Supporting students on work placement

The Department’s implementation of the academic post of Practice Education Lecturer to support the management of placements and the student experience

What happens?

This provides a physical FoHSC academic presence in the work-based learning area that facilitates open communication between placement, student and programme team. This enables effective and timely potential for problem solving/ information sharing on behalf of the student or the area itself. The quality role ensures that potential placement areas are suitable for individual students and can assist in ‘matching’ of placements to individual programmes. An auditing process ensures that we are at present providing high-quality placements focusing on the safety of our students. New placements have been identified, and more information regarding placement student capacity has been confirmed.

What is the impact?

Students have already fed back that they feel supported by the presence of the PEL. Open communication is enhanced. Expectations of the aims of the placement experience have been clearer. Academic member of staff ensures that any minor/ major academic issues impacting on students’ progression are addressed in a timely manner. This results in a better quality of work-based learning opportunities.

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact: 

Carol Wilson

[email protected]

Gemma Holloway

[email protected]

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 2].

Compulsory Paediatric First Aid for all students

Research indicates that there is a statistically-significant relationship between average grades and students’ participation in enrichment activities. This is also supported by the current students’ positive feedback. Enrichment activities can be incorporated into any relevant full-time undergraduate programme of studies, and therefore are fully transferable.

What happens?

The inclusion of compulsory Paediatric First Aid for all students. Early Years Education is the only Department on campus to deliver this training through Millie’s Trust. Other programmes where students are likely to work with children in this age group may benefit from this practice.

What is the likely impact?

Increased employability opportunities; high levels of student satisfaction. Enhances student employability by ensuring that they enter the workplace with the first aid skills required to work safely with children in the 0-7 age group.


For more information about the impact of this strategy please contact                            Karen Boardman, [email protected]

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 1].

Funded opportunities to enhance employability

The provision of funded additional qualifications, e.g. first aid and coaching qualifications, to enhance students’ employability

What happens?

Students on the Working with Children 5-11 programme will be offered funded opportunities to enhance their employability and to widen their knowledge of potential career pathways.

What is the likely impact?

This programme has recruited a group of approximately 25 full time and 5 part time students for the first cohort staring September 2017. We anticipate this strategy having an impact on students’ perception of the quality of their programme and on their employment outcomes.

For more information relating to the impact of this strategy please contact:                      Polly Thorpe, [email protected]

[SOURCE: BA (Hons) Working with Children 5-11].

Alumni to support transitions and improve retention

As part of the Department’s Careers and Employability Week for all Level 5 and 6 students, the Department engages with alumni, particularly their involvement in the Careers and Employability Week and fieldtrips

What happens?

A number of alumni deliver short presentations on their career path since graduation and how they have applied the knowledge and skills gained during their degree. The alumni also attend an informal networking event with the students immediately after the presentations. The Department has also begun to develop links with alumni for field visits to sites where ‘real world’ examples of environmental management practice can be observed.

What was the impact?

Site visits enhance students’ learning by actually seeing approaches and techniques that they are aware of from class teaching being used in practice.

This approach increases the students’ awareness of the importance of the skills (and knowledge and understanding) that they are developing and practising during their degree for future employment. A key message is also the need to record evidence of skills development in a portfolio or equivalent.


For more information please contact:

Dr Nigel Richardson, [email protected]

[SOURCE: BSc (Hons) Geoenvironmental Hazards – Stage 2].

Developing a Work Placement Module

Work Placement Module

The Work Placement Module was allied to relevant employment areas and also often utilised to provide questions for dissertation work with results reported to site if appropriate.

What was the impact?

Enthused by experience of seeing subject skills in work context. If dissertation evolves from placement, there is satisfaction in addressing an employer’s question.

Placements have led directly to employment.

For more information please contact:

Professor Paul Ashton, [email protected]

[SOURCE: BSc (Hons) Food Science & BSc (Hons) Plant Science – Stage 1].

Supporting transition and retention with Peer Mentoring

Computer Science Peer Mentoring

To support transitions, student retention and develop graduate attributes the department of Computer Science offer an innovate peer mentoring system that involves mentoring throughout the student’s life from pre-entry into employment.

The Rationale

Many students coming to university will go through a transitional period.  They have to adapt to new ways of learning and teaching, as well as living away from home, often for the first time. The Department’s Mentor Scheme helps new students with this transition.

How it works

First year students (mentees) are matched to current undergraduate students; usually second years. They meet on a regular basis to discuss a wide range of issues such as:

  • new ways of studying
  • settling into accommodation
  • budgeting
  • module choices
  • assignments, essays and exams
  • finding housing for second year.

First year students can ask questions which they may not feel comfortable asking tutors, are not covered in the course handbook or are of a personal nature, and will get reliable and relevant advice from their peers. They also get to know other people on their course a lot better.

What are the benefits?

Students who choose to become a mentor in their second year develop important employability skills. In a competitive job market graduates need to be able to demonstrate transferable skills. This is a wonderful opportunity to develop, enhance and evidence those skills, such as:

  • communication
  • supervisory
  • organisational
  • time management
  • leadership
  • confidence building.

Where can I find out more?

For more information please contact Collette Gavan ([email protected])  

[SOURCE: Periodic review and re-validation of Computer Science].

The Roll of Honour

Identified good practice

The implementation of the Roll of Honour which recognises and rewards students’ outstanding academic and personal achievements and inspires other students to achieve their full potential [SOURCE: Periodic Review of Business School].

How is it innovative or distinctive and transferable to other settings?

Outside of Edge Hill, this is actually quite common in other Business Schools. The true benefits start to appear after a couple of years because you are able to discuss each year with incoming level 4 and 5 students and make a link between their current behaviour and future performance. The transferability is high because each subject area could adjust categories to suit own areas. It then becomes about communication.

What impact has it had/will it have on students (directly or indirectly)?

“We expect the true benefits to start to emerge this year with incoming l4, l5 students but even this year some of the graduates had achieved higher on their final year thesis projects because they were aware (via our conversations) that the Honour Roll exists. There is also an opportunity to extend employability links for both departments and graduates because we have professional bodies involved in prize-giving for certain programmes, for example the Chartered Management Institute. Next year, we will be looking further for professional bodies to provide prizes as a way of making links between attainment and professional success clear”.

For further information please contact Dr. Charles Knight [email protected]