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The impact of a year in industry on academic outcomes in higher education (engineering)

Sam Rolland Orcid Logo, Jason Jones Orcid Logo, Gavin Bunting

European Journal of Engineering Education, Volume: 48, Issue: 4, Pages: 1 - 14

Swansea University Authors: Sam Rolland Orcid Logo, Jason Jones Orcid Logo, Gavin Bunting

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DOI (Published version): 10.1080/03043797.2023.2194244

Abstract

Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcome...

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Published in: European Journal of Engineering Education
ISSN: 0304-3797 1469-5898
Published: Informa UK Limited 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa63056
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spelling v2 63056 2023-04-02 The impact of a year in industry on academic outcomes in higher education (engineering) c14ac34a71e9c058d1d2a353b44a24cd 0000-0003-0455-5620 Sam Rolland Sam Rolland true false aa4865d48c53a0df1c1547171826eab9 0000-0002-7715-1857 Jason Jones Jason Jones true false 41fb347c5683bce5c6694332bcbf1dc1 Gavin Bunting Gavin Bunting true false 2023-04-02 GENG Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends. Journal Article European Journal of Engineering Education 48 4 1 14 Informa UK Limited 0304-3797 1469-5898 3 4 2023 2023-04-03 10.1080/03043797.2023.2194244 http://dx.doi.org/10.1080/03043797.2023.2194244 COLLEGE NANME General Engineering COLLEGE CODE GENG Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2023-11-23T11:20:43.1139101 2023-04-02T11:12:27.4522056 Faculty of Science and Engineering School of Engineering and Applied Sciences - Uncategorised Sam Rolland 0000-0003-0455-5620 1 Jason Jones 0000-0002-7715-1857 2 Gavin Bunting 3 63056__27239__50d15549ed8541b0b809d181ce71d106.pdf 63056.pdf 2023-04-27T11:56:50.9969309 Output 1895938 application/pdf Version of Record true This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title The impact of a year in industry on academic outcomes in higher education (engineering)
spellingShingle The impact of a year in industry on academic outcomes in higher education (engineering)
Sam Rolland
Jason Jones
Gavin Bunting
title_short The impact of a year in industry on academic outcomes in higher education (engineering)
title_full The impact of a year in industry on academic outcomes in higher education (engineering)
title_fullStr The impact of a year in industry on academic outcomes in higher education (engineering)
title_full_unstemmed The impact of a year in industry on academic outcomes in higher education (engineering)
title_sort The impact of a year in industry on academic outcomes in higher education (engineering)
author_id_str_mv c14ac34a71e9c058d1d2a353b44a24cd
aa4865d48c53a0df1c1547171826eab9
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author_id_fullname_str_mv c14ac34a71e9c058d1d2a353b44a24cd_***_Sam Rolland
aa4865d48c53a0df1c1547171826eab9_***_Jason Jones
41fb347c5683bce5c6694332bcbf1dc1_***_Gavin Bunting
author Sam Rolland
Jason Jones
Gavin Bunting
author2 Sam Rolland
Jason Jones
Gavin Bunting
format Journal article
container_title European Journal of Engineering Education
container_volume 48
container_issue 4
container_start_page 1
publishDate 2023
institution Swansea University
issn 0304-3797
1469-5898
doi_str_mv 10.1080/03043797.2023.2194244
publisher Informa UK Limited
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Uncategorised{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Uncategorised
url http://dx.doi.org/10.1080/03043797.2023.2194244
document_store_str 1
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description Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends.
published_date 2023-04-03T11:20:43Z
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