The Influence of Work Placement on the Academic Achievement of Undergraduate Design Students

Ceschin, F, Rakowski, R and de Vere, I 2017, 'The Influence of Work Placement on the Academic Achievement of Undergraduate Design Students', Design Journal, vol. 20, no. 2, pp. 259-278.


Document type: Journal Article
Collection: Journal Articles

Title The Influence of Work Placement on the Academic Achievement of Undergraduate Design Students
Author(s) Ceschin, F
Rakowski, R
de Vere, I
Year 2017
Journal name Design Journal
Volume number 20
Issue number 2
Start page 259
End page 278
Total pages 20
Publisher Taylor and Francis
Abstract The aim of this paper is to investigate the contribution of work placement in enhancing the academic performance of undergraduate design students. A statistical analysis was carried out on a population sample which comprised design students who had graduated at Brunel University London in four different academic years. All the required (anonymous) data were obtained from the university electronic records system. The data-set comprises a total of 411 students, of which 323 were placement students and 88 non-placement students. Students were also classified as higher achievers (students whose second year average mark was 60 per cent or above) and lower achievers. The results seem to suggest that for both higher and lower achievers the placement experience enables students to achieve on average a greater final year mark and a greater improvement from the second to the final year. The study also established that these grade gains were of a similar magnitude irrespective of the students overall academic standing. Finally, the results of this study seem to suggest that the work placement experience give students a particular advantage in the final year project and in the modules characterized by design-focused assessment components.
Subject Curriculum and Pedagogy not elsewhere classified
Keyword(s) academic achievement
academic performance
design education
undergraduate students
work placement
DOI - identifier 10.1080/14606925.2016.1220146
Copyright notice © 2017 Informa UK Limited, trading as Taylor & Francis Group
ISSN 1460-6925
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