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Criminology placements: work-based learning and organisational “buy in”

Criminology placements: work-based learning and organisational “buy in” This study aims to explore the views of criminal justice and allied sector organisations and agencies, of why they provide placements for the Applied Criminology programme at the University of Worcester, UK.Design/methodology/approachThe study took a qualitative approach to tease out the underlying contributory factors that featured in the decision to offer placements. It used semi-structured interviews of key personnel, and thematic analysis was subsequently undertaken on the data collected.FindingsSeveral themes emerged, in particular reciprocal learning, dynamism, employability and social investment. These appeared to be the most impactful on the organisation in relation to the future recruitment of staff as well as the enhancement of current staff practice.Research limitations/implicationsBased upon the scale of the research, the findings may have limited transferability.Practical implicationsThere is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes.Social implicationsStereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups.Originality/valueWhilst research into work-based learning and the benefits of placements for students is not new, research enquiring as to why organisations are prepared to offer placements remains in its infancy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education Skills and Work-based Learning Emerald Publishing

Criminology placements: work-based learning and organisational “buy in”

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References (17)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2042-3896
DOI
10.1108/heswbl-10-2019-0133
Publisher site
See Article on Publisher Site

Abstract

This study aims to explore the views of criminal justice and allied sector organisations and agencies, of why they provide placements for the Applied Criminology programme at the University of Worcester, UK.Design/methodology/approachThe study took a qualitative approach to tease out the underlying contributory factors that featured in the decision to offer placements. It used semi-structured interviews of key personnel, and thematic analysis was subsequently undertaken on the data collected.FindingsSeveral themes emerged, in particular reciprocal learning, dynamism, employability and social investment. These appeared to be the most impactful on the organisation in relation to the future recruitment of staff as well as the enhancement of current staff practice.Research limitations/implicationsBased upon the scale of the research, the findings may have limited transferability.Practical implicationsThere is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes.Social implicationsStereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups.Originality/valueWhilst research into work-based learning and the benefits of placements for students is not new, research enquiring as to why organisations are prepared to offer placements remains in its infancy.

Journal

Higher Education Skills and Work-based LearningEmerald Publishing

Published: Apr 27, 2021

Keywords: Work-based learning; Social investment; Criminology; Criminal justice; Employability; Interactive parallel learning model; Experiential learning

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