
r the
del
iver
y of
le
arni
ng o
ppor
tuni
ties
with
oth
ers,
they
ens
ure
that
they
reta
in a
utho
rity
for a
war
ding
cer
tifica
tes
and
issu
ing
deta
iled
reco
rds.
.. (In
dica
tor 1
9)
• A
stra
tegi
c ap
proa
ch...
(Ind
icat
or 1
)
• D
egre
e-aw
ardi
ng b
odie
s th
at e
ngag
e w
ith o
ther
au
thor
ised
aw
ardi
ng b
odie
s...
(Indi
cato
r 4)
• Th
e ris
ks o
f eac
h ar
rang
emen
t to
deliv
er le
arni
ng
oppo
rtun
ities
with
oth
ers
are
asse
ssed
... (I
ndic
ator
5)
• Th
ere
is a
writt
en a
nd le
gally
bin
ding
agr
eem
ent,
or
othe
r doc
umen
t, se
tting
out
the
right
s an
d ob
ligati
ons
of
the
parti
es, w
hich
is re
gula
rly m
onito
red
and
revi
ewed
...
(Indi
cato
r 7)
• D
egre
e-aw
ardi
ng b
odie
s ta
ke re
spon
sibi
lity
for e
nsur
ing
that
they
reta
in p
rope
r con
trol
of t
he a
cade
mic
sta
ndar
ds...
(In
dica
tor 8
)
• D
egre
e-aw
ardi
ng b
odie
s re
tain
resp
onsi
bilit
y fo
r ens
urin
g th
at s
tude
nts
adm
itted
to a
pro
gram
me
who
wis
h to
co
mpl
ete
it un
der t
heir
awar
ding
aut
horit
y ca
n do
so.
..(In
dica
tor 9
)
• D
egre
e-aw
ardi
ng b
odie
s ar
e re
spon
sibl
e fo
r the
aca
dem
ic
stan
dard
s of
all
cred
it an
d qu
alifi
catio
ns...
(Ind
icat
or 1
1)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
ot
hers
, deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of
any
prof
essi
onal
, sta
tuto
ry a
nd re
gula
tory
bod
y (P
SRB)
...
(Indi
cato
r 12)
• D
egre
e-aw
ardi
ng b
odie
s ap
prov
e m
odul
e(s)
and
pr
ogra
mm
es d
eliv
ered
thro
ugh
an a
rran
gem
ent w
ith
anot
her d
eliv
ery
orga
nisa
tion.
.. (In
dica
tor 1
3)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
del
iver
y or
gani
satio
ns in
volv
ed in
the
asse
ssm
ent o
f stu
dent
s un
ders
tand
and
follo
w th
e as
sess
men
t req
uire
men
ts...
(Indi
cato
r 15)
• G
over
nanc
e ar
rang
emen
ts a
t app
ropr
iate
leve
ls a
re in
pla
ce...
(Ind
icat
or 2
)
• Th
e ris
ks o
f eac
h ar
rang
emen
t to
deliv
er le
arni
ng o
ppor
tuni
ties
with
oth
ers
are
asse
ssed
... (I
ndic
ator
5)
• Ap
prop
riate
and
pro
porti
onat
e du
e di
ligen
ce p
roce
dure
s ar
e de
term
ined
for e
ach
prop
osed
arr
ange
men
t... (
Indi
cato
r 6)
• Th
ere
is a
writt
en a
nd le
gally
bin
ding
agr
eem
ent,
or o
ther
doc
umen
t, se
tting
out
the
right
s an
d ob
ligati
ons
of th
e pa
rties
, whi
ch is
regu
larly
mon
itore
d an
d re
view
ed...
(Ind
icat
or 7
)
• D
egre
e-aw
ardi
ng b
odie
s ta
ke re
spon
sibi
lity
for e
nsur
ing
that
they
reta
in p
rope
r con
trol
of t
he a
cade
mic
sta
ndar
ds...
(Ind
icato
r 8)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
oth
ers,
deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of a
ny p
rofe
ssio
nal,
stat
utor
y an
d re
gula
tory
bod
y (P
SRB)
... (I
ndic
ator
12)
• D
egre
e-aw
ardi
ng b
odie
s cl
arify
whi
ch o
rgan
isati
on is
resp
onsi
ble
for a
dmitti
ng a
nd re
gist
erin
g a
stud
ent..
. (In
dica
tor 1
4)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
del
iver
y or
gani
satio
ns in
volv
ed in
the
asse
ssm
ent o
f stu
dent
s un
ders
tand
and
follo
w th
e as
sess
men
t req
uire
men
ts...
(Ind
icat
or 1
5)
• D
egre
e-aw
ardi
ng b
odie
s re
tain
ulti
mat
e re
spon
sibi
lity
for t
he a
ppoi
ntm
ent,
brie
fing
and
func
tions
of e
xter
nal e
xam
iner
s...
(Indi
cato
r 16)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
mod
ules
and
pro
gram
mes
offe
red
thro
ugh
othe
r del
iver
y or
gani
satio
ns...
(Ind
icato
r 17)
• D
egre
e-aw
ardi
ng b
odie
s en
sure
that
they
hav
e eff
ectiv
e co
ntro
l ove
r the
acc
urac
y of
all
publ
ic in
form
ation
, pub
licity
and
pro
moti
onal
acti
vity
... (I
ndic
ator
18)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
oth
ers,
deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of a
ny p
rofe
ssio
nal,
stat
utor
y an
d re
gula
tory
bod
y (P
SRB)
... (I
ndic
ator
12)
The
ASET
Prin
cipl
es m
appe
d to
the
Qua
lity
Code
: Cha
pter
B10
Man
agin
g Hi
gher
Edu
catio
n pr
ovis
ions
with
oth
ers
(Indi
cato
rs h
ave
been
shor
tene
d - p
leas
e re
fer t
o Ch
apte
r B10
for t
he fu
ll te
xt)
Esta
blis
h su
stai
nabl
e re
latio
nshi
ps a
nd
netw
orks
Reco
rd o
utco
mes
and
ev
alua
te fe
edba
ck
for
conti
nuou
s en
hanc
emen
t
Acc
ept a
nd
reco
gnis
e th
e va
lue
of
empl
oyab
ility
Are
par
tner
s in
pla
nnin
g an
d m
anag
emen
t
Clea
rly
unde
rsta
nd
the
resp
onsi
biliti
es
and
expe
ctati
ons
of
ever
yone
invo
lved
Colla
bora
te to
ens
ure
oppo
rtun
ities
are
in
clus
ive,
saf
e an
d su
ppor
ted
Enga
ge in
st
ruct
ured
op
port
uniti
es
for
lear
ning
and
de
velo
pmen
t
ASE
T Pr
inci
ples
for
Goo
d Pr
actic
e•
A st
rate
gic
appr
oach
... (I
ndic
ator
1)
• Ap
prop
riate
and
pro
porti
onat
e du
e di
ligen
ce p
roce
dure
s ar
e de
term
ined
fo
r eac
h pr
opos
ed a
rran
gem
ent..
. (In
dica
tor 6
)
• Th
ere
is a
writt
en a
nd le
gally
bin
ding
agr
eem
ent,
or o
ther
doc
umen
t, se
tting
out
the
right
s an
d ob
ligati
ons
of th
e pa
rties
, whi
ch is
regu
larly
m
onito
red
and
revi
ewed
... (I
ndic
ator
7)
• D
egre
e-aw
ardi
ng b
odie
s re
tain
resp
onsi
bilit
y fo
r ens
urin
g th
at s
tude
nts
adm
itted
to a
pro
gram
me
who
wis
h to
com
plet
e it
unde
r the
ir aw
ardi
ng
auth
ority
can
do
so...
(Ind
icat
or 9
)
• W
hen
mak
ing
arra
ngem
ents
to d
eliv
er a
pro
gram
me
with
oth
ers,
deg
ree-
awar
ding
bod
ies
fulfi
l the
requ
irem
ents
of a
ny p
rofe
ssio
nal,
stat
utor
y an
d re
gula
tory
bod
y (P
SRB)
... (I
ndic
ator
12)
In addition to the mapping, the checklists that follow are examples of what following these principles might look like in practice for each of the key stakeholders; Higher Education providers, practitioners, students and employers. These checklists are not a fail-safe guide to meeting the Expectations of the Quality Code and must not be used in isolation.
The guidance here is provided in broad terms; the dynamic toolkit will further develop the guidance with a view to having a set of completed templates for each of the work based and placement learning opportunities described in the terminology section of this Guide:
• Company visits• Insight days• Internships • Vacation placements• Practice placements • Projects• Sandwich placement• Semester placements• Semester or Year Abroad • Work shadowing• Work based award
Conclusion
This Guide has been written to support the development of ‘Good Practice’ for work based and placement learning opportunities that are a planned and integrated part of a student’s programme of study at a Higher Education provider. ASET has worked with the QAA to ensure that the Guide assists practitioners in setting up provision and processes for planning, managing, monitoring and evaluating work based and placement learning. Continuous enhancement is key both to the practice supporting the development of work based and placement learning opportunities in the Higher Education sector, and this Guide itself.
For updates, and information on the resources designed to support this Guide please see www.asetonline.org
Key References
•ASET (2007) Managing Placements with IT and Online, ‘Good Practice’ for Placement Guides, available from www.asetonline.org/pubs.htm
• ASET (2010) Health and Safety for Placement Students, ‘Good Practice’ for Placement Guides, available from www.asetonline.org/pubs.htm
• QAA (2011) UK Quality Code for Higher Education, QAA, available from http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
15
Good Practice Checklists
16
Pre-
Plac
emen
t
ASE
T G
uida
nce
rela
ting
to th
e ac
tions
whi
ch n
eed
to b
e co
mpl
eted
prio
r to
a w
ork-
base
d or
pla
cem
ent l
earn
ing
oppo
rtun
ity (t
o be
read
alo
ngsi
de th
e Q
ualit
y Co
de)
Prin
cipl
e: A
ccep
t and
reco
gnis
e th
e va
lue
to e
mpl
oyab
ility
Prin
cipl
e: A
re p
artn
ers i
n pl
anni
ng a
nd m
anag
emen
t
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• Re
cogn
ise
the
role
of W
BPL
in in
stitu
tiona
l st
rate
gies
suc
h as
Lea
rnin
g an
d Te
achi
ng,
Stud
ent E
xper
ienc
e an
d Em
ploy
abili
ty
stra
tegi
es
• M
ake
clea
r to
stud
ents
wha
t pro
visi
on is
av
aila
ble
to s
uppo
rt e
mpl
oyab
ility
dev
elop
men
t as
par
t of t
he st
uden
t exp
erie
nce
• Co
mm
it to
pro
vidi
ng th
e ne
cess
ary
reso
urce
s to
pro
perl
y pl
an a
nd m
anag
e th
e W
BPL
proc
ess
• Be
cle
ar a
bout
whe
ther
opp
ortu
nitie
s ar
e co
mpu
lsor
y or
opti
onal
, and
whe
n th
e cu
t-off
for
com
mitti
ng to
bei
ng in
volv
ed is
• Li
aise
with
PSR
B or
ext
erna
l acc
redi
tatio
n bo
dies
to e
nsur
e th
e W
BPL
oppo
rtun
ities
m
eet t
hose
Bod
ies
requ
irem
ents
• Co
-ord
inat
e ac
tivity
acr
oss
the
prov
ider
to
supp
ort i
ndiv
idua
l pra
ctitio
ners
• Se
t cle
ar b
ound
arie
s fo
r th
e sc
ope
and
leng
th o
f the
WBP
L, a
nd w
hat i
s ac
cept
able
to
mee
t the
aca
dem
ic re
quire
men
ts
• So
urce
and
adv
ertis
e va
canc
ies
and
oppo
rtun
ities
to a
ll el
igib
le s
tude
nts
• A
dver
tise
the
pote
ntial
to o
ffer
oppo
rtun
ities
for
stud
ents
to e
mpl
oyer
s,
advi
sing
on
wha
t is
appr
opri
ate
and
usua
l tim
esca
les
• Co
mpi
le a
nd d
istr
ibut
e su
ppor
t in
form
ation
for
the
WBP
L; th
is m
ay b
e ph
ysic
al o
r el
ectr
onic
• Re
tain
fina
l aut
hori
satio
n an
d si
gn o
ff o
f an
y W
BPL
oppo
rtun
ities
that
will
be
part
of
the
prog
ram
me
of s
tudy
• Se
ek a
dvic
e on
sou
rcin
g an
d se
curi
ng a
W
BPL
oppo
rtun
ity fr
om a
ppro
pria
te s
ourc
es
• Ta
ke a
pro
activ
e an
d po
sitiv
e ap
proa
ch to
se
curi
ng th
eir
own
WBP
L op
port
uniti
es
• M
aint
ain
reco
rds
of a
ll ap
plic
ation
s m
ade
for
WBP
L an
d th
e ou
tcom
es th
ereo
f, sh
arin
g w
ith p
racti
tione
rs w
hen
aske
d to
• Att
end
WBP
L br
iefin
gs a
nd c
ompl
ete
all
activ
ities
requ
ired
in p
repa
ratio
n fo
r W
BPL
• Pr
ovid
e de
tails
of t
heir
agr
eed
WBP
L to
th
e pr
ovid
er; c
onta
ct in
form
ation
and
job
desc
ripti
on /
con
trac
t (if
avai
labl
e)
• Li
aise
with
pra
ctitio
ners
to e
nsur
e th
at
WBP
L op
port
uniti
es o
ffere
d m
eet t
he
acad
emic
requ
irem
ents
• Re
crui
t and
sel
ect s
tude
nts
for
WBP
L ro
les
usin
g th
e sa
me
met
hods
and
sta
ndar
ds th
at
appl
y to
regu
lar
recr
uitm
ent
• A
rran
ge a
n in
ducti
on p
rogr
amm
e an
d ap
poin
t a li
ne m
anag
er w
ho c
an li
aise
with
th
e st
uden
t and
the
prac
tition
er
• D
evel
op m
arke
ting
/ pr
omoti
onal
m
ater
ials
for
WBP
L th
at m
ake
clea
r th
e be
nefit
s to
em
ploy
abili
ty
• En
sure
sup
port
mat
eria
ls fo
r W
BPL
emph
asis
e th
e be
nefic
ial e
ffect
s on
em
ploy
abili
ty
• Si
gn u
p fo
r, an
d att
end,
acti
vitie
s de
sign
ed
to d
evel
op e
mpl
oyab
ility
and
thos
e w
hich
ar
e sp
ecifi
cally
in p
repa
ratio
n fo
r W
BPL
• D
esig
n op
port
uniti
es fo
r W
BPL
that
offe
r th
e st
uden
ts a
dev
elop
men
t opp
ortu
nity
in
addi
tion
to fu
lfilli
ng a
n em
ploy
men
t rol
e
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
17
Pre-
Plac
emen
t - C
ontin
ued
Prin
cipl
e: C
lear
ly u
nder
stan
d th
e re
spon
sibi
lities
and
exp
ecta
tions
of e
very
one
invo
lved
Prin
cipl
e: C
olla
bora
te to
ens
ure
oppo
rtun
ities
are
incl
usiv
e, sa
fe a
nd su
ppor
ted
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• M
ake
a cl
ear
disti
nctio
n be
twee
n th
e re
spon
sibi
lities
of t
hose
sup
porti
ng
com
puls
ory
WBP
L an
d th
ose
supp
ortin
g op
tiona
l WBP
L
• Pr
ovid
e cl
ear
role
des
crip
tors
for
insti
tutio
nal p
racti
tione
rs s
uppo
rting
WBP
L
• Es
tabl
ish
insti
tutio
nal p
roce
sses
for
the
auth
oris
ation
of W
BPL
oppo
rtun
ities
, in
clud
ing
wri
tten
agr
eem
ents
• Pr
ovid
e a
fram
ewor
k fo
r pl
anni
ng,
man
agin
g an
d m
onito
ring
WBP
L
• Re
cogn
ise
the
need
to s
uppo
rt W
BPL
in
insti
tutio
nal d
ocum
ents
and
pro
cess
es s
uch
heal
th a
nd s
afet
y, e
qual
ity a
nd d
iver
sity
, due
di
ligen
ce, s
tude
nt c
ompl
aint
s an
d st
uden
t co
de o
f con
duct
pol
icie
s
• Be
cle
ar a
bout
insti
tutio
nal r
espo
nsib
ilitie
s un
der
the
Equa
lity
Act
• Be
cle
ar a
bout
insti
tutio
nal r
espo
nsib
ilitie
s in
rela
tion
to N
ation
al M
inim
um W
age
• Re
mem
ber
that
they
are
repr
esen
tativ
es
of th
eir
prov
ider
at a
ll tim
es a
nd c
ontin
ue to
m
eet a
ny s
tude
nt c
ode
of c
ondu
ct p
olic
ies
• A
ctive
ly e
ngag
e in
pre
para
tory
and
in
ducti
on a
ctivi
ties
asso
ciat
ed w
ith h
ealth
an
d sa
fety
, and
equ
ality
and
div
ersi
ty
• Be
fam
iliar
with
the
deta
ils o
n he
alth
and
sa
fety
, equ
ality
and
div
ersi
ty, d
ue d
ilige
nce
in th
e su
ppor
ting
info
rmati
on fo
r W
BPL
• O
ffer
stud
ents
exp
ense
s fo
r att
endi
ng
recr
uitm
ent a
nd s
elec
tion
proc
esse
s or
off
er v
irtu
al a
ltern
ative
s; s
uch
as te
leph
one
inte
rvie
ws
• Pa
y st
uden
ts a
t a ra
te e
quiv
alen
t to
or
grea
ter
than
the
Nati
onal
Min
imum
Wag
e
• Be
fam
iliar
with
the
deta
ils o
n he
alth
and
sa
fety
, equ
ality
and
div
ersi
ty, d
ue d
ilige
nce
in th
e su
ppor
ting
info
rmati
on fo
r W
BPL
• In
clud
e de
tails
on
heal
th a
nd s
afet
y,
equa
lity
and
dive
rsity
, due
dili
genc
e, s
tude
nt
com
plai
nts
and
stud
ent c
ode
of c
ondu
ct
polic
ies
in th
e su
ppor
ting
info
rmati
on fo
r W
BPL
• En
sure
that
all
vaca
ncie
s an
d op
port
uniti
es
adve
rtise
d by
the
prov
ider
mee
t leg
al
requ
irem
ents
• En
sure
that
the
resp
onsi
biliti
es a
nd
expe
ctati
ons
for
all a
re re
cord
ed in
the
supp
ort i
nfor
mati
on fo
r W
BPL
• Be
cle
ar a
bout
par
ticul
ar re
spon
sibi
lities
re
gard
ing
the
asse
ssm
ent o
f stu
dent
le
arni
ng, a
nd c
o-or
dina
te th
e de
velo
pmen
t of
com
pete
nce
to s
uppo
rt th
is
• Se
t up
proc
edur
es fo
r m
anag
ing
situ
ation
s w
here
resp
onsi
biliti
es /
exp
ecta
tions
are
not
m
et
• Fo
llow
insti
tutio
nal p
roce
sses
for
the
auth
oris
ation
of W
BPL
oppo
rtun
ities
, in
clud
ing
wri
tten
agr
eem
ents
• M
ake
and
keep
all
appo
intm
ents
, whe
ther
w
ith e
mpl
oyer
s or
pra
ctitio
ners
• Be
fam
iliar
with
the
resp
onsi
biliti
es a
nd
expe
ctati
ons
for
all p
artie
s
• Be
sur
e to
und
erst
and
thei
r ow
n as
sess
men
t req
uire
men
ts p
rior
to le
avin
g fo
r W
BPL
• A
gree
to th
e ar
rang
emen
ts fo
r W
BPL,
w
hich
will
be
reco
rded
in a
wri
tten
ag
reem
ent
• Li
aise
with
the
prac
tition
ers
to e
stab
lish
clea
r co
mm
unic
ation
on
recr
uitm
ent a
nd
sele
ction
• Be
fam
iliar
with
the
resp
onsi
biliti
es a
nd
expe
ctati
ons
for
all p
artie
s
• Co
mm
unic
ate
thei
r pr
oced
ures
for
man
agin
g si
tuati
ons
whe
re re
spon
sibi
lities
/
expe
ctati
ons
are
not m
et to
the
prac
tition
er
• A
gree
to th
e ar
rang
emen
ts fo
r W
BPL,
w
hich
will
be
reco
rded
in a
wri
tten
ag
reem
ent
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
18
Pre-
Plac
emen
t - C
ontin
ued
• Su
ppor
t effe
ctive
and
effi
cien
t rec
ord
keep
ing
for
WBP
L
• En
sure
insti
tutio
nal g
uida
nce
on th
e de
sign
an
d de
velo
pmen
t of W
BPL
is a
vaila
ble
• En
sure
WBP
L is
incl
uded
in th
e in
stitu
tiona
l fra
mew
ork
for
prog
ram
me
desi
gn, r
evie
w a
nd m
onito
ring
• Su
ppor
t sta
ff d
evel
opm
ent f
or
prac
tition
ers
invo
lved
in W
BPL
• Pr
ovid
e gu
idan
ce o
n so
urci
ng, s
ecur
ing
and
lear
ning
from
WBP
L op
port
uniti
es
• En
gage
in s
taff
dev
elop
men
t, to
enh
ance
pr
actic
e
• Ex
chan
ge id
eas
with
oth
er p
racti
tione
rs to
en
sure
the
valu
e of
WBP
L is
reco
gnis
ed in
pr
ogra
mm
e de
sign
, rev
iew
and
mon
itori
ng
• Att
end
WBP
L br
iefin
gs a
nd c
ompl
ete
all
activ
ities
requ
ired
in p
repa
ratio
n fo
r W
BPL
• Co
nsid
er d
evis
ing
own
lear
ning
obj
ectiv
es
for
WBP
L
• Li
aise
with
pra
ctitio
ners
to e
nsur
e W
BPL
offer
ed p
rovi
des
oppo
rtun
ities
for
lear
ning
an
d de
velo
pmen
t
• Su
ppor
t sta
ff d
evel
opm
ent f
or li
ne
man
ager
s an
d m
ento
rs o
f stu
dent
s on
WBP
L
• Ta
ke u
p op
port
uniti
es to
be
invo
lved
in
prog
ram
me
desi
gn, r
evie
w a
nd m
onito
ring
• En
sure
that
they
com
plet
e al
l ins
tituti
onal
pr
oces
ses
in re
latio
n to
hea
lth a
nd s
afet
y,
insu
ranc
e, d
ue d
ilige
nce
and
risk
ass
essm
ent
and
retu
rn c
onfir
mati
on o
f thi
s to
the
prov
ider
• A
ccep
t lia
bilit
y an
d re
spon
sibi
lity
for
stud
ents
on
WBP
L as
they
wou
ld w
ith a
ll ot
her
empl
oyee
s
• En
sure
that
they
com
plet
e al
l ins
tituti
onal
pr
oces
ses
in re
latio
n to
hea
lth a
nd s
afet
y,
insu
ranc
e, d
ue d
ilige
nce
and
risk
ass
essm
ent
and
retu
rn c
onfir
mati
on o
f thi
s to
the
prov
ider
• Co
mm
unic
ate
deta
ils o
f sta
rting
dat
e,
indu
ction
arr
ange
men
ts a
nd c
onta
ct
info
rmati
on fo
r lin
e m
anag
er w
ell a
head
of
WBP
L co
mm
enci
ng
• En
sure
that
all
insti
tutio
nal p
roce
sses
in
rela
tion
to h
ealth
and
saf
ety,
insu
ranc
e, d
ue
dilig
ence
, ris
k as
sess
men
t and
vis
a ch
ecks
ar
e fo
llow
ed a
nd th
e ou
tcom
es a
re re
cord
ed
• En
sure
that
any
stu
dent
s w
ith a
dditi
onal
re
quire
men
ts a
re re
ferr
ed to
the
appr
opri
ate
expe
rts,
liai
sing
with
them
as
nece
ssar
y
• Re
fer
any
non-
stan
dard
resp
onse
s to
in
stitu
tiona
l pro
cess
es to
exp
ert c
olle
ague
s w
ithin
the
prov
ider
for
reso
lutio
n
• Re
serv
e fin
al a
utho
risa
tion
and
sign
off
of a
ny W
BPL
oppo
rtun
ities
unti
l the
in
stitu
tiona
l pro
cess
es d
etai
led
abov
e ar
e co
mpl
ete
• Cl
earl
y co
mm
unic
ate
how
issu
es w
ith
WBP
L sh
ould
be
rais
ed, a
nd th
e tim
esca
les
with
in w
hich
they
will
be
addr
esse
d
Prin
cipl
e: E
ngag
e in
stru
ctur
ed o
ppor
tuni
ties f
or le
arni
ng a
nd d
evel
opm
ent
High
er E
duca
tion
prov
ider
s sho
uld…
Prac
tition
ers s
houl
d…St
uden
ts sh
ould
…Em
ploy
ers s
houl
d…
19
Pre-
Plac
emen
t - C
ontin
ued
Prin
cipl
e: E
stab
lish
sust
aina
ble
rela
tions
hips
and
net
wor
ks
Prin
cipl
e: R
ecor
d ou
tcom
es a
nd e
valu
ate
feed
back
for c
ontin
uous
enh
ance
men
t
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• Es
tabl
ish
a fr
amew
ork
for
effec
tive
reco
rd k
eepi
ng, p
rovi
ding
sys
tem
s w
here
ap
prop
riat
e
• Es
tabl
ish
a fr
amew
ork
for
effec
tive
reco
rd k
eepi
ng, p
rovi
ding
sys
tem
s w
here
ap
prop
riat
e.
• Se
ek a
nd a
ct o
n fe
edba
ck fr
om a
ny
unsu
cces
sful
app
licati
ons
• O
nce
confi
rmed
, exc
hang
e an
d re
cord
co
ntac
t det
ails
for
all p
artie
s in
volv
ed in
W
BPL
• Re
view
feed
back
from
pre
viou
s W
BPL
and
mak
e an
y ne
cess
ary
chan
ges,
enh
ance
men
ts
or in
nova
tions
• In
par
ticul
ar, c
onsu
lt w
ith o
utgo
ing
WBP
L st
uden
ts to
get
feed
back
on
thei
r ex
peri
ence
• O
nce
confi
rmed
, exc
hang
e an
d re
cord
co
ntac
t det
ails
for
all p
artie
s in
volv
ed in
W
BPL
• Se
t up
and
mai
ntai
n re
cord
s, u
sing
ap
prop
riat
e sy
stem
s
• Re
view
feed
back
from
pre
viou
s W
BPL
and
mak
e an
y ne
cess
ary
chan
ges,
enh
ance
men
ts
or in
nova
tions
• O
nce
confi
rmed
, exc
hang
e an
d re
cord
co
ntac
t det
ails
for
all p
artie
s in
volv
ed in
W
BPL
• M
aint
ain
reco
rds
of c
urre
nt a
nd p
ast
stud
ents
and
em
ploy
ers
enga
ging
in W
BPL
• Es
tabl
ish
a re
gula
r sc
hedu
le fo
r m
aint
aini
ng c
onta
ct w
ith s
tude
nts
and
empl
oyer
s
• Co
mm
unic
ate
a st
atem
ent o
f ser
vice
to a
ll in
volv
ed in
WBP
L
• M
aint
ain
reco
rds
of a
ll ap
plic
ation
s m
ade
for
WBP
L an
d th
e ou
tcom
es th
ereo
f, sh
arin
g w
ith p
racti
tione
rs w
hen
aske
d to
• En
sure
that
they
hav
e a
clea
r, pr
ofes
sion
al d
igita
l foo
tpri
nt (s
ocia
l med
ia
/ w
eb p
rese
nce)
pri
or to
WBP
L to
hel
p th
e es
tabl
ishm
ent o
f the
ir n
etw
ork
• Be
have
pro
fess
iona
lly a
t all
times
dur
ing
the
appl
icati
on p
roce
ss; o
nce
a W
BPL
oppo
rtun
ity h
as b
een
acce
pted
all
othe
r ap
plic
ation
s sh
ould
be
with
draw
n. If
an
oppo
rtun
ity is
offe
red
but n
ot a
ccep
ted,
tell
the
prac
tition
ers
first
to a
llow
the
prov
ider
to
liais
e ap
prop
riat
ely
with
the
empl
oyer
• If
in p
ost,
invo
lve
stud
ents
on
curr
ent
WBP
L op
port
uniti
es in
the
recr
uitm
ent a
nd
sele
ction
of n
ext g
roup
of s
tude
nts
• If
still
in p
ost,
get
cur
rent
stu
dent
s on
W
BPL
to a
rran
ge in
ducti
on p
rogr
amm
e an
d ha
ndov
er to
new
WBP
L st
uden
ts
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
20
On
Plac
emen
t
ASE
T G
uida
nce
rela
ting
to th
e ac
tions
whi
ch n
eed
to b
e co
mpl
eted
dur
ing
a w
ork-
base
d or
pla
cem
ent l
earn
ing
oppo
rtun
ity (t
o be
read
alo
ngsi
de th
e Q
ualit
y Co
de)
Prin
cipl
e: A
ccep
t and
reco
gnis
e th
e va
lue
to e
mpl
oyab
ility
Prin
cipl
e: A
re p
artn
ers i
n pl
anni
ng a
nd m
anag
emen
t
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• M
ake
a pl
atfor
m a
vaila
ble
for
regu
lar
refle
ction
; thr
ough
a v
irtu
al o
r m
anag
ed
lear
ning
env
ironm
ent w
hich
may
take
the
form
of a
n e-
portf
olio
• Co
mm
it to
pro
vidi
ng th
e ne
cess
ary
reso
urce
s to
pro
perl
y su
ppor
t the
WBP
L pr
oces
s
•Ens
ure
that
mile
ston
es /
che
ck-in
poi
nts
are
esta
blis
hed,
mai
ntai
ned
and
reco
rded
• Es
tabl
ish
and
man
age
expe
ctati
ons
with
re
gard
to s
uppo
rt in
clud
ing
freq
uenc
y an
d m
etho
d. If
vis
its a
re to
be
unde
rtak
en th
is
requ
ires
man
agin
g th
e sc
hedu
le fo
r th
e co
hort
of s
tude
nts
• Co
ntri
bute
idea
s fo
r th
eir
own
deve
lopm
ent t
hrou
gh th
e W
BPL
• En
gage
in a
ll re
ason
able
opp
ortu
nitie
s fo
r de
velo
pmen
t dur
ing
the
WBP
L
• A
rran
ge to
mee
t reg
ular
ly w
ith a
line
m
anag
er o
r m
ento
r to
dis
cuss
wor
kloa
d,
chal
leng
es a
nd id
eas
• U
se th
e sa
me
appr
aisa
l and
revi
ew
met
hods
with
the
stud
ent t
hat w
ould
be
used
with
oth
er e
mpl
oyee
s
• En
sure
ass
essm
ent i
s lin
ked
both
to
activ
ities
on
WBP
L an
d fu
ture
app
licab
ility
to
empl
oyab
ility
• Em
brac
e al
l lea
rnin
g op
port
uniti
es d
urin
g W
BPL
with
ent
husi
asm
, and
cap
ture
lear
ning
th
roug
h pe
rson
al re
flecti
on
• O
ffer
form
al a
nd in
form
al o
ppor
tuni
ties
to
assi
st s
tude
nts
with
car
eer
choi
ces
duri
ng
WBP
L
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
Prin
cipl
e: C
lear
ly u
nder
stan
d th
e re
spon
sibi
lities
and
exp
ecta
tions
of e
very
one
invo
lved
• En
sure
that
ther
e ar
e cl
ear
repo
rting
line
s w
ithin
the
prov
ider
in re
latio
n to
WBP
L
• Ca
ptur
e re
spon
sibi
lities
with
rega
rd
to W
BPL
in in
stitu
tiona
l pol
icie
s an
d re
gula
tions
• A
ddre
ss a
ny is
sues
or
conc
erns
that
ari
se
duri
ng th
e W
BPL
oppo
rtun
ity p
rom
ptly
and
in
volv
ing
appr
opri
ate
parti
es
• Re
port
any
issu
es o
r co
ncer
ns th
at a
rise
du
ring
the
WBP
L op
port
unity
pro
mpt
ly
to th
e pr
actiti
oner
and
/or
empl
oyer
as
appr
opri
ate
• Pa
rtici
pate
in re
gula
r di
scus
sion
with
the
prov
ider
or
prac
tition
er a
bout
the
WBP
L op
port
unity
and
/or
the
empl
oyer
• Re
port
any
issu
es o
r co
ncer
ns th
at a
rise
du
ring
the
WBP
L op
port
unity
pro
mpt
ly
to th
e pr
actiti
oner
and
/or
stud
ent a
s ap
prop
riat
e
• Pa
rtici
pate
in re
gula
r di
scus
sion
with
the
prov
ider
or
prac
tition
er a
bout
the
WBP
L op
port
unity
and
/or
the
stud
ent
21
On
Plac
emen
t - C
ontin
ued
Prin
cipl
e: C
olla
bora
te to
ens
ure
oppo
rtun
ities
are
incl
usiv
e, sa
fe a
nd su
ppor
ted
Prin
cipl
e: E
ngag
e in
stru
ctur
ed o
ppor
tuni
ties f
or le
arni
ng a
nd d
evel
opm
ent
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• A
ckno
wle
dge
that
stu
dent
s re
mai
n st
uden
ts th
roug
hout
the
WBP
L, a
nd c
omm
it to
pro
vidi
ng th
e ne
cess
ary
reso
urce
s to
pr
oper
ly s
uppo
rt th
e st
uden
ts th
roug
hout
th
e W
BPL
proc
ess
• M
ake
a pl
atfor
m a
vaila
ble
for
lear
ning
and
as
sess
men
t pur
pose
s; th
roug
h a
virt
ual o
r m
anag
ed le
arni
ng e
nviro
nmen
t whi
ch m
ay
take
the
form
of a
n e-
portf
olio
• A
ppre
ciat
e th
at tr
ansi
tion
to w
orki
ng
envi
ronm
ents
can
be
chal
leng
ing
and
supp
ort s
tude
nts
thro
ugh
the
proc
ess
• A
ddre
ss a
ny is
sues
or
conc
erns
that
ari
se
• Pr
ovid
e as
sess
men
t whi
ch d
rives
the
lear
ning
pr
oces
s du
ring
the
WBP
L ra
ther
than
mer
ely
asse
ssin
g w
hat h
as b
een
lear
ned
at th
e en
d
• If
the
leng
th o
f the
WBP
L al
low
s fo
r it;
in
vite
stu
dent
s ba
ck fo
r a
shar
ed o
ppor
tuni
ty
to d
iscu
ss th
eir
lear
ning
- or
pro
vide
onl
ine
alte
rnati
ves
• Se
e co
ntac
t with
the
empl
oyer
as
an
oppo
rtun
ity fo
r on-
goin
g pr
ofes
sion
al
deve
lopm
ent
• In
itiat
e an
d m
anag
e th
e on
-goi
ng s
uppo
rt
thro
ugho
ut th
e W
BPL;
mak
e ar
rang
emen
ts,
man
age
com
mun
icati
ons,
con
firm
who
is
invo
lved
and
whe
n
• En
gage
in a
ll re
ason
able
opp
ortu
nitie
s fo
r de
velo
pmen
t dur
ing
the
WBP
L
• Ca
ptur
e th
e le
arni
ng th
roug
hout
the
WBP
L an
d no
t mer
ely
at th
e en
d of
the
oppo
rtun
ity
• Co
mpl
ete
the
asse
ssm
ent t
asks
in o
rder
to
mee
t the
aca
dem
ic re
quire
men
ts
• Pr
ovid
e in
ducti
on m
ater
ials
and
acti
vitie
s as
soci
ated
with
hea
lth a
nd s
afet
y, a
nd
equa
lity
and
dive
rsity
• Su
ppor
t the
line
man
ager
of t
he st
uden
t, an
d co
nsid
er a
ppoi
nting
a m
ento
r in
addi
tion
to th
is
• Pr
ovid
e su
itabl
e su
perv
isio
n an
d tr
aini
ng
to e
nabl
e st
uden
ts to
lear
n an
d de
velo
p w
ithin
thei
r W
BPL
role
• Pr
ovid
e su
itabl
e su
ppor
t and
trai
ning
to
enab
le li
ne m
anag
ers
and/
or m
ento
rs to
su
ppor
t stu
dent
s in
thei
r W
BPL
role
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
22
On
Plac
emen
t - C
ontin
ued
Prin
cipl
e: E
stab
lish
sust
aina
ble
rela
tions
hips
and
net
wor
ks
Prin
cipl
e: R
ecor
d ou
tcom
es a
nd e
valu
ate
feed
back
for c
ontin
uous
enh
ance
men
t
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• Es
tabl
ish
a fr
amew
ork
for
effec
tive
reco
rd
keep
ing,
pro
vidi
ng c
lient
man
agem
ent
syst
ems
whe
re a
ppro
pria
te
• Es
tabl
ish
a fr
amew
ork
for
effec
tive
reco
rd k
eepi
ng, p
rovi
ding
sys
tem
s w
here
ap
prop
riat
e. T
he s
yste
ms
shou
ld b
e ca
pabl
e of
reco
rdin
g da
ta s
afel
y
• Co
-ord
inat
e ev
alua
tion
and
feed
back
pr
oces
ses
thro
ugho
ut th
e W
BPL
• Re
flect
regu
larl
y th
roug
hout
the
WBP
L an
d pa
rtici
pate
in a
ll op
port
uniti
es fo
r fe
edba
ck, b
oth
with
the
prov
ider
and
with
th
e em
ploy
er
• Pr
ovid
e re
gula
r op
port
uniti
es fo
r st
uden
ts
to fe
edba
ck o
n th
eir
WBP
L ex
peri
ence
th
roug
h th
eir
line
man
ager
or
men
tor
• Pa
rtici
pate
in o
ppor
tuni
ties
to fe
edba
ck to
th
e st
uden
t, p
racti
tione
r an
d pr
ovid
er
• Pr
ovid
e sc
hedu
led
oppo
rtun
ities
to re
view
th
e w
orki
ng re
latio
nshi
ps
• W
here
app
ropr
iate
, pro
vide
sta
ff
deve
lopm
ent f
or e
mpl
oyer
s to
hel
p th
em to
be
tter
sup
port
stu
dent
s on
WBP
L
• Ca
pita
lise
on th
e re
latio
nshi
p w
ith th
e em
ploy
er b
y vo
lunt
eeri
ng to
get
invo
lved
in
othe
r ac
tiviti
es w
here
pos
sibl
e
• Re
port
and
dea
l with
any
issu
es o
r pr
oble
ms
rais
ed p
rom
ptly
and
pro
fess
iona
lly
• Su
ppor
t the
stu
dent
to re
turn
to s
tudy
at
the
end
of th
e W
BPL
• Re
mem
ber
that
they
are
repr
esen
tativ
es
of th
eir
cour
se a
t all
times
and
look
for
oppo
rtun
ities
to e
nhan
ce th
eir
repu
tatio
n an
d th
at o
f the
ir p
rovi
der
• D
evel
op th
eir
prof
essi
onal
net
wor
k du
ring
th
e W
BPL
• Re
port
and
dea
l with
any
issu
es o
r pr
oble
ms
rais
ed p
rom
ptly
and
pro
fess
iona
lly
• Su
ppor
t the
stu
dent
in d
evel
opin
g th
eir
prof
essi
onal
net
wor
k w
hils
t on
WBP
L
• Ca
pita
lise
on th
e re
latio
nshi
p w
ith th
e pr
ovid
er b
y vo
lunt
eeri
ng to
get
invo
lved
in
othe
r ac
tiviti
es w
here
pos
sibl
e
• W
here
app
ropr
iate
, pro
vide
sta
ff
deve
lopm
ent f
or p
racti
tione
rs to
hel
p th
em
to b
etter
sup
port
stu
dent
s on
WBP
L
• Su
ppor
t the
stu
dent
to re
turn
to s
tudy
at
the
end
of th
e W
BPL
• Re
port
and
dea
l with
any
issu
es o
r pr
oble
ms
rais
ed p
rom
ptly
and
pro
fess
iona
lly
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
23
Post
-Pla
cem
ent
ASE
T G
uida
nce
rela
ting
to th
e ac
tions
whi
ch n
eed
to b
e co
mpl
eted
afte
r a w
ork-
base
d or
pla
cem
ent l
earn
ing
oppo
rtun
ity (t
o be
read
alo
ngsi
de th
e Q
ualit
y Co
de)
Prin
cipl
e: A
ccep
t and
reco
gnis
e th
e va
lue
to e
mpl
oyab
ility
Prin
cipl
e: A
re p
artn
ers i
n pl
anni
ng a
nd m
anag
emen
t
Prin
cipl
e: C
lear
ly u
nder
stan
d th
e re
spon
sibi
lities
and
exp
ecta
tions
of e
very
one
invo
lved
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• En
sure
that
the
WBP
L is
reco
rded
on
the
acad
emic
reco
rd; a
s pa
rt o
f the
tran
scri
pt
or H
ighe
r Ed
ucati
on A
chie
vem
ent R
epor
t or
Dip
lom
a Su
pple
men
t
• Co
nsid
er w
ays
of e
ncou
ragi
ng p
artic
ipati
on
in fu
ture
WBP
L th
roug
h in
stitu
tiona
l m
arke
ting
mat
eria
l
• Co
-ord
inat
e re
porti
ng to
mee
t the
re
quire
men
ts fo
r PS
RBs
and
exte
rnal
ac
cred
iting
bod
ies
• En
sure
that
ass
essm
ent i
s co
nsid
ered
by
the
appr
opri
ate
acad
emic
pro
cess
es
incl
udin
g m
arki
ng, m
oder
ation
and
ext
erna
l ex
amin
ation
• Pr
ovid
e op
port
uniti
es fo
r th
e ne
xt c
ohor
t to
lear
n fr
om th
e ex
peri
ence
s of
the
curr
ent
coho
rt o
f stu
dent
s an
d em
ploy
ers
• Co
-ord
inat
e ev
alua
tion
and
feed
back
pr
oces
ses
at th
e en
d of
the
WBP
L
• Li
aise
with
em
ploy
ers
abou
t the
nex
t in
take
of s
tude
nts
• A
ssis
t with
opp
ortu
nitie
s fo
r th
e ne
xt
coho
rt to
lear
n fr
om th
e ex
peri
ence
s of
the
curr
ent c
ohor
t of s
tude
nts
• Sh
are
thei
r re
flecti
ons
on th
e W
BPL
expe
rien
ce w
ith th
e em
ploy
er to
hel
p th
em
plan
for
futu
re W
BPL
oppo
rtun
ities
• Co
mpl
ete
all e
valu
ation
and
ass
essm
ent
activ
ities
• A
ssis
t opp
ortu
nitie
s fo
r th
e ne
xt c
ohor
t to
lear
n fr
om th
e ex
peri
ence
s of
the
curr
ent
coho
rt o
f em
ploy
ers
• Si
gnpo
st g
radu
ate
empl
oym
ent
oppo
rtun
ities
for
the
stud
ent
• In
form
the
prov
ider
of f
utur
e W
BPL
oppo
rtun
ities
for
the
next
coh
ort
• Pr
ovid
e ac
tiviti
es a
nd/o
r m
ater
ials
to
supp
ort s
tude
nts
to m
ake
the
mos
t of t
he
thei
r W
BPL
expe
rien
ce
• En
able
stu
dent
s to
inte
grat
e th
e le
arni
ng
from
thei
r W
BPL
into
thei
r fu
ture
stu
dies
• Pa
rtici
pate
in a
ll ev
alua
tion
and
asse
ssm
ent
activ
ities
to re
flect
on
the
impa
ct o
f the
W
BPL
on th
eir
empl
oyab
ility
• O
ffer
eith
er a
refe
renc
e or
testi
mon
ial f
or
the
stud
ent
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
24
Post
-Pla
cem
ent -
Con
tinue
d
Prin
cipl
e: C
olla
bora
te to
ens
ure
oppo
rtun
ities
are
incl
usiv
e, sa
fe a
nd su
ppor
ted
Prin
cipl
e: E
ngag
e in
stru
ctur
ed o
ppor
tuni
ties f
or le
arni
ng a
nd d
evel
opm
ent
Prin
cipl
e: E
stab
lish
sust
aina
ble
rela
tions
hips
and
net
wor
ks
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
High
er E
duca
tion
prov
ider
s sho
uld…
• H
ave
mec
hani
sms
for
prov
idin
g in
stitu
tiona
l res
pons
es to
any
issu
es ra
ised
• Fa
cilit
ate
cros
s in
stitu
tiona
l lea
rnin
g fr
om
WBP
L
• En
able
pra
ctitio
ners
to le
arn
from
oth
er
prac
tition
ers
acro
ss th
e se
ctor
• Pr
ovid
e re
cogn
ition
and
/or
reso
urce
to
ackn
owle
dge
the
supp
ort o
f em
ploy
ers
in th
e em
ploy
abili
ty d
evel
opm
ent o
f the
st
uden
ts th
roug
h W
BPL
• Pe
riod
ical
ly re
view
the
rang
e of
WBP
L op
port
uniti
es; r
emov
e an
y w
hich
are
of
con
cern
and
look
for
addi
tiona
l op
port
uniti
es th
at e
nabl
e th
e pr
omoti
on o
f eq
ualit
y an
d di
vers
ity
• Re
gula
rly
revi
ew c
onte
nt o
f the
sup
porti
ng
info
rmati
on h
ealth
and
saf
ety,
equ
ality
and
di
vers
ity, d
ue d
ilige
nce,
stu
dent
com
plai
nts
and
stud
ent c
ode
of c
ondu
ct p
olic
ies
• Fa
cilit
ate
stud
ent l
earn
ing
acro
ss a
nd
betw
een
the
coho
rts
• En
gage
in re
gula
r re
flecti
on o
n th
eir
own
prof
essi
onal
pra
ctice
• Lo
ok fo
r op
port
uniti
es fo
r in
nova
tion
and
deve
lopm
ent i
n th
eir
own
prof
essi
onal
pr
actic
e
• Es
tabl
ish
‘alu
mni
’ net
wor
ks o
f stu
dent
s on
W
BPL
• Pr
ovid
e fe
edba
ck o
n th
e su
itabi
lity
of
activ
ities
, ind
uctio
n an
d tr
aini
ng w
ith re
gard
to
sup
port
thro
ugho
ut th
e W
BPL
• Co
nsid
er p
rovi
ding
the
prov
ider
and
/or
the
empl
oyer
with
a c
ase
stud
y ab
out t
heir
ex
peri
ence
if it
was
exc
eptio
nally
pos
itive
• Co
mpl
ete
the
asse
ssm
ent t
asks
in o
rder
to
mee
t the
aca
dem
ic re
quire
men
ts
• Pa
rtici
pate
in o
ppor
tuni
ties
desi
gned
to
faci
litat
e st
uden
t lea
rnin
g ac
ross
and
be
twee
n th
e co
hort
s, a
nd a
fter
gra
duati
on
• Th
ank
the
empl
oyer
for
the
WBP
L op
port
unity
and
agr
ee a
ny fo
llow
up
arra
ngem
ents
; whe
ther
a re
fere
nce
or
testi
mon
ial i
s av
aila
ble
and
who
from
• Se
ek o
ut th
e st
uden
t’s re
flecti
ons
on th
eir
WBP
L ex
peri
ence
to h
elp
to p
lan
for
futu
re
WBP
L op
port
uniti
es
• A
gree
any
follo
w u
p de
velo
pmen
t op
port
uniti
es w
ith th
e pr
ovid
er; c
ome
into
th
e pr
ovid
er to
talk
to s
tude
nts,
join
an
empl
oyer
s’ a
dvis
ory
grou
p, a
tten
d a
care
ers
fair
or
join
a c
urri
culu
m re
view
team
• A
gree
any
follo
w u
p ar
rang
emen
ts w
ith
the
stud
ent;
whe
ther
they
will
pro
vide
re
fere
nces
/tes
timon
ials
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Prac
tition
ers s
houl
d…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Stud
ents
shou
ld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
Empl
oyer
s sho
uld…
25
Post
-Pla
cem
ent -
Con
tinue
d
• Es
tabl
ish
a fr
amew
ork
for
effec
tive
reco
rd k
eepi
ng, p
rovi
ding
sys
tem
s w
here
ap
prop
riat
e. T
he s
yste
ms
shou
ld b
e ca
pabl
e of
ena
blin
g th
e re
gula
r m
onito
ring
and
ev
alua
tion
of d
ata
• Bu
ild in
the
eval
uatio
n of
WBP
L in
to
stan
dard
insti
tutio
nal r
epor
ting
at m
odul
e/pr
ogra
mm
e/Sc
hool
leve
l
• Ca
rry
out p
erio
dic
mon
itori
ng a
nd a
nnua
l ev
alua
tion
of W
BPL
sche
mes
, dis
sem
inati
ng
findi
ngs
inte
rnal
ly a
nd s
hari
ng s
umm
arie
s w
ith e
mpl
oyer
s an
d st
uden
ts
• Co
mpl
ete
all e
valu
ation
and
feed
back
ac
tiviti
es
• Re
view
and
act
on
feed
back
from
the
empl
oyer
and
from
the
asse
ssm
ent p
roce
ss
• U
se th
eir
feed
back
to fo
rmul
ate
an a
ction
pl
an fo
cuss
ing
on d
evel
opin
g th
e ne
xt s
tage
of
thei
r ca
reer
• Ke
ep re
cord
s of
the
WBP
L an
d th
at
eval
uatio
n th
ereo
f
• Co
mm
unic
ate
idea
s fo
r en
hanc
emen
t with
th
e pr
ovid
er th
roug
h th
e pr
actiti
oner
s
• Ca
pita
lise
on fu
ture
opp
ortu
nitie
s; to
un
dert
ake
proj
ect w
ork
with
the
empl
oyer
as
par
t of o
n-go
ing
acad
emic
stu
dy, o
r to
co
nsid
er g
radu
ate
empl
oym
ent w
ith th
e sa
me
empl
oyer
• U
pdat
e th
eir
CV, a
nd d
igita
l foo
tpri
nt, t
o in
clud
e th
e W
BPL
oppo
rtun
ity
• Vo
lunt
eer
to a
ssis
t pra
ctitio
ners
with
the
prom
otion
of W
BPL
• Co
nsid
er o
fferi
ng fu
ture
opp
ortu
nitie
s to
th
e sa
me
stud
ent;
pro
ject
wor
k as
par
t of
on-g
oing
aca
dem
ic s
tudy
, or
to o
ffer
a ro
ute
to g
radu
ate
empl
oym
ent
• A
gree
any
follo
w u
p ar
rang
emen
ts w
ith
the
prov
ider
with
rega
rd to
futu
re v
acan
cies
an
d ti
mes
cale
s
• A
gree
any
follo
w u
p ar
rang
emen
ts;
whe
ther
a fu
ture
WBP
L op
port
unity
is
avai
labl
e, e
mpl
oyer
s co
min
g in
to th
e pr
ovid
er to
talk
to s
tude
nts
or jo
in a
n em
ploy
ers’
adv
isor
y gr
oup
Prin
cipl
e: R
ecor
d ou
tcom
es a
nd e
valu
ate
feed
back
for c
ontin
uous
enh
ance
men
t
High
er E
duca
tion
prov
ider
s sho
uld…
Prac
tition
ers s
houl
d…St
uden
ts sh
ould
…Em
ploy
ers s
houl
d…
History of this Guide
From its inception in the early 1980s, ASET was involved with issues associated with ‘Good Practice’ in sandwich placements; indeed ASET started its life as the Association for Sandwich Education and Training. Towards the end of the 1990s, much of the work was brought together more formally through an ASET working group, the Universities Committee for Sandwich Courses, and in 2001 a Code of ‘Good Practice’ was launched, initially badged jointly with the then National Council for Work Experience. Subsequently it was agreed that ASET would assume ownership of that Code and its on-going development. The Quality Assurance Agency (QAA) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education was also published in 2001 and included a section on placement learning. ASET and QAA cooperated to ensure that the guidance was consistent. The ASET emphasis was on practical day-to-day support for practitioners developing academic programmes which integrated periods of work based learning outside the classroom with the mainstream academic programme. In parallel, the QAA emphasis was on the overarching institutional quality issues.
In 2007 both ASET and QAA updated and re-focused their respective documents, again with mutual cooperation to ensure consistency. In both cases the changes became necessary because work based learning was taking place in many more contexts than sandwich education alone. Thus the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education section 9 became ‘Work based and placement learning’, and the revised ASET Code ‘A ‘Good Practice’ Guide for Placement and other Work based learning Opportunities in Higher Education’. As part of the transition from its existing academic infrastructure reference points to the UK Quality Code for Higher Education, QAA withdrew the separate section on work based and placement learning, and integrated the concepts throughout the Quality Code, which became the new reference point from the start of the 2012-13 academic year.
This new ASET Guide is updated to retain consistency with the Quality Code.
Summary of the UK Quality Code for Higher Education (Quality Code)
The Quality Code is developed and held by the Quality Assurance Agency for Higher Education on behalf of the UK Higher Education sector. It is the nationally-agreed, definitive point of reference for all those involved in delivering Higher Education programmes which lead to an award from, or are validated by, a UK Higher Education awarding body. It makes clear what Higher Education providers are required to do, what they can expect of each other, and what the general public can expect of them. The Quality Code covers all four nations of the UK and UK Higher Education delivered overseas. It applies to providers with the power to award their own degrees and to those who deliver Higher Education on behalf of another Higher Education awarding body. The Quality Code protects the interests of all students, regardless of where they are studying or whether they are full-time or part-time, undergraduate or postgraduate students.
26
The Quality Code consists of the three parts A: Setting and maintaining academic standards, B: Assuring and enhancing academic quality, and C: Information about Higher Education provision. Each Chapter contains a single Expectation, which expresses the key principle that the Higher Education community has identified as essential for the assurance of academic standards and quality within the area covered by the Chapter. Higher Education providers reviewed by the Quality Assurance Agency for Higher Education (QAA) are required to meet all the Expectations. The manner in which they do so is their own responsibility.
The Expectations are accompanied by Indicators, which Higher Education providers have agreed reflect ‘Sound Practice’, and through which Higher Education providers can demonstrate that they are meeting the relevant Expectations. Each Indicator is accompanied by explanatory text which shows why it is important and suggests possible ways in which it might be addressed and demonstrated. The application of any examples given will depend on the circumstances of a particular provider. The examples are best viewed as a stimulus to reflection and further development rather than as models for imitation. Nor are Indicators designed to be used as a checklist; they are intended to help providers reflect on and develop their regulations, procedures and practices to demonstrate that the Expectations in the Quality Code are being met.
Sources of information about other requirements and examples of guidance and ‘Good Practice’ are signposted within the Chapter where appropriate. Higher Education providers are responsible for how they use these resources; the Quality Code does not interpret legislation nor does it incorporate statutory or regulatory requirements. The Quality Code and further information about its development and how to get involved can be accessed on the QAA website:
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
27
Email: [email protected]
Website: www.asetonline.org
ISBN: 978-0-9955411-2-2
AS TINTEGRATING WORK AND LEARNING
Impartial
Authoritative
Professional
