PDF Dissertation

MANCHESTER METROPOLITAN UNIVERSITY
Department of Food and Tourism Management

TOURISM, HOSPITALITY & EVENTS
MANAGEMENT
NAME:
Catherine Alderson
STUDENT ID:
11026074
COURSE:
BA (Hons) Hospitality with Events Management
GROUP:
HEM
ACADEMIC SEASON:
2014 2015
TITLE:
Critical evaluation of the influence of an industrial

placement on post-graduate employability, within
Tourism Hospitality & Events Management
students at Manchester Metropolitan University.
SUPERVISOR:
Diane Connelly
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DISSERTATION DECLARATION
Student
No part of this work has been submitted in support of an application for any
other qualification of this, or any other institution of learning. I declare that
this is an original piece of work and that all data has been collected and
results analysed as stated within.
This research has been conducted in an ethical manner in accordance with

the Universitys Ethical Framework.
I have shown my supervisor evidence of data collection and analysis.
Signed..............................................................
Date.................................
Supervisor (please sign after the appropriate statement)

The student has presented sufficient evidence during supervision to
verify that this dissertation is their own work and that the data collection
and analysis is genuine.
Signed
Date..
The student has not presented sufficient evidence during supervision to

verify that this dissertation is their own work and that the data collection
and analysis is genuine. Therefore I cannot verify data collection and
analysis at this stage of the assessment procedure.
Signed
Date..
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LIBRARY DECLARATION
I declare that this final year project, submitted in accordance with the
requirements of Manchester Metropolitan University for the degree of BA
(Hons) Hospitality with Events Management, is all my own work and has not
been submitted previously to any other institution. All source materials used in
the preparation of this project, whether published or unpublished, have been
duly acknowledged and referenced. All referencing is in accordance with
current Institutional, Faculty and Departmental requirements.
If awarded the above degree, I give full permission for this final year project to
be considered for retention for the benefit of future students and others at the
discretion of the Faculty. If retained, the full content, including appendices and
additional material, may be made available for retrieval, viewing, printing
and/or saving by authorised users. Any such use must comply with current UK
copyright legislation.
I understand that the University will only make exemplary final year projects
available to others and MMU is not obliged to keep this work for any longer
than is deemed academically appropriate. After this period has elapsed, I
agree to the destruction of the work without further notice.
I understand that, if required, I should make a copy of the final year project for
my own purposes before submission. Manchester Metropolitan University is
not under any obligation to return a copy of the work to me after submission.
Signed:.
Date:.
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ETHICS FORM
FOR UNDERGRADUATE & POSTGRADUATE PROJECTS
Project Details
Project Title:
A Critical evaluation of the influence of an industrial placement

on post-graduate employability, within Tourism, Hospitality &
Events Management students, at Manchester Metropolitan
University.
Student name:
Catherine Alderson
Student ID:
11026074
Programme Name:
BA (Hons) Hospitality with Events Management
Supervisor Name:
Diane Connelly
Methodologies and Sources:

I will collect my data for my dissertation through primary and secondary research. I am going
to do this by holding interviews & focus groups for students, lecturers at Manchester
metropolitan university, and placement student employers. My main sources of collecting
data for secondary research will be through library books, online library books, online journals
and searching electronic databases using my key words.
Ethical Issues to address and outline responses to them:

I dont believe I currently have any ethical issues that arise in my current plan for research,
as no questions I am asking participants are of a sensitive matter/nature. All my interview
and focus group participants will be asked to fill out a consent form before taking part in any
research. The participants will have the right to leave the research at any point is they do not
want to continue, and their answers to any questions will not be used in any part of my
dissertation. Any participants that do take part in my research will have full reassurance that
all recorded information will be fully disclosed, and no personal information will be shared
with anyone other than myself.
Student Undertaking: I confirm my intention to carry out this research project in the
manner described. I undertake to bring any proposed changes in the research plan to my
supervisor before these changes are implemented. I understand that failure to do this may
affect the assessment of my project work.
Signed:
Date:
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Supervisor Agreement: I have reviewed the ethical issues with the student and confirm
that the proposed research complies with the MMU Ethical Framework.
Signed:
Date:
Tick when entered on

Database:
Ethics Checklist
Yes
1.
If you are gathering data from people, have you addressed consent issues? Will
you have evidence of consent?
2.
If you are gathering data from people, have you addressed confidentiality
issues? Have you prepared a document explaining your approach to
maintaining confidentiality and which each individual will sign their agreement?
Have you addressed data protection issues relating to storing and disposing
of data? Is this in an auditable form?
Have you addressed the issue of informing participants about your project
work? How will you ensure that all participants are aware of what you are
doing?
Will the study involve recruitment of patients or staff through the NHS, or involve
NHS resources? If yes, you may need full ethical approval from an external
body.
Does the study involve participants who are particularly vulnerable or unable to
give informed consent (e.g. children, people with learning disabilities, your own
students)?
Will the study require the co-operation of a gatekeeper for initial access to the
groups or individuals to be recruited (e.g. students at school, members of selfhelp group, nursing home residents)?
Will the study involve the use of participants images or sensitive data (e.g.
participants personal details stored electronically, image capture techniques)?
3.
4.
5.
6.
7.
8.
No
N/A
6.
9.
Will the study involve discussion of sensitive topics (e.g. sexual activity, drug
use)?
10.
Could the study induce psychological stress or anxiety or cause harm or

negative consequences beyond the risks encountered in normal life?
11.
Will blood or tissue samples be obtained from participants?
12.
13.
Are drugs, placebos or other substances (e.g. food substances, vitamins) to be

administered to the study participants or will the study involve invasive,
intrusive or potentially harmful procedures of any kind?
Is pain or more than mild discomfort likely to result from the study?
14.
Will the study involve prolonged or repetitive testing?
15.
Will it be necessary for participants to take part in the study without their
knowledge and consent at the time (e.g. covert observation of people in nonpublic places)?
Will financial inducements (other than reasonable expenses and compensation
for time) be offered to participants?
Is there any possible risk to the researcher (e.g. working alone with
participants, interviewing in secluded or dangerous places)?
16.
17.
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7.
ACKNOWLEDGEMENTS
I take this opportunity to express my profound gratitude and deep respects to

my Dissertation Tutor, Diane Connelly for her exemplary guidance,
encouragement, cordial support and critique throughout this process.
My special thanks are extended to all participants that contributed towards

any data collected for the purposes of this research. I am grateful for
everyones cooperation during the period of my research.
Lastly I would like to express my special thanks to my peers, family and

friends for all their continuous support and encouragement throughout the
duration of my dissertation, which without them wouldnt have been possible.
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CONTENTS
Cover
PageI
Dissertation Declaration FormII
Library Declaration Form.III
Ethics FormIV
Acknowledgements..VI
Contents.VII
Index of Tables..X
Index of Figures.XI
Abstract..XII
1.0 Introduction
1.1 Background to the Research1
1.1.1 Sandwich Degrees..1
1.1.2 Graduate Employability..2
1.2 Aims and Objectives...3
1.2.1 Aim.3
1.2.2 Objectives.3
1.3 Structure of the Dissertation.4
1.3.1 Chapter 1 Introduction4
1.3.2 Chapter 2 Literature Review..4
1.3.3 Chapter 3 Methodology..4
1.3.4 Chapter 4 Analysis of Results...4
1.3.5 Chapter 5 Conclusions, Recommendations and Reflections...5
2.0 Literature Review

2.1 Introduction.6
2.2 Industrial Placements7
2.2.1 Sourcing an Industrial Placement8
2.2.2 Support on Placement..10
2.2.3 Placement Stakeholders..12
2.2.3.1 Employer.12
2.2.3.2 University.13
2.2.3.3 Student.13
2.2.4 Graduate Employability.14
2.3 Employability..15
2.3.1 Models of Employability16
2.3.2 Employability Skills19
2.3.3 Measuring Employability..20
2.4 Summary21
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3.0 Methodology
3.1 Introduction..23
3.2 Secondary Research..24
3.2.1 Researching Literature24
3.2.2 Literature Review.25
3.3 Primary Research...26
3.3.1 Data Collection Methods27
3.3.2 Focus Groups..29
3.3.3 Interviews.30
3.3.4 Research Instrument Design.31
3.3.5 Research Instrument Pilot.31
3.3.6 Population and Sample Strategy..32
3.3.6.1 Target Research Population..32
3.3.6.2 Research Sample33
3.3.7 Conducting the Research..33
3.3.7.1 Interviews..34
3.3.7.2 Focus Groups...35
3.4 Data Analysis .36
3.4.1 Qualitative Data Analysis ..36
3.5 Summary..37
4.0 Analysis of Results

4.1 Introduction..38
4.1.1 Respondents Profile38
4.2 Educators Perceptions...39
4.2.1 Purpose of an Industrial Placement..39
4.2.2 Industrial Placement Concept41
4.2.2.1 Student...41
4.2.2.2 Employer42
4.2.2.3 University...43
4.2.3 MMU Industrial Placement Process..43
4.2.4 Support on Placement.45
4.2.5 Employability Factors and Development..47
4.3 Students Perceptions..50
4.3.1 Sourcing an Industrial Placement..50
4.3.2 MMU Industrial Placement Support...52
4.3.3 Defining Employability..54
4.3.4 Employability at MMU...55
4.3.5 Employability Skills Developed56
4.3.6 Completing an Industrial Placement...58
4.4 Summary.59
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5.0 Conclusions, Recommendations and Reflections

5.1 Introduction61
5.2 Conclusions...61
5.2.1 Secondary Research61
5.2.2 Primary Research.62
5.2.3 Objective 1.62
5.3 Recommendations...65
5.3.1 MMU Placement Team66
5.3.2 MMU Visiting Tutor...67
5.3.3 Level 5 Students Embarking on Placement.68
5.3.4 Participant Recommendations...69
5.4 Reflections and Evaluation of Methodology69
5.4.1 Suggestions for Improvement70
5.4.2 Reflections of Research Concluded.70
5.4.2.1 Successful.70
5.4.2.2 Unsuccessful.71
5.5 Suggestions for Further Research71
References76
Appendices..82
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INDEX OF TABLES
3.1 Key words used for researching literature
3.2 Headings and sub-headings within the literature review chapter
3.3 Difference in emphasis between qualitative and quantitative methods
3.4 Advantages and disadvantages between qualitative and quantitative
methods
3.5 Description of pilot studies
3.6 Description of interviews
3.7 Description of focus groups
3.8 Qualitative data analysing methods
4.1 Profile of respondents
4.2 Comparison of industrial placement purpose perceptions
4.3 Comparison of employers role within an industrial placement
4.4 Placement co-ordinators perceptions of the MMU industrial placement
process
4.5 Perceptions of industrial placement support and communication
procedures at MMU
4.6 Perceptions of defining employability
4.7 Skills developed alongside university studies
4.8 Importance of increasing business links with universities
4.9 Comparison of perceptions on visiting tutor support
4.10 Comparison of employability perspectives
4.11 Employability skills gained whilst on placement
4.12 Participant opinions on how an industrial placement makes students
stand out
5.1 Recommendations for MMU placement team
5.2 Recommendations for visiting tutors
5.3 Recommendations for level 5 students
5.4 Participant recommendations
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INDEX OF FIGURES
2.1 Work related learning a continual process
2.2 The placement process
2.3 Placement process at MMU
2.4 Placement stakeholder triangle
2.5 Definitions of employability
2.6 USEM model
2.7 The key to employability model
3.1 Methods of data collection
3.2 Types of interviews
3.3 Population and sample
3.4 Types of sampling
4.1 Interview question 2
4.2 Comparison of industrial placement preparation materials
4.3 Comparison of visiting tutor procedures
4.4 Focus group question 1
4.5 Focus group question 3
4.6 Perceptions of MMU preparation to placement
4.7 Comparison of perceptions on MMU employability support
4.8 Student perceptions on industrial placement affecting final year
performance
4.9 Respondents that would recommend an industrial placement
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ABSTRACT
Due to minimal research, this study explores the influence of an Industrial
Placement (IP) on post-graduate employability within Hospitality, Tourism and
Events students. This is conducted through a case study on the academic
establishment Manchester Metropolitan University (MMU). To conduct a
critical evaluation on the aim of this research, it was essential to explore IP
and Employability as topic areas, these critically assessed through both
primary and secondary research.
The secondary research is conducted through the purpose of a literature
review, which discusses the key concepts involved with IP, as well as the
process taken. Furthermore, it also discusses theories of employability,
employability skills, and perceptions of measuring employability. The primary
research was collected qualitatively, using a combination of semi-structured
interviews (to determine the effectiveness of an MMU IP year through the
educators perceptions) and focus groups (to critically assess students
perceptions of the effectiveness of MMU IP). Through analysing the data, the
research identified that MMU demonstrate the focus of their attention towards
preparing students prior to IP. This was also highlighted from the students
perspective during the focus groups, in which they also emphasised issues
with visiting tutors, communication, support on IP, and returning to their final
year studies. Lastly conclusions are made from the research, and
recommendations are made for the MMU Placement Team and Level 5
students considering embarking on an IP, to assist in improving the placement
process at MMU and maximise employability concepts available to students.
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1.0 - INTRODUCTION
1.1 Background to the Research
The aim of this chapter is to provide the reader with an understanding of the
research, by outlining the current and previous issues that have developed
within industrial placements and how that relates to graduate employability.
1.1.1 Sandwich Degrees

Syer (2012) describes a Sandwich Degree as a vocational course of study,
where students can spend a year working in industry related to their desired
university course. HESA (2010) published data, which stated between the
academic periods 2003-2009, 113 Higher Education Institutions out of 199
currently in UK, offered Sandwich Degrees to students.
Although Manchester Metropolitan University (MMU) is one of the leading
universities in the UK for offering a wide variety of vocational degrees, and
providing a large amount of graduates year after year, the government
statistics are showing a decline in the number of sandwich degrees (Byrne &
McCall, 2002). The Higher Education Statistics Agency state that there has
been a decline in this practice in recent years from 9.5% of the full time cohort
in 2002/3 to 7.2% in 2009/10 (Wilson, 2012, pg. 38), but is this due to the
recent decline in the number of students attending university, or the recent
decline in sandwich degrees overall.
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MMU (2014) describe an industrial placement as an important aspect of any

course, and with it comes opportunity to apply academic knowledge,
understanding and skills to the workplace. There is some correlation in the
literature between the views on the outcomes of work placements effect on
graduate employability (Fanthome, 2004; MMU, 2014) which demonstrates
that university placements are a current skilled advantage employers are
looking for in recent graduates.
1.1.2 Graduate Employability

MMU (2014) describes employability as the progression of abilities, personal
attributes and skills that improve a students ability to secure and maintain a
career. MMU currently has 26,023 students in attendance in the academic
year 2014/15 (HESA, 2015), with current UK graduate employment rates
rising to 92.1% in 2013 compared to 90.8% in 2012 (HESA, 2014) it has
become apparent that university students are increasing their employability at
a fast rate.
According to CBIs Future Fit Report (2009) when asking current employers
what they thought universities should prioritise, 82% chose improving
students employability skills, highlighting that this should be a key focus for
universities to integrate into students studies.
There are many factors which effect graduate employability, according to
Omar et al. (2012), this is qualifications, experience, academic skills and
specific transferable skills. Knight & Yorke (2004) also believe that employers
can be quick to judge the standards of recent graduates, expressing that they
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leave university with no real understanding of the workplace and a lack of

business awareness, whereas CBIs Education and Skills Survey (2009)
consider this is where university students who have completed an industrial
placement, can rank themselves above other graduate applicants when
applying for jobs, as they have the relevant skills to go straight into the world
of work with minimal training needed.
1.2 Aim and Objectives
1.2.1 Aim
A critical evaluation of the influence an industrial placement has on postgraduate employability, within Tourism, Hospitality and Events Management
students at Manchester Metropolitan University (MMU).
1.2.2 Objectives
1. To examine the key concepts of an Industrial Placement at MMU within
Hospitality, Tourism and Events.
2. To investigate perceptions of employability.
3. To determine the effectiveness of a MMU Industrial Placement through

educators perceptions.
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4. To critically assess students perceptions on the effectiveness of MMU

Industrial Placements.
5. To draw conclusions and make recommendations for MMU Placement

Team and Level 5 students considering an Industrial Placement at
MMU.
1.3 Structure of the Dissertation

1.3.1 Chapter 1 Introduction
Introduces the research and presents an insight into the study, as well as
identifying key themes that have developed from the literature. The aims and
objectives of this research are stated, alongside the structure of the
dissertation.
1.3.2 Chapter 2 - Literature Review

The literature review contains the secondary research for this study, which
explores and examines previous and current research associated with the
dissertation topic. Through the literature, this chapter identifies any
relationships between the two main topics and provides a foundation for the
primary research, as well as assisting in achieving objectives 1 and 2.
1.3.3 Chapter 3 - Methodology

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This chapter presents the philosophy of the study and evaluates the different
data collection techniques used to gather primary research. It further explains
with justification which primary data collection methods will be used, as well
as identifying any limitations as a result of this.
1.3.4 Chapter 4 Analysis of Results

The analysis of results presents the findings carried out through the primary
research. The findings investigated through data analysis are then compared
and contrasted with the key findings from the literature. This identifies any
relationships between the primary and secondary research, which assists in
achieving objectives 3 and 4.
1.3.5 Chapter 5 Conclusions, Recommendations and Reflections

This chapter concludes the study, drawing together conclusions from the
primary and secondary research, which assists in achieving objective 5. In
addition to this, it also outlines how the all objectives have been completed
and a final conclusion in relation to the aim of the research. Finally
recommendations are made, and reflections are outlined regarding any further
research.
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2.0 - LITERATURE REVIEW

2.1 Introduction
The purpose of this chapter is to address and develop the research from
secondary sources with reference to IP and graduate employability. A
literature review is a written document that usually develops a case to create a
thesis, to formulate and argue a research question (Machi & McEvoy 2012). It
is also seen as the most important and essential part of any research project
(Oliver 2012).
Within the past 60 years students partaking in higher education through
university has increased at a rapid rate (Finch et al, 2013). However a report
carried out in 2014 stated the unemployment rate in for 18-24 year olds was
16.9%, implying many graduates are not getting the employment they thought
a degree would get them post university (Mintel Report 1, 2014). This
literature review aims to explore and analyse conceptions of employability
concerning graduates in the UK, as this is a current growing area for
discussion (Garrouste & Rodrigues, 2014).
This chapter begins exploring IPs and discussing the current perceptions of
IP offered at academic institutions. The literature then expands into the
processes taken, and the support given when considering applying for a
placement, which then develops further into IP specifically at MMU (objective
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1). Finally this section identifies benefits of an IP on the student, the university
and the employer and how they enhance employability on a student to
business level. The literature reviews then progresses into perceptions of
employability (objective 2), and the key models, including Knight & Yorkes
(2003) USEM model of employability, and DacrePool & Sewells (2007)
CareerEDGE Key to employability model . Previous and current
employability matters then follow this as well as, employability skills and the
influence IP have upon employability. The findings from the literature review
will assist in achieving objectives 1 and 2, will outline topic areas that require
further investigation, and aid the direction of the primary research (objectives
3 and 4).
2.2 Industrial Placements

An IP, is a supervised structured programme, and can be described as a
period of paid or un-paid work that is usually taken as a part of a programme
of study (Herbert & Rothwell 2005 pg. 238). A recent End of Cycle Report
(UCAS, 2014) published that over 447,500 students were accepted onto
higher education university courses in the UK, which was a 3.2% increase
from 2013. In addition to this, a recent National Centre for Universities and
Business NCUB (2014) report published that 92% of students want to gain
work experience through placements or internships, as part of their university
degree. However Docherty (2014) states that, not enough universities are
offering this, as less than half of students have had access to them despite
the high demand.
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Herbert & Rothwell (2005) believe, employers are putting increasing

importance on an applicants ability to learn through practical experience,
during recruitment selection processes. As a result of this statement they
devised a framework which identifies work-related experiences (see figure 2.1
below) to outline, how students should consider gaining work-experience
throughout higher education (Herbert & Rothwell 2005).
Figure 2.1 Work-related Learning a continual process
Source: Alderson (2015), Adapted from Herbert & Rothwell (2005, Pg. 5)
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Kandola et al. (2001) and Done & Mulvey (2014) state that work-experience is
one of the most important factors recruiters look for in a graduate, therefore
the above figure 2.1 provides numerous learning opportunities throughout the
higher education ladder, with explanation of the skills individuals should gain
from these experiences to increase their employability and job prospects
(Herbert & Rothwell, 2005).
2.2.1 Sourcing an IP
Past literature has expressed that preparation for an IP is highly important.
Ineson et al (1996) states that many academic institutions are probable to
focus on the administrative and organisational aspects of the placement
preparation process (see figure 2.2).
Figure 2.2 The Placement Process
Source: Alderson (2015), Adapted from: Huntington et al. (1999, Pg. 111)
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From this, Ineson et al (1996) clearly outlines the general placement

preparation used by universities; CV updates, covering letters, mock
interviews, placement handbooks, and presentations from previous placement
students. A number of sources agree that presentations from; previous
placement students, placement career advisors and future employers, play a
major role in the preparation of students confidence and readiness for
placement (Neill & Mulholland 2003, and Herbert & Rothwell 2005). Agreeing
with this MMU (2014) explains, during the second year of your course, an
employability unit will provide you with guidance on CV preparation, selection
procedures, working overseas and interview techniques (see appendix A),
which expresses similar aspects to the placement processes outlined by
Huntington et al. (1999), figure 2.3 below outlines the placement process
offered by MMU to Hospitality, Tourism and Event students.
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Figure 2.3 Placement Process at MMU
Source: Alderson (2015), Adapted from: MMU (2014, N.P)
2.2.2 Support on Placement

Neill and Mulholland (2003) suggest the placement concept is built on a threeway relationship between; student, university tutor and the employer outlined
in figure 2.4 below. Even though placement control and operations vary
depending on the university, at MMU each student is designated a specific
placement-visiting tutor, which is their point of contact throughout their
placement experience, as well as many general placement faculty advisors
and co-ordinators (MMU 2014). The placement visiting tutor is also given a
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comprehensive handbook outlining all of their roles and responsibilities

throughout the process (MMU, 2014) outlined in appendix B.
Figure 2.4 Placement Stakeholder Triangle
Source: Alderson (2015), Adapted from: Neill & Mulholland (2003)
Both Neill & Mulholland (2003) and Page (2004) agree that there are many
different contributing factors towards completing a placement successfully,
however communication between your university tutor and manager whilst on
placement is seen as the key to getting the most out of the experience, and
important for making a good lasting impression to the employer. Gannon and
Maher (2012) are of the same opinion, and believe that the placement tutor
which is usually an academic member of staff already familiar with the
student, will have a good understanding of the working environment the
student will be entering. This will therefore have a positive impact on the
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employer, the student and the university, as the placement is more likely to
have a successful outcome.
2.2.3 Placement Stakeholders

Manchester Metropolitan University - MMU (2014, N.P) as an academic
institution makes a point that their Hospitality, Tourism and Event Faculty
department has a dedicated placement team, which has developed excellent
links with industry. IP within Hospitality and Tourism courses are a significant
and important part of a sandwich degree, which complement the programme
being studied whereby the industry location will add a practical learning
experience (Renganathan, Karim and Li 2012, MMU 2014). As a result of this
the three main stakeholders (employer, university and student) involved in the
process should all benefit from placements.
2.2.3.1 Employer
From taking on an IP students numerous authors believe it aids employers
with creating business links with universities, and a chance to increase their
company profile by recruiting graduates (Herbert & Rothwell 2005, MMU
2014, and Fanthome 2004). Many students secure graduate positions through
their placement employers, this is a benefit to both the employer and student.
A recent Graduate Market Report (High Fliers, 2015) confirmed that 31% of
recruiters expect their graduate positions within their organisation to be filled
through applicants that have already worked for them through internships or
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IP. Benefits of this for the employer are: reduction in employee training, the
student is already familiar with the training of the organisation, and it also
benefits the student as they have a graduate job as soon as the complete
their university sandwich degree, outlined in appendix C (Juznic & Pymm
2011, MMU 2014).
2.2.3.2 The University

Lambert (2003) produced a business university collaboration report, which
stated the biggest challenge when attempting to boost successful business
university collaboration, is not increasing services and products from
universities, but encouraging demand from businesses. However the recent
Wilson Review conducted in 2012, outlined that since the Lambert Review in
2003 there has been a huge increase in the university business
collaboration, with universities now being an integral part of the supply chain
to a business (Wilson, 2012 Pg. 1). Affirming these views the NCUB report
(2014) stated that they believe increased collaboration between business and
universities not only provides wider economic benefits, but also increases
graduate employability. However, some universities believe that placements
require increased funding which makes them expensive to set up, as well as
being time consuming due to needing to develop links with industry (Syer
2012, and Wilson 2012).
2.2.3.3 The Student
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Through taking part in an IP, students have the opportunity to develop much
needed skills whilst pursuing their academic qualification at university
(Semedo et al. 2010, Young, 1995). Page (2014) agrees with this, by stating
to be ready for a full-time job after university students need to have
experience of a real work place, a way to do this is through IP as part of your
degree, which also gives you a chance to gain industry skills and
understanding.
Numerous authors also agree that completing an IP is not only beneficial to
employability, but also increases their academic performance (Driffield et al.
2011, Green, 2011, Little & Harvey 2006, and NCWE 2003). In addition to
this, it is also believed that they are positively beneficial to students in;
providing an insight into future career paths, (Harvey et al. 1998) and helping
students develop their skills (CIPD 2012, Smith 2010). Affirming the above
Fanthome (2004) states many students embarking on an IP believe that the
placement, in many ways is a useful bridge from learning to earning
environments, which could also result in students performing better in their
final year, and permanent work after university. Nevertheless it is understood
that one of the main benefits of doing a work placement is increased
employability and career prospects upon completion (Blackwell et al. 2001,
Greenbank 2002, and Blasko et al. 2002).

MMU (2014, N.P) demonstrates that during a placement the relevant
academic support is available tutors will provide support and guidance,
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assess your progress and monitor your welfare for the time you are away from
university. However, both Herbert & Rothwell (2005) and Fanthome (2004)
believe that, it is also just as important to receive that same guidance and
support in your final year at university, when students are considering to join
the graduate job market.
However, not every student is offered a permanent position at their placement
organisation, and results in the student re-entering the recruitment process.
Fanthome (2004) makes it clear that when students return to their final year of
university, to maximise the employability skills developed, they should work
alongside the university to improve their chances of gaining a job as a
postgraduate. This is affirmed by MMU (2014) offering all final year students
many different areas of support, such as; guidance with graduate application
forms, improving CV seminars, and graduate employer fairs (see appendix D).
2.3 Employability
Employability as a concept can be difficult to identify, and there are many
interpretations and factors that contribute towards employability. Hind & Moss
(2011) suggest that it is a mix of skills and behaviours, that helps contribute
towards interacting and working with a variety of different people, in a variety
of different places. Yorke (2004 pg. 7) agrees with this and states that it is a
set of achievements skills, understandings and personal attributes.
However, Hillage & Pollard (1998) argue that employability is a term which
has a range of meanings depending on the context, and can lack clarity
XXVIII | P a g e
because of this, therefore there contradiction in how employability can be

defined (Marock, 2008).
Furthermore, Yorke (2004) agreeing with this produced a table (see figure 2.5
on overleaf) outlining the differences in opinion that can occur when
attempting to define employability. The table below shows Pierce (2002) and
Knight & Yorkes (2004) interpretations of employability.
Figure 2.5 - Definitions of Employability
Source: Alderson (2015), Adapted from: Yorke (2004)
The above figure supports Hillage & Pollard (1998) views, as it identifies that
different sources can interpret employability to have a range of different
meanings. Furthermore in recent years, there has been a number of different
models of employability produced, in an attempt to pin point the main
concepts of employability.
2.3.1 Models of Employability

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Knight & Yorkes (2004) USEM Model is seen as the most respected and wellknown model in this field (DacrePool & Sewell 2007). The model produced by
Knight and Yorke (2004) whilst conducting the Skills plus project uses the
abbreviation USEM to suggest that employability consists of;
Understanding
Skilful practices
Efficacy beliefs
Metacognition
Figure 2.6 USEM Model
Source: Alderson (2015), Adapted from: Knight & Yorke (2004)
Knight & Yorke (2004 pg. 37) believe that the USEM Model (see figure 2.6
above) is an attempt to put thinking about employability on a more scientific
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basis, partly because of the need to appeal to academic staff on their own
terms buy referencing to research evidence and theory. The USEM model
takes the form of a large body of academic work produced in the field of
employability; however, DacrePool & Sewell (2007) believe that it does not
contribute towards explaining it to the non-experts. From this conclusion,
DacrePool & Sewell (2007) set out to create a practical and straightforward
model based on the previous work in the field, which could be explained or
used as a framework by experts and non-experts to help increase the
development of employability. DacrePool & Sewell (2007) therefore created a
new theoretical model called The key to employability, which clearly states in
visual terms the main components of employability (see figure 2.7).
Figure 2.7 The Key to Employability Model
Source: Alderson (2015), Adapted from Pool and Sewell (2007)
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Agreeing with the model above, numerous authors also believe that selfesteem can influence employability considerably (Fugate et al. 2004, Hewitt
2002, Kerka 1998). Further affirming this MMU (2014) state that building
confidence and self-belief are major contributing factors to increasing
employability. From the design of this model, they intended to clearly show the
relationship between the various elements that make the model as a whole.
As well as devise a memory aid abbreviation, created by the five components
on the bottom tier of the model CareerEDGE. The abbreviation aims to
reflect that without every component, graduate employability chances can be
drastically reduced (DacrePool & Sewell 2007).
Numerous authors (Harvey 2003, Knight & Yorke 2002, Qualter et al 2014)
believe that to understand employability it requires careful consideration of a
number of factors, this could be through generic transferable skills developed
alongside university studies, or through capabilities required for certain
employment. Furthermore, this is supported by Finch & Fafinski (2014) which
also agree that a mixture of factors such as: practical, personal and
interpersonal skills, require careful consideration as an individual to
understand employability.
2.2.2 Employability Skills

Employability skills (ES) are a recurring phrase used in many of todays
literatures, Gravells (2010 pg. 2) states that employability skills are a
requirement for employment and are essential at all stages and levels of your
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learners career development. The term ES or transferable skills could also

be interpreted as characteristics employers look for in graduates.
Employers may generally see a degree as an entry point into the current
labour market; however, recent research conducted by Confederation of
British Industry (CBI) Future Fit Report (2009) stated that 78% of employers
that responded to their survey saw ES as a main priority when recruiting
graduates. Numerous authors (Done & Mulvey 2014, Harvey 2000 and
Knight & Yorke 2000) agree with this by affirming that graduates are in
demand within the current labour market because of their graduate ES:
proven ability to think and handle complex information, and communicate it
effectively, are more important than the degree studied. This is further
supported by Bachelor (2012) who agrees that graduate ES are becoming
increasingly valued amongst graduate recruiters, when they are sorting
through a large number of similar applicants CVs. This affirms views on work
experience being widely held to have a positive impact on students ES in
Higher Education (HE) (Edwards 2014), through teaching students these skills
in the real world of work.
2.2.3 Measuring Employability

Transferable and ES as described by Hind & Moss (2011 pg. 1) are a set of
social behaviours that you can learn to help you interact and work with other
people in a variety of different situations and will help you with your career
development. However Lees (2001) argues that it is difficult to identify what is
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specifically meant by the term ES, this however could suggest that
employability is the ability to get any job.
The concept of employability being the ability to gain any job is used by the
government in the production of the Employability Performance Indicators
(EPIs) (Lees 2001). EPIs used by the Higher Education Funding Council
(HEFCE) (2001) measures employability in that if a graduate gains a job postgraduation, they are employable, this however questions whether the job is
related to their field of study throughout university, and can be argued that
these figures produced are incorrect.
Little (2001) and, Tamkin & Hillage (1999) both debate the quality of
graduates as a result from the figures produced by the government,
consequently also questioning if gaining any job can be measured as a
successful graduate. As a result of this CBI (2009) also criticised the quality of
graduates being produced, and stated many graduates completed university
with the inability to get out of bed in the morning, and inadequate skills.
Affirming this, Fanthome (2004) and Brown & Hesketh (2004) also agree that
a university degree is not enough to make someone employable and work
experience is becoming an essential component to contribute towards an
applicants post-graduate employability. However, Vasagar (2012) argues that
currently over three-quarters of graduate recruiters deem a 2:1 degree a
minimum entry requirement into one of their graduate positions. Furthermore,
with 198,000 students attaining a 2:1 last year (HESA, 2015) which
consequently challenges whether an employer looks for previous work
experience or a degree when selecting a graduate applicant.
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2.4 Summary
This chapter began focusing on current perceptions of IP, general process
taken, support given, which then developed into IP specifically at MMU
(objective 1). It then established a link between completing an IP and
increased employability. The literature then expanded into main conceptions,
definitions, and theories of employability (objective 2). During the analysis of
both topics, conclusions were drawn from the secondary findings, towards
literature perceptions of whether an industrial placement influenced postgraduate employability. The literature identified the following:
The purpose of an IP is to provide work experience, build skills and

improve employability and career prospects
Preparation is a collective theme established alongside IP in sandwich

degrees
Placement visiting tutors are a critical part and point of contact

throughout the placement process
An important link was established between ES developed on an IP to

improving postgraduate employability
Employability models have developed by past researchers to aim to

outline what skills are needed to increase employability; self-belief,
confidence and self-esteem
Employers look for both academic and work based knowledge in an

applicant
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There was minimal literature found specifically in relation to Hospitality,

Tourism and Events students IP and the influence this has on post-graduate
employability. As a result of this, this study will endeavour to contribute
towards the lack of literature in this specific area of research. Therefore, it will
focus specifically on the academic institution MMU to analyse, evaluate and
draw conclusions on, Hospitality, Tourism and Events students and
educators perceptions of the effect of an IP on postgraduate employability.
The next chapter will detail the methodology of research used, within this
discussing and outlining the data collection techniques used, and how this
validates the chosen methods that will be used to gather the relevant data
needed.
3.0 METHODOLOGY
3.1 Introduction
This chapter will outline, how the aims and objectives of this research have
been achieved, through the combination of using both primary and secondary
research methods. This study is intended to develop a research instrument
that will analyse educators and students perceptions towards the influence of
an industrial placement on post-graduate employability. It will firstly discuss
the research philosophy used, followed by an explanation of primary and
secondary research used. The chapter then will go on to discuss the design of
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this research, including the research instrument used, and the method of
piloting the instrument as a preliminary investigation. Discussed finally in this
chapter is the conducting of research, including the methods appropriate to
analysing the data collected.
As this research uses a combination of both secondary and primary research,

it is empirical (Walliman, 2011). Empirical research is described by Wisker
(2009, pg. 57) as the gathering of hard facts from experience, observation
and experimentation. In addition to this, the research uses a case study
method, which can be described as a study of a specific individual, group or
community which predominately uses a qualitative study design (Kumar,
2014). The case study method aims through the use of multiple sources of
data, represent a contextualised social environment (Gillham, 2005). This
research uses the specific academic institution MMU, in which MMU
Placement Team, and Level 6 Tourism, Hospitality and Events students are
involved.
3.2 Secondary Research

Secondary research is the use and analysis of data that has already been
gathered or complied by a previous researcher (Quinlan, 2011). Secondary
research is considered an appropriate and valuable way of conducting a
research study (Gray, 2014), and the purpose of it is to provide awareness of
literature produced on a certain topic, and help develop the ideas of future
researchers (Saunders et al, 2009). Reviewing literature is seen as an
essential task when conducting research (Kumar, 2014) as it provides the
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researcher with a theoretical background to their study, establishes a link

between what has already been researched and the proposed topic, as well
as outlining any limitations within certain areas of previously conducted
research.
3.2.1 Researching Literature

A literature search is a systematic and reproducible method for obtaining
relevant publications to the research problem (Fink, 2005 and Walliman,
2011). The researcher conducted and developed a literature search through
using the online MMU Library portal, to source relevant search engines,
academic journals and research books, as it provided the researcher with the
most accessible and topic appropriate articles. From the research aims and
objectives, the researcher produced appropriate search terms which are
shown in table 3.1. These specific key words were entered into MMU Library
Portal and Emerald Database, to allow the researcher to source applicable
literature providing valuable information relating to the aim of the research.
Table 3.1 Key Words used for Researching Literature

Key Words
MMU
Placement
Internship
Hospitality, Tourism, Events
Degree
Post-Graduation
Source: Alderson (2015)
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University
Graduate Students
Employability
Employability Skills
Sandwich Degree
Students
3.2.2 Literature Review

Gray (2014, Pg. 118) defines a literature review as a synthesis of subjects or
related subjects in the form of an increasingly focused argument or set of
concerns. It provides a context for the subject topic area, and aids the
researcher in specifically identifying the research problem through the
analysis of previous research (Walliman, 2011). It is recommended to use a
structured approach when conducting a literature review (Wisker, 2009),
therefore the researcher categorised the literature review into headings and
sub-headings, shown in table 3.2. The purpose of structuring the literature
review, was initially to aid the researcher when organising information,
however it also helps guide the reader through the different sections of the
chapter, as well as filtering out any unwanted information.
Table 3.2 - Heading and Subheadings within the Literature Review Chapter
Heading and Subheadings
2.2 Industrial Placement
2.2.1 Sourcing an Industrial
Placement
2.2.3 Placement Stakeholders
2.3 Employability
2.3.1 Models of Employability
2.3.2 Employability Skills
2.3.3 Measuring Employability
The literature review (objective 1 and 2) starts with an in-depth introduction

into the purpose and aims of the chapter, moving on to explain key themes
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that emerged to the researcher when conducting the literature search. The
literature review begins discussing industrial placements, their importance, the
procedure of an industrial placement, and the skills developed by students
during and after a placement. One of the main themes that emerged as a
result of a placement was employability. The literature review then developed
into discussing employability, how it is defined, main theories of employability
(USEM Model Knight & Yorke, 2004 and The Key to Employability Model
DacrePool & Sewell, 2007), employability skills, measuring employability and
finally what employers look for in graduates.
3.3 Primary Research

Primary data collection is described by Kumar (2014, Pg. 378) as information
collected for the specific purpose of a study. Primary research in comparison
to secondary research, is the collection of original data by the researcher for
the specific purpose of an individual study.
Primary data can be qualitative, quantative or a mixed method of both, the
difference in methods is outlined in Table 3.3. Quantative data usually takes
the form of numerical data, with a more structured design and is primarily
linked with research methods such as surveys, questionnaires and
observation (Denscombe, 2010 and Kumar, 2011). Whereas qualitative data
focuses more on words, description of feelings, perceptions and experiences,
and is primarily linked with case studies and research methods such as
interviews, focus groups (Denscombe, 2010 and Kumar, 2011).
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Table 3.3 Difference in emphasis between qualitative and quantative

methods
Qualitative versus Quantative
Qualitative Method
Quantative Method
Emphasis on understanding
Focus on understanding from
participants point of view
Interpretation and rational approach
Subject insider view and closeness
to data
Explorative orientation
Process orientated
Holistic perspective
Generalisation by comparison of
properties and contexts of an
individual
Emphasis on testing and verification

Focus on facts and/or reasons for
social events
Logical and critical approach
Controlled measurement
Objective outsider view distant
from data
Hypothetical-deductive; focus on
hypothesis testing
Result orientated
Particularistic and analytical
Generalisation by population
membership
Source: Alderson, (2015), Adapted from: Ghauri and Gronhaug (2010, Pg.
105)
The qualitative data collected within this research is used to detect themes
and patterns, within the topic in question, and therefore takes the form of an
inductive approach (Leedy and Ormrod, 2010). The use of qualitative data
was used for the purpose of this research, as it provides the researcher with a
more in-depth insight and understanding into attitudes and opinions of
participants (Flick, 2014 and Silverman, 2013).
3.3.1 Data Collection Methods

There are many different research methods (examples of this shown in Figure
3.1), however the researcher collected data using a qualitative multi-method
approach of a combination of interviews and focus groups. Multi-method
approach is a combination of more than one data collection technique, this
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can either be a combinations of quantative techniques or qualitative

techniques (Saunders et al, 2009).
Figure 3.1 Methods of Data Collection
Source: Alderson, (2015), Adapted from: Kumar (2011, Pg. 172)
Denscombe (2010) states that there are four main methods of data collection,
which researchers can use when carrying out social research: observation,
questionnaires, interviews and focus groups. Advantages and disadvantages
of these main four methods can be found in table 3.4 below.
Table 3.4 - Advantages and Disadvantages of Main Data Collection

Techniques
Advantages and Disadvantages of Main Data Collection Techniques
Method
Advantages
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Disadvantages
Observation
Questionnaires
Interviews
Focus Groups
Good method for collecting

data based on behaviour of
participants (Kumar, 2011)
In depth data collected (Kumar,
2011)
Widely used technique (Clough

and Nutbrown, 2007)
Gather large amount of data
through structured technique
(Clough and Nutbrown, 2007)
Provides researcher with
numerical data (Clough and
Nutbrown, 2007)
Low cost: Time and Money
(Gray, 2014)
Respondents can complete in
a time and place that suits
them (Gray, 2014)
Most appropriate when

discussing personal and
sensitive areas (Flick, 2011)
Interviewer can judge quality of
answers given, and adapt
questions accordingly
(Walliman, 2011)
Can be time
consuming and
costly
Allows data to be collected on

participants experiences,
perceptions and feelings
(Leedy & Ormrod, 2010).
Allows participants to become
more engaged in a less formal
environment (Quinlan, 2011).
Participants are usually chosen
specifically, therefore all have
similar experiences (Flick,
2011)
Participants are
usually chosen
specifically, could
result in bias (Flick,
2011)
Interviewer can
adapt questions
depending on
answers given,
could result in bias
(Kumar, 2011)
Observer bias
(Kumar, 2011)
Participant bias
(Kumar, 2011)
Questions are fixed

(Walliman, 2011)
Usually closed
answered questions
Data collected is
usually brief
As a result of observation and questionnaires not being the correct research

collection technique for the type of data the researcher desires. Focus groups
and interviews were used to collect primary data for this research, these
methods allowed the researcher to gather in-depth qualitative data.
3.3.2 Focus Groups
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A focus group is a data collection method that researchers can use to

interview multiple participants simultaneously. As focus groups provide
researchers with in-depth and rich responses to questions asked, as well as
allowing the researcher to adapt further questions depending on participants
answers (Kumar, 2011). As a result of this, the researcher chose to use focus
groups for this research, as a primary data collection technique.
3.3.3 Interviews
Gray (2014, Pg. 382) describes an interview as a verbal exchange in which
one person, the interviewer, attempts to acquire information from and gain an
understanding of another person, the interviewee. Interviews are a primary
data collection tool, which enables a researcher to gather in-depth qualitative
information. There are many different types of interviews (shown in Figure 3.2
below) ranging from structured to un-structured.
Figure 3.2 Types of Interviews
Source: Alderson, (2015), Adapted from: Kumar, (2011 Pg. 177)

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A semi-structured interview gives the interviewer flexibility within the preplanned questions, enabling them to adjust the sequence or type of questions,
depending on the quality of answers received by participants (Gillham, 2005).
As a result of the amount of flexibility provided through is method, the
researcher decided to use this method alongside focus groups, and compare
the data collected.
3.3.4 Research Instrument Design

The research instrument relies on being carefully designed, as if it is not the
researcher may waste time collecting unwanted and irrelevant data. Saunders
et al (2012, Pg. 384) believe It is crucial that you plan precisely how you are
going to demonstrate your competence and credibility to obtain the confidence
of your interviewees. Both the interviews and focus group were designed
with semi-structured questions that were designed according to the key
themes found in the secondary data (see appendix E).
3.3.5 Research Instrument Pilot

Piloting a data collection technique is a small scale test run of the actual
research (Veal, 2005), which enables the researcher improve the validity of
the research (Quinlan, 2011). The researcher in this study conducted two pilot
studies, one for the interview, and one for the focus group. The pilot studies
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were conducted two weeks prior to the actual data collection, details of both
and conclusions made from the pilot studies, are outlined in Table 3.5 below.
Table 3.5 Description of Pilot Studies

Interview Pilot (Appendix F)
1 Participant
Similar age and status to actual
respondents
Conducted in similar environment to
the actual one used
Gave the researcher chance to test
the recording devices
Focus Group Pilot (Appendix G)
Conclusions
5 Participants
Similar age and status to actual
respondents
Conducted in similar environment to
the actual one used
Gave the researcher chance to test
the recording devices
Conclusions
Wording of the questions to be

changed, to ensure answers to
questions are more open ended
Increase the amount of questions

due it not lasting sufficient amount
of time
Questions needed to be re-worded,

as some were to complex and long
to understand
More probing questions needed to
be added to enable participants
answered their questions fully
3.3.6 Population and Sample Strategy

Population can be described as a term to describe the total number of cases
of the type which are subject to your study (Walliman, 2011), whereas a
sample is taking a small selection of the number of cases available within the
population, shown in figure 3.3 (Gray, 2014). Due to the study being of a
cross-sectional time frame, the researcher needed to use a sample of the
population available, as it was appropriate for the amount of time given to
complete the research.
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Figure 3.3 Population and Sample
Source: Alderson, (2015), Adapted from: Kumar, (2011, Pg. 230)
3.3.6.1 Target Research Population

The target population for this research is Level 6 Hospitality, Tourism and
Event students within the UK, who as part of their degree completed a yearlong industrial placement, as well as all UK University Placement Coordinators.
3.3.6.2 Research Sample

There are many different types of sampling (shown in figure 3.4) however the
sample chosen for both the interviews and focus group was a non-probability
convenience sample (2 educators and 9 students). The researcher used
participants that were readily available, as it was a fast and inexpensive
method to use, allowing the researcher to collect data quickly.
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Figure 3.4 Types of Sampling
Source: Alderson (2015), Adapted from: Kumar (2011, Pg. 235)
3.3.7 Conducting the Research

The researcher conducted the interviews before conducting the focus group,
as this would complete the objectives (3 and 4) of this research in order.
Following both the interviews and focus group, the researcher transcribed the
conversations (see appendix K, L, M, N). Any research that involves gathering
data and contact with human populations, implicates ethical considerations
(Gray, 2014). In order to ensure that the primary data collection was
undertaken in an ethical manner, the researcher combined both the interview
and focus group questions with secondary data theories (see appendix E).
This ensured that the researcher had made a point of justifying the findings. In
addition to this, this study used MMUs ethics framework as a working
guideline when conducting all primary research.
3.3.7.1 Interview
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The researcher conducted two interviews, descriptions of each interview and

participants are outlined in table 3.6 below.
Table 3.6 Description of Interviews

Interview 1
1 Participant
Female
Placement Co-ordinator for
Hospitality, Tourism and
Events Students at MMU
Carried out in Cavendish
Building within MMU Campus
40 minutes in length
Recorded using several hand
held recording devices
Participant signed ethics
forms (agreeing all data kept
confidential, and code names
to be used e.g. PC1)
Interview 2
1 Participant
Female
Placement Co-ordinator for
Events Students at MMU
Participant signed ethics
to be used e.g. PC2)
The researcher contacted all Placement Co-ordinators who work with

Hospitality, Tourism and Events Students at MMU via email (see appendix H).
The researcher found it difficult to get more than 2 participants for the
interviews, due to the busy schedule of educators at the time of data
collection.
3.3.9.1 Focus Group

The researcher conducted two focus groups, descriptions of each focus group
and participants are outlined in table 3.7 below.
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Table 3.7 Description of Focus Groups
Focus Group 1
5 Participants
Female and Male
All studying at MMU as final
year students
Age bracket 21-24
Events Students
All 5 participants completed
an industrial placement as
part of their degree
All participants signed ethics
to be used e.g. FG1)
Appendix I)
Focus Group 2
4 Participants
All Female
All studying or have studied at
MMU
Age bracket 21-24
Events Students
2 participants completed an
industrial placement as part of
their degree
2 participants did not
complete an industrial
placement as part of their
degree
All participants signed ethics
to be used e.g. FG1)
Appendix I)
The researcher contacted all level 6 students who had completed an industrial
placement as part of their degree via email (see appendix J). The researcher
found it difficult to get more than 9 participants for the focus groups, as the
availability of final year students was limited.
3.4 Data Analysis
L|Page
The purpose of analysing data is to gain a better understanding of it

(Denscombe, 2010). Analysing data within a research study is highly
important, as it combines the findings of primary data, and compares it to the
findings of the secondary research.
3.4.1 Qualitative Data Analysis

Qualitative data requires logical reasoning, and after in-depth interpretation
the researcher is able to draw logical conclusions (Leedy & Ormrod, 2010).
When analysing the qualitative primary data, it requires an accurate detailed
description of participants responses and body language, as well as correctly
critiquing the findings with application to the secondary research (Ng &
Coakes, 2014). The methods used to analyse the data in this research are
shown in table 3.8 below.
Table 3.8 Qualitative Data Analysing Methods

Methods of Analysing Qualitative Data
Content Analysis
(Kumar, 2011)
Thematic Analysis
(Walliman, 2011)
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Good method for comparing group

answers
Identifies key themes within
respondents answers
Coding themes through the use of
key words
Interviews, Focus Groups and
Observations
A 6 phase method, that enables
researchers to identify and examine
themes within data
Phases are: familiarisation,
generating codes, searching for
themes within codes, reviewing
themes, defining and naming
themes and producing final report
The findings of this research which are presented in Chapter 4, were analysed
using a combination of the above methods.
3.5 Summary
The purpose of this chapter was to outline and justify the research approach
and methods used within this research. This chapter identified:
How the secondary research was collected
Qualitative multi-method approach was used to collect primary data
Advantages and disadvantages of the chosen methods: Focus Groups

and Interviews
Justification of conducting a pilot study on the chosen data collection

methods
Strategy used to select the sample from the population of the study
The researcher chose to use a combination of both the content and

thematic approach to analyse data
The next chapter will identify the primary data results collected, and
analyse these results through content and thematic approaches, which will
also outline the key themes that have emerged from participants
responses.
4.0 ANALYSIS OF RESULTS
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4.1 Introduction
The purpose of this chapter is to present the results of the primary data
collected, and how this data was analysed (objectives 3 and 4). A combination
of both the primary and secondary research were used to provide common
themes, which are presented under the following headings: Educators
perceptions (objective 3), and Students Perceptions (objective 4). Methods
used by the researcher to analyse the primary data were both thematic and
narrative methods.
4.1.1 Respondents Profile

The first half of qualitative data was collected through two focus group
interviews, both were conducted using Level 6 MMU Hospitality Tourism and
Events Students. The rest of the data was collected through two face-to face
interviews with the Placement Co-ordinators (PC1 and PC2) at MMU. Table
4.1 below outlines each participant through their code name, for either the
interviews or focus group. From this table it summarises that the range of
focus group participants wasnt varied, as the majority were of the same
gender and studying the same course.
The aim of the data collection from both interviewees (PC1 and PC2) was to
determine educators perception on the effectiveness of an Industrial
placement year at MMU (Objective 3). The aim of the data collection through
both focus groups, was to critically assess students perceptions of the
effectiveness of MMU IPs and their potential effect on employability
(Objective 4).
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Table 4.1 Profile of Participants

Type
Interview 1
Interview 2
Code
PC1
PC2
Position/Course
Placement Co-ordinator
Placement Co-ordinator
Org.
MMU
MMU
Gender
Female
Female
Age
N/A
N/A
Focus Group 1
Focus Group 1
Focus Group 1
Focus Group 1
FG1
FG2
FG3
FG4
Tourism Management
International Hospitality Management
Events Management
Hospitality Management with Culinary Arts
MMU
MMU
MMU
MMU
Female
Female
Female
Female
22
21
21
23
Focus Group 2
Focus Group 2
Focus Group 2
Focus Group 2
Focus Group 2
FG5
FG6
FG7
FG8
FG9
Hospitality with Events Management

MMU
MMU
MMU
MMU
MMU
Female
Female
Female
Male
Female
22
22
23
22
21
4.2 Educators Perceptions (see appendix K for transcripts)

From the analysis of both interviews, common themes identified are presented
into sub-headings to structure the critical analysis:
Purpose of an IP
IP Concept
MMU IP Process
Support on Placement
Employability Factors and Development
4.2.1 Purpose of an IP
The researcher understood that it was essential to begin the interviews by
identifying the views of what the purpose of an IP is. Table 4.2 on overleaf
LIV | P a g e
presents a comparison of primary and secondary findings, on the perceptions

of the purpose of an IP.
Table 4.2 - Comparison of Industrial Placement Purpose Perceptions
Primary Research Interview Question 1
PC1
enhance their
employability
skills
exposure
to the
industry
chance to
earn money
PC2
gain skills
and
knowledge
helps them
to decide
what they
want
get paid a
salary
the
coursework is
linked to the
real life
environment
helps
perform well
for your
academic
degree
looks good
on their CV
easy way
of securing
a future
job
chance to
gain work
experience
get a
graduate
scheme
out of it
Industry
location will
add a
practical
learning
experience
(Renganathan
et al, 2012)
For a fulltime job

after
university
students
need to
have
experience
(Page,
2014)
Secondary Research Literature
Gain industry
skills and
understanding
(Page, 2014)
Provides an
insight into
future
career
paths
(Harvey et
al, 1998)
Useful bridge
from learning
to earning
environments
(Fanthome,
2004)
Develop
much needed
skills whilst
pursuing their
academic
qualification
(Semedo et
al 2010,
Young, 1995)
Both PC1 and PC2 both pointed out that an IP is a good chance for students
to develop their employability skills, responsibility levels, and academic
performance towards their degree. This supports the views of Semedo et al.
(2010), Young (1995), and Page (2014) who all agree that taking part in an IP
gives students the much needed industry skills and real work place
experience whilst pursing their academic degree. This also outlines that both
PCs and secondary literature have similar perceptions of the purpose of an
IP. These perceptions are all focusing on what the student will gain during and
after their placement, rather than what the employer and institution would
gain. Alongside this key words such as skills, employability, experience
and future career became recurring themes when discussing student
motives of an IP, further supporting that an industrial placement is focused on
the student, rather than employer and institution (Neill & Mulholland, 2003).
LV | P a g e
4.2.2 IP Concept
Neill & Mulholland (2003) and MMU (2014) both agree that there are three
main stakeholders involved in the Placement Stakeholder Triangle (PST): the
student, the employer and the university. Table 4.3 below outlines the
findings, when exploring PCs perceptions on the PST.
Figure 4.1 Interview Question 2
4.2.2.1 Student
Blackwell et al. (2001), Greenbank (2002), and Blasko et al. (2002) all state
that one of the main benefits for students to complete an IP, is increased
employability after completion. Agreeing with this, both PCs expressed that
increased employability was a beneficial factor for students when taking part
in an IP. In addition to this Harvey et al. (1998) believes that an IP also
LVI | P a g e
provides students with an insight into future career paths, which is supportive
of PC2s statement helps them understand their career path. CIPD (2012)
and Smith (2010) CIPD (2012) and Smith (2010) both believe that IP are
positively beneficial in helping students develop their skills, this was explored
further within the interviews, which the findings then supported this, as PC1
agreed students gain skills they can take into industry.
4.2.2.2 Employer
Any employer that is involved in an MMU IP is expected to treat the students
like regular employees. They are provided with placement information
(appendix C) which outlines their role as an employer within the placement
concept. Both PCs emphasised that depending on the company and
employer, this can also affect whether a students placement is a success
further confirming the importance of the employers role within the PST (Neill
& Mulholland, 2003). Table 4.3 below outlines the comparison of primary and
secondary findings, on the perceptions of an employers role within an IP, and
the benefits they gain from employing an IP student.
Table 4.3 Comparison of Employers Role within an IP
Primary Research Interviews
PC1
(appendix
K)
PC2
(appendix
L)
helps them in
their
recruitment
process
thats where
the student
goes after
graduation
giving them
someone thats
keen and
focused
automatically getting an
employee that wants to be
in that industry
hopefully theyll
invite them back
to stay
it helps them to
get the best
talents
they understand better

how the course can help
their employees develop
working together
is beneficial

MMU
(2014, N.P.)
Cost effective
recruitment
Provide fresh
talents and ideas
into your
business
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Specialist knowledge of
the industry with
invaluable skills
gives your
organisation
access to future
graduates
4.2.2.3 University
MMU (2014, N.P) states they have a dedicated placement team, which has
developed excellent links with industry, which both PCs agreed with by
affirming that IP benefit the university through good links with industry and
industry links. This was then further explored by PC2 by saying helps MMU
stand out against other universities, and helps new students decide to go to
MMU, which shows a development from the secondary findings.
4.2.3 MMU IP Process

Huntington et al. (1999) developed their perception of a general IP process,
which was compared to MMUs IP process. The researcher then explored this
further when interviewing the PCs about their perceptions on MMUs IP
process. Table 4.4 below shows the findings from the primary research and
compares it to the secondary research.
Table 4.4 PC perceptions of MMUs IP Process
PC1
(appendix
K)
PC2
(appendix
L)
- Student
enters
2nd year
- Student
enters
2nd year
- introductory
IP lectures
- IP briefing
sessions
- employer
presentations
- start synergy
unit
- IP Lectures
- Employer
presentations
- start synergy
unit
- IP job
adverts on
moodle
- CVs, cover
letters,
interview
selection
skills, mock
assessment
centre
- IP
symposium
- employer
interviews
- apply for
IP jobs
- Final IP
lectures
- get given
the IP
handbook
- IP
starts
- one-to-one
meetings
- helping
with CV,
cover letters
and interview
skills
- apply for
jobs
- attend
interviews
and
assessment
days
- Final IP
prep
lectures
- past IP
student
talks
- IP
starts
LVIII | P a g e
Huntington
et al.
(1999)
- Student
enters
2nd year
- Weekly IP
lectures
- CV help
- Consult IP
staff
- Help with
CV writing,
application
forms, and
covering
letters
- Attend
interviews
- IP tutors
allocated
- IP
starts
From the comparison table, the findings show that MMU PCs perceptions of
the IP process is similar to Huntingtons et al. (1999). The findings further
confirm with Ineson et al. (1996), who state that academic institutions focus on
administrative and organisational aspects of the IP preparation process.
Figure 4.2 below compares support materials with what MMU currently
provides.
Figure 4.2 Comparison of IP preparation materials
LIX | P a g e
Ineson et al. (1996)

Neill and Mulholland (2003)
Herbert and Rothwell (2005)
MMU (2014)
CV Updates
Covering Letters
Mock Interviews
Placement Handbooks
Presentations from previous IP students
Placement career advisors
Future employer presentations
Booklets
Interview assistance
Introduction IP lectures
Guest lecturers
Employer presentations
Organised employer interviews
Synergy Unit
Mock Interviews
Mock assesment centres
CV wirtting help
Cover letter writting help
Placement area on Moodle (MMU
website)
Placement Symposium (informal past
placement students presentations and
Q&A)
Encouraging building up part-time work
Placement briefing document
Employability hub
Placement handbook
Health and Safety breifing
Placement Facebook page
Placement Twitter page
24/7 emergancy line
Overseas Briefing
One-to-one placement discussions with
the Placement Co-ordinators
Lecture shouts
From the findings, it has become apparent that MMU have implemented the
compulsory synergy unit to encourage students to increase their employability
through improving their job preparation and employability skills. This supports
Herbert and Rothwell (2005), as they believe employers are putting increasing
importance on applicants during recruitment selection processes, which MMU
are thoroughly preparing their students for. However this contrasts with the
views of Vasagar (2012) who states that many employers currently see a
degree as a minimum entry requirement when recruiting graduates.
LX | P a g e

Neill and Mulholland (2003) and Page (2004) both agree that communication
between the student and the university visiting tutor is the key to getting the
most out of the experience. MMU has a specific visiting tutor procedure which
is outlined in the MMU Visiting Tutor Handbook (see appendix), figure 4.3
below compares the MMU (2014) procedures, to those of Huntington et al.
(1999).
MMU Visiting Tutor Handbook

2014/2015 (appendix B)
Contact to made with the student within a

week of allocation to: introduce, agree a
mode of communication, approximate
date of visit
Contact manager/supervisor to introduce
Leave approximatley 6 weeks for the
student to settle in before visiting the
student
Any problems must be dealt with by
discussion with the students line
manager/company mentor
If the problem cannot be resolved you
can ask for advice from the Placement
Manager
You may chose to create further
opportunities to review the students
progress
Encourage students to keep checking
their student email and moodle for
placement updates and further support
avenues
Huntington et al. (1999)
Liasion tutors allocated

Placement commences
Liasion tutor to communicate with student
First appraisal with student
Liasion tutor to visit the student twice
Final apprasial with student
Assessment meeting
When student returns to Univeristy give
and recieve feedback from them
Figure 4.3 Comparison of Visiting Tutor Procedures
During the interviews, the researcher wanted to explore PCs perceptions of

MMUs procedures for support and communication for students embarking on
an IP, table 4.5 below outlines the findings.
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Table 4.5 Perceptions of IP Support & Communication procedures at MMU

PC1
(appendix K)
PC2
(appendix L)
- every student has an allocated visiting tutor

- students tend to start in June/July ish so the placement office during
this time is the first point of call
- visiting tutor to be the first point of contact between the student, the
employer and the university
- unfortunately we cant guarantee that a student will get someone
who has already taught them and they know
- Theyre there to support the students not before the placement
support before comes from the placement team
- 24/7 emergency number that can ring day or night
- Well support in whatever the issues at whatever time
- they are allocated a visiting tutor in September
- not necessarily someone they know, but the tutor knows the process
- we expect the lecturer to send the student emails
- give an approximate date, or month when he or she is ready to visit
the student
- the lecturer tries to identify, the progress of the student future
aspirations, do they want to change something
The findings outline that numerous avenues of support are available to

students before and during their placement, furthermore both PCs outline that
students are only allocated a visiting tutor three or 4 months after starting their
placement, which contrasts with the view of Huntington et al. (1999). Gannon
& Maher (2012) believe that the placement tutor is usually and academic
member familiar with the student, however the primary findings from both
interviews outlined that not all students may be familiar with their visiting tutor.
Both PCs expressed that the visiting tutor is there to provide the student with
guidance, support, assess the students progress and monitor their welfare
whilst away on IP, which agrees with the views of MMU (2014).
4.2.5 Employability Factors and Development
Lees (2001) argues that the term employability is hard to define, therefore the
researcher wanted to explore the interviewees perceptions of defining the
LXII | P a g e
term employability. The findings from the primary researched is presented in

table 4.6 below, and is compared to the views of those in secondary research.
Table 4.6 Perceptions of defining Employability

Primary Research Interviews
PC1
(appendix
K)
PC2
(appendix
L)
making the student more attractive, more employable, getting the skills
they need to take into the industry
placements work-based learning
life skills they need to make them more employable
it is not only a skill to get a job
set of skills, set of abilities to get a job, and maintain a job, and also
develop further
skills to get a job skills to stay in that job, to develop further
professionally
being employable helps you to change your career path

Hind and
Moss (2011,
pg. 1)
a set of social behaviours that you can learn to help you interact and
work with other people in a variety of different situations and will help you
with your career development
High Fliers (2015) reported that 1/3 of recruiters expect their graduate
positions to filled by applicants that have worked for them during an IP. This
was confirmed by PC1 I would say a good 80% of students get full-time work
offered from their placement employers. This further confirms the views of
Fanthome (2004), who believes completing an IP could result in permanent
work after university, which is a benefit for the student completing an IP, the
University, and the employer.
Furthermore, Harvey (2003), Knight & Yorke (2002) and Qualter et al (2013)
all believe that understanding employability requires a consideration of certain
factors, one of which being, transferable skills developed alongside university
studies. Table 4.7 below outlines the primary findings when questioning the
interviewees on the above statement
LXIII | P a g e
Table 4.7 Skills developed alongside University Studies

discipline
manage your studies
independent learning
leadership skills
team work
their confidence levels are so much higher
students are more assertive more
focused
more mature
gaining confidence
any experience helps you develop not only
professionally but also as a personality
work experience whilst they are studying
helps them not only in the development of
their career but also academically
PC1
(appendix K)
PC2
(appendix L)
From the primary findings in the table above, it has become apparent that
confidence is a key theme linked with completing a placement, which aids
students academically, professionally and personally. This supports the views
of numerous authors who all agree that self-esteem, self-confidence and selfbelief are key elements important to understanding employability (MMU 2014,
Finch & Fafinski 2014, Fugate et al. 2004, Hewitt 2002, Kerka 1998).
NCUB (2014, N.P) stated that greater collaboration between universities and
businesses not only increases graduate employability but wider economic
benefits. The researcher wanted to gain the interviewees perceptions on this
statement, and explored this through the interviews. Table 4.8 on overleaf
outlines the PCs perceptions of increasing business links with MMU, in
comparison to the secondary findings.
LXIV | P a g e
Table 4.8 Importance of increasing business links with universities

Primary Findings
PC1
(appendix
K)
PC2
(appendix
L)
- absolutely essential
- huge links with employers, for courses, for research, for guest lecturing,
for course validation
- a lot of students dont want to do the four year degree
its a big big changing area
- constantly out there looking for new placements
- I dont see a reason why you wouldnt have a placement
- there is this need to engage more with industries out there
yeah I think its important
within Hollings Faculty they all offer placements as part of the course
Secondary Findings
NCUB
(2014)
Docherty
(2014)
- 92% of students want to gain work experience as part of their degree at

university
- Not enough universities are offering placements or internships currently
as less than half of students have had access despite the high demand
From the above findings, it has outlined that MMU is constantly trying to
increase the amount of sandwich courses available, with Hollings Faculty
already offering placements to all of the courses. This therefore disagrees with
Docherty (2014) views that not enough universities are offering students
placements. Furthermore both PCs agreed that MMU is currently creating
bigger links with business and industries, with PC1 supporting NCUB (2014)
by saying huge links with employers, for courses, for research, for guests
lecturing, for course validation agreeing that it also implies wider economic
benefits.
From the findings, it appears that from an Educators perspective, MMU PCs
believe that completing an IP not only benefits the student in terms of
increased employability, but increases economic benefits for the university,
and reduces recruitment costs for an employer. In addition to this, the findings
also suggest that students become more confident as a result of completing
an IP, which leads to the student performing better academically, personally
and professionally.
LXV | P a g e
4.3 Students Perceptions (see appendix M and N for transcripts)

This section of the analysis chapter, will compare and contrast the students
perspective in comparison to the educators perceptions and secondary
literature. The analysis of both focus groups is presented into sub-headings of
themes that occurred in the data:
Sourcing an IP
MMU IP Support
Defining Employability
Employability at MMU
Employability Skills Developed
Completing an IP
4.3.1 Sourcing an IP
The researcher began the focus groups by discussing how the students
sourced their placements, and if it was a required element of their degree. The
primary findings are displayed below in Figure 4.4.
Figure 4.4 Focus Group Question 1
Focus Group Question 1

6
4
2
0
When applying to university was a course with an IP a desired aspect of helping you decide?
Yes
LXVI | P a g e
No
The findings showed a mixture of results, with just over half of participants
(N=5) expressing a course with an IP was a deciding factor for them, and just
under half (N=4) expressing it was not a deciding factor. FG4 stated thats
one of the reasons I wanted to come to university to do a placement I
thought when I graduate it would enhance my prospects of getting a job, this
supports NCUB (2014) reporting that 92% of students want to gain work
experience as part of their degree.
Respondents were also asked where they sourced their placements:
university, yourself or friend/family member. The findings are presented in
Figure 4.5 below.
Figure 4.5 Focus Group Question 3
Focus Group Question 3

6
5
4
3
2
1
0
Univeristy
Yourself
Friend/Family Member
The findings show that the majority of respondents (N=5) sourced their
placements through university. FG4 expressed that MMU have quite a
good placement team which they also outlined they offered loads of help
LXVII | P a g e
with stuff like CV writing and interview techniques. This supports MMU (2014)
as they pride themselves in having a dedicated placement team, which has
developed excellent links with industry, as well as agreeing with PC2 who
stated this is what makes MMU stand out against other universities.
4.3.2 MMU IP Support

Ineson et al. (1996), Neill & Mulholland (2003), MMU (2014), and Herbert &
Rothwell (2005) all agree that preparation for an IP plays a major role in a
students readiness and confidence. Figure 4.6 below outlines the students
perceptions in comparison to secondary literature.
Figure 4.6 Perceptions of MMUs preparation to placement
"they really prepare you

with stuff like CV writing"
FG2
"would have been more
difficult to do it by
yourself, if it wasnt
through uni" FG6
"the uni is a good
stepping stone link
between us as students
and the employer" FG9
"Previous placement
students coming in to
talk was a good one"
FG7
"I got mine off my own

back... they didn't do
anything towards it" FG1
"I mean we had
employer presentations
and stuff, but nothing
really stood out" FG1
"during the second year of

your course, an
employability unit will
provide you with guidence
on CV preparation,
selcection procedures,
working overseas and
interview techniques"
MMU (2014, N.P)
LXVIII | P a g e
"guest speakers coming

in to speak to you
obviously helps" FG5
"really happy with how
they helped me" FG2
"they were always
setting up interviews, so
yeah was pretty good"
FG5
"I actually found it really
helpful" FG7
"I found it encouraging
that people came in"
FG8
As the findings above show, the results outlined a contrast of answers. The
majority of participants (N=7) found that the preparation given by MMU very
helpful when sourcing and preparing to embark on a placement, however the
other participants (N=2) found that the IP information provided was not helpful
towards preparing them for their placement. FG3 stated that the reason they
didnt chose to do a placement is because they were not persuaded by the
amount of support preparation offered by MMU.
Neill & Mulholland (2003), and Page (2004) believe that communication
between the IP students and university tutor is essential to getting the most
out of the placement experience. MMU (2014) also state that every student is
given a specific placement-visiting tutor which is the students main point of
contact throughout the IP, table 4.9 below outlines the students perceptions
on their support throughout their IP from their visiting tutor, and compares it to
those of the MMU PCs.
Table 4.9 Comparison of perceptions on Visiting Tutor Support

Students Perceptions
Educators Perceptions
I didnt find her helpful at all, I went to her

with one problem and she was awful to me
FG1
they would never message you first just to
see how youre doing FG5
I wasnt happy and I got loads of grief from
the placement team because obviously it
affects unis status if a student drops out
FG6
I wouldnt really contact uni instead of my
tutor because I didnt really feel like they
wanted you to FG5
she sent me back quite a... harsh
response I thought she was there to help
me FG1
once the visiting tutor is allocated they will

contact the student, and they also contact
the employer and make it very aware that
we are the tri-partake sort of agreement
PC1
sometimes students are quite shy to speak
to the managers or supervisors, that then
could be an opportunity for the visiting tutor
to discuss PC2
theyre there to support the student
pastorally and academically PC1
what tends to happen if the students
dont know the academic very well it
comes back to the placement team anyway
PC1
LXIX | P a g e
when I wasnt getting on with one of my

managers she gave me some advice on
how I could handle the situation FG2
speaking with the placement team really
helped me go back FG5
It was nice to have someone from the uni
as well, to like relate back to outside of the
work environment FG2
From the findings, it shows that the majority of participants (N=4) found that
the communication and support from the visiting tutor was not helpful. In
comparison to the PCs perceptions which are their expectations of a visiting
tutor within MMU, the primary findings from the students perspective do not
meet these expectations, and express that the visiting tutors could do a lot
more to support them during their IP.
4.3.3 Defining Employability

Both Hillage & Pollard (1998) and Yorke (2004) agree that employability is a
term that can have a range of meanings, which could result in a lack of clarity.
Table 4.10 below compares the students perspective on what they define
employability is, in comparison to the secondary literature.
Table 4.10 Comparison of Employability perspectives

Primary Findings Focus Groups
employers know what kind of person they want for a role if you dont fit that type of
person, no matter what grades youve got, youre not employable FG1
being employable is having the right skills for the right job FG3
balance of experience and skills FG9
theyll always look for experience FG5
LXX | P a g e
Secondary Findings Literature

possession of a vocational degree Knight & Yorke (2004)
Possession of key skills Knight & Yorke (2004)
practical, personal and interpersonal skills Finch & Fafinski (2014)
From the findings, it shows that all participants have different views on what
the definition of employability is, which supports the views of both Hillage &
Pollard (1998) and Yorke (2004). As a result of this, it could result in confusion
in what is meant by employability (Lees, 2001).
4.3.4 Employability at MMU
MMU (2014) pride themselves with having a fully comprehensive placement
and employability team within Hollings Faculty, to offer their services, support
and guidance to all students looking to increase their employability, work
opportunities, or wanting to embark on an IP. The researcher wanted to
explore the students perceptions of this, and is presented in figure 4.7 below
in comparison to the PCs perceptions.
Figure 4.7 Comparison of perceptions on MMU Employability Support
"theres enough
information out
there"
"placements dont
then obviously
come to the top
of thier priority
list"
"keep building on
your CV and you
need to get parttime work"
PC1
PC2
"yes there is
enough help
there and they're
using that help"
"but then clearly
there are
students who are
not using these
services"
"I was really impressed with the

support we got before we went on
placement" FG7
"they also encourage you to work
alongside your degree" FG5
"I know there's CV writing courses
and drop-in sessions that MMU
does" FG7
"they give you templates aswell, to
help you build a great CV" FG4
"I think in general uni helps you with
load sof stuff, it helps you get loads
of transferable skills" FG2
"they always send me the latest
vaccancies on the website" FG4
Students
Perceptions
LXXI | P a g e
From the comparison of the primary findings, it has outlined that all students
are aware of the employability support available to them through MMU at
Hollings Faculty, however not all of them chose to use these services. This is
confirmed by both PCs confirming that there is enough information for
students out there, yet some students choose to ignore this.
4.3.5 Employability Skills (ES) Developed

Numerous authors (CBI Future Fit Report 2009, Bachelor 2012, Harvey 2000,
Done & Mulvey 2014) all agree that ES are a high priority and becoming
increasingly valued amongst graduate recruiters in the current labour market.
Therefore the researcher deemed it important to investigate students views
on if they perceived their ES to improve from completing an IP, the findings
are displayed in table 4.11 below.
Table 4.11 ES gained whilst on IP

What employability or transferable skills do you think you gained whilst on
placement?
FG1
real working
experience,
knowing how
to work with
people
being able to
make a job
out of
nothing
I enjoyed my
placement
and it gave
me
confidence
FG2
In a fast
paced
environment
when youve
got to make
quick
decisions
youve got to
rely on your
own initiative
I definitely
think it helps
you improve
confidence
FG6
impeccable
organisation
take control
of a
situation
FG7
I never
really had
any
leadership
skills
before by
the end of it
I could
manage a
team, which
for me was
a huge
thing!
LXXII | P a g e
FG8
FG9
authority
time
management
multi-tasking
customer
service
organisation
I learnt loads
of skills to be
honest
pro-active
From the primary findings, it has become apparent that the majority of
respondents (N=7) found that completing an IP either improved or provided
them with new ES. The main skill that participants felt that they improved was
confidence, which they all agreed has helped them in the real working
environment, this therefore supports Edwards (2014), who believes work
experience plays a major role in teaching students ES in the real world of
work.
Fanthome (2004) believes that students that embark on an IP find it a useful
bridge from learning to earning environments, which could also result in
students performing better in their final year. The focus group participants
were asked to express their views on this statement, and express whether
they have found their IP to influence their final year performance, results are
shown in Figure 4.8 below.
Figure 4.8 Students Perceptions on IP affecting Final year performance
"I mean i'm alot more confident now than I was" FG5
"I feel i'm alot more pro-active with my workload and
managing my assignments and time" FG9
"I really think my placement has contributed towards
my time management and balance of all these
things" FG5
"initiative, making group decisions in group projects
has helped me" FG2
"your work ethic improves massively" FG2
"my grades have jumped considerably since doing a
placement" FC1
"I think also you're just more mature because you've
been away for a year" FG1

LXXIII | P a g e
"I dont think the skills i've

learnt on placement have
practically effected how I
am in my final year,
however i'm sure they will
upon graduation" FG7
From the results shown, the majority of respondents (N=6) found that
completing an IP has aided them in some way in their final year, affirming
Fanthomes (2004) statement. Similar to the students views, both PCs
agreed that they feel students return from an IP more confident, which can
also have a positive outcome on their final year grades.
4.3.6 Completing an IP
Fanthome (2004) and Brown & Hesketh (2004) both agree that a university
degree is not enough to make a student employable, and work experience is
an essential component. In both the interviews and focus groups, all
participants were asked to express their opinions on how they think
completing an industrial placement year helps students stand out, the findings
from this are expressed in table 4.12 below.
Table 4.12 Participants opinions on how an IP makes students stand out
Focus Group Participants
Interview Participants
its got such a purpose about you learning

about the industry, and knowledge that you
can bring back to your degree thats really
valuable FG2
courses like hospitality management.

That practical side must be sort of
implemented in the theory PC2
a work placement year is never going to

not help you FG1
I think that 12 months solid full-time
experience just puts us a mile ahead of
people who havent got that FG7
I think that full year of block placement
shows dedication to sticking it out, whether
you enjoyed it or not FG7
you have authority thats the difference,
when you work part-time you have like
none! FG5
they would just stand out against others

that dont have the placement experience
PC2
theyve done a whole year should of got
to the level to take some responsibility
PC1
the responsibilities are different you sort
of demonstrate the commitment PC2
you dont get that level of responsibility if
youre working for someone for 2 or 3
months PC1
you get more responsibility, youre getting

used to having authority FG5
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the contacts you make FG8

I think doing a placement gives you that
experience where it gives you the
opportunity to decide thats what I wanna
do, thats what Im passionate about FG5
general networking you get to see whats

out there PC1
he or she has spent a year in this
environment and realise thats not what
he or she wants to do for the rest of their
life PC2
From the comparison table above, it became apparent to the researcher that
the majority of respondents (N=10) saw positive benefits in the completion of
an industrial placement, and its outcome against those students who didnt
complete a placement. This further affirms the views of MMU (2014), who
pride themselves on providing students with increased employability
prospects, or a graduate job through completing a placement. As a result of
this when the focus group participants were asked whether they would
recommend doing a placement year to future students, findings are displayed
in Figure 4.9 below.
Figure 4.9 Respondents that would recommend an IP
No
LXXV | P a g e
Yes
From the above figure, it identifies that the majority of student participants
(N=8) would recommend embarking on an IP to future students. As a result of
this it outlines that most of the respondents believe that completing an IP is
beneficial to them either academically or professionally.
4.4 Summary
This chapter has assisted in answering objectives 3 and 4, as well as
presenting, analysing and summarising the main findings from the primary
data results collected, it identified:
Educators perceptions of the purpose of an IP agreed with those

that were outlined in the literature chapter.
The PCs views on how they believe each stakeholder within the
PST benefits from a student completing a placement.
Educators perceptions on the effectiveness of MMU IP preparation

and support material given, in comparison to the real life experiences
of the students and what they received and found useful e.g.
handbooks, presentations, moodle, visual aids, previous placement
students.
There was a large difference in the Educators perceptions of the

support given by the IP visiting tutors, in comparison to what the
students perceived they received.
Majority of respondents agreed that sourcing an IP through

university was the most convenient and helpful option available.
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Both types of respondents agreed with the literature that

employability is hard to define as a concept.
Both PCs and Students agreed there is adequate employability

support available at MMU, however some students choose to not
use the services.
ES gained whilst on placement are beneficial to students postplacement both academically and professionally.
The next chapter will conclude this research, and will determine whether
the aims and objectives have been achieved. Reflections for this
research, and recommendations for further research will also be drawn.
LXXVII | P a g e
5.0 CONCLUSIONS, RECOMMENDATIONS AND

REFLECTIONS
5.1 Introduction
The purpose of this chapter is to conclude the research and identify where the
aims and objectives have been achieved. This will be made from the primary
and secondary research, and will outline where each objective was
completed. This will therefore conclude what impact the completion of an IP
has upon employability. Recommendations will be made for the three main
stakeholders; educators, students and the university (MMU). Finally
reflections will be made on the primary research, as well as suggestions for
any further research.
5.2 Conclusions
5.2.1 Secondary Research
The secondary research identified in Chapter 2 explores the main topic
focuses for this study, Placements and Employability. Employability was
defined as a mix of skills and behaviours that contribute towards interacting
and working with a variety of different people and places (Hind & Moss, 2011).
Findings from the literature review concluded that students who embark on an
IP have the opportunity to gain work experience and industry skills, whilst
pursuing their academic skills during their degree (Semedo et al. 2010 and
Young, 1995). In addition to this, it also outlined that the completion of an IP
had a positive influence on increasing a students employability (Blackwell et
al. 2001, Greenbank 2002, and Blasko et al. 2002). This is determined
LXXVIII | P a g e
through a mixture of employability and transferable skills, which impact upon

an employers perception towards an employable graduate (Smith, 2010). As
a consequence of this, primary research was therefore required to explore
perceptions on the conclusion completing an IP has upon increasing
employability.
5.2.2 Primary Research

The primary data collected through interviews and focus groups outlined that
the findings support the conclusions of the secondary research, and aided
toward achieving the aims and objectives of this study. The most suited
technique for collecting the in-depth data needed for this research, was
interviews and focus groups, which assisted in gaining students and
educators perceptions towards the impact of an IP upon employability. The
findings collected have supported the research, and established an
understanding to the aim of evaluating the impact of an IP on employability. A
justification of how the objectives were met through obtaining the findings are
outlined under the sub-headings below.
5.2.3 Objective One

The first objective this research intends to achieve is to examine the key
concepts of an Industrial Placement at Manchester Metropolitan University.
From the secondary research conducted, it evidenced that Huntington et al.
(1999) placement process mainly focused on the preparation of students for
LXXIX | P a g e
placement. This drew out common themes of preparation and support on

placement. Furthermore the research demonstrated that MMU have an indepth and detailed placement preparation and support process. It also
outlined that MMU also provide the same amount of guidance and support
during students final year, which is also deemed important (Fanthome, 2004).
It concluded that due to this, MMU has an imperatively successful placement
process, in which they highly value all stakeholders involved, which has an
effect on the preparation and support given.
5.2.4 Objective Two

Objective two was set to investigate perceptions of employability through the
purpose of a literature review. The secondary research collected provides an
indication that to become employable requires a range of components to be
obtained. Employability is influenced by a number of contributing factors, a
mix of personal attributes, academic skills, experience, and self-confidence,
which define the employability of an individual (DacrePool & Sewell, 2007,
Qualter et al. 2013, Knight & Yorke 2004). This concludes that an individuals
employability is influenced as result of many contributing factors, making
being employable specific to the individual rather than a general concept.
5.2.5 Objective Three

The third objective was to determine the effectiveness of Manchester
Metropolitan University Industrial Placements through educators perceptions.
LXXX | P a g e
The literature concluded that MMU highly values all stakeholders involved in
the placement process, and as a result of this it is very successful. Therefore
the interviews were made in compliance to determine precisely how the
placement co-ordinators perceive deem the effectiveness of an IP at MMU.
The findings concluded that from a university/educators perspective, MMU
offers an effective and comprehensive placement preparation process, given
through the extensive amount of material and support offered to students. The
primary findings when compared to literature, supported the views of
Huntington et al. (1999), and Neill & Mulholland (2003) by showing similar
placement processes, focusing mainly on preparation before placement.
However the findings also established that the educators only perceive the
placement preparation effective when the student focuses fully on applying for
placements, and access all the support available to them. Which challenges
the secondary findings, as they identify a successful placement to be the
result of in-depth preparation and support during, and do not specify how this
is achieved (Gannon & Maher 2012, and Page 2004). Overall the results
outline the educators perceptions of an industrial placement at MMU, which
evidences answering the above objective.
5.2.6 Objective Four

Objective Four was to critically assess students perceptions of the
effectiveness of Manchester Metropolitan University Placements. As the
research found minimal literature on students perceptions of Industrial, they
LXXXI | P a g e
therefore tailored the focus group interviews in compliance to determine

precisely how they perceive deem the effectiveness of an IP at MMU.
The primary data collected, concluded that students deemed their visiting
tutors role unaccommodating during the process of their placement. Which
does not support the educators primary findings or those of the literature.
However the findings further conclude that all students found completing an IP
beneficial on their employability prospects as well as aiding them in their final
year of study. This supports the importance of completing a placement, and
the influence it has upon the individuals confidence and maturity levels, as it
can be concluded that embarking on an IP does influence employability
(Huyton 1991, Fanthome 2004, Finch & Fafinski, 2014).
This research is consequently significant in identifying students perceptions,
regarding the effectiveness of an IP. It also outlines the influence it has upon
employability, which wasnt recognised by numerous authors in the secondary
research.
5.2.7 Objective Five

The last objective was to draw conclusions and make recommendations for
the placement stakeholders, and for the purposes of further research. As
outlined throughout this chapter, the researcher has concluded that overall
completing an IP has a positive effect on a students employability. In
conclusion, the research conducted has made a valuable contribution in
LXXXII | P a g e
answering the aim and objectives of this study, and has also made important
conclusions that will further help this area of focus.
5.3 Recommendations
The researcher found it appropriate to provide the three main stakeholders
involved in the IP process with operational recommendations, to improve
overall employability and placements at MMU. Therefore this section provides
recommendations under the following sub-headings;
MMU Placement Team
MMU Visiting Tutors
Level 5 Students embarking on placement
5.3.1 MMU Placement Team

The researcher has provided MMUs placement team with the following
recommendations outlined in Table 5.1. It also summaries the
recommendation suggested, the action to be taken to implement this
recommendation, and the beneficial result the recommendation will provide
them with.
Table 5.1 Recommendations for MMUs Placement Team

Recommendations MMU Placement Team
Action
Result
- Stress the importance of past
- The Level 5 students will receive
Increase in Placement Student
placement students taking part
real life experiences and views on a
presentations
in the placement symposium to
personal level towards embarking
encourage more to attend
on a placement
Recommendation
LXXXIII | P a g e
- Encourage more
communication between Level 6
and Level 5 students and
encourage them to share their
experiences
- Increase the amount of
placement symposiums
Implement increase in Visiting

Tutor communication
Increase industry links
Implement stricter employer

guidelines
- Emphasise to Visiting Tutors

how important their roles are
- Conduct Visiting Tutor checks,
to remind them to communicate
with their students
- Increase the amount of visiting
tutor visits
- Implement a full visiting tutor
briefing via presentation to
emphasise their roles and
responsibilities
- Constantly promote placement
employer opportunities on a
global scale
- Promote benefits of taking on a
placement student to employers
- Implement that the employers
must outline all roles and
responsibilities that the student
will be undertaking
- Stress more in the employee
handbook, or via pre-placement
contact what is required of the
employer
- Students who cant attend the

placement symposium can
communicate on a more convenient
basis, or attend a different session
- Visiting tutors become more

aware of how important their role is
- Visiting Tutors become aware of
the impact their role has on a
student
- Will encourage the visiting tutors
to be more pro-active within their
role
- Placement Team can check that
all visiting tutors are keeping up to
their responsibilities, and take
action if not
- Increase the amount and diversity
of placements available to students
to help more students gain
placement experience
- Allows students to be more aware
of what their roles and
responsibilities within the time of
their placement will be
- Reduce the amount of students
changing placements
5.3.2 MMU Visiting Tutors

The visiting tutors support whilst on placement is considered the most
important, therefore the following recommendations are made for the visiting
tutors in Table 5.2, to ensure that their role with the Placement Stakeholder
Triangle is maximised.
Table 5.2 Recommendations for Visiting Tutors
Recommendation
Increase communication with
Student
Recommendations Visiting Tutor

Action
Result
- Reduction in placement relocation
- Increase frequent
- Reduction in student complaints
communication to ensure the
towards lack of communication and
student is comfortable in their
consideration for their wellbeing
LXXXIV | P a g e
Increase communication with

employer
Implement roles and

responsibilities more
role and with their academic

requirements
- Contact the placement
employer if there is any changes
to the placement requirements
e.g. changes to employer
standards
- Keep the employer updated on
the progress of the student
professionally and academically
- Stick to the visiting tutor
guidelines within the handbook
- Requesting additional help if
the responsibilities are too much
- Increase the satisfaction of

communication between university
and employer
- Increase the amount of
placements available to students as
employers feel more confident
- Reduction in complaints regarding
students being dissatisfied with
their visiting tutor
5.3.3 Level 5 Students Embarking on Placement

As there are three parts to the PST, the final part is the student. Therefore the
researcher found it applicable to make recommendations for Level 5 Students
considering to embark on an IP. The recommendations outlined below in
Table 5.3 will ensure that all students are fully aware of all placement
preparation, and how to get the full benefits out of their IP year.
Table 5.3 Recommendations for Level 5 Students

Recommendation
Pre-placement Support
Sourcing Placements
Employer Contracts
Recommendations Level 5 Students

Action
Result
- Ensure you maximise all preplacement/employability support
- Increase employability prospects
offered from the university
- Increase chances of gaining a
- Attend all workshops,
year industrial placement
presentations and lectures
- Knowledge of how to maximise
- Any queries or uncertainty
applying for placements increases
please contact the placement
team for more information
- Ensure you research the
- Strengthens relationship with
employer fully before applying
employer
for a placement position - Shows you have knowledge of the
Confirm all additional extras
company
needed for the job e.g. living
- Increases chances of gaining a
arrangements, travel
placement position
arrangements
- Ensure you fully understand
- Reduce placement complaints
your placement contract with
because the student will be fully
your employer, including all
aware of all responsibilities
roles and responsibilities
- Ensure the student gets the most
expected of you
beneficial placement
LXXXV | P a g e
Getting the most out of your

placement
Communication with Visiting

Tutor
- Ensure that you are

maximising the position within
your organisation through
contact with your employer
- Ask employer for frequent
feedback on your performance
- Constantly seek help from
employer to gain skills
- Keep in contact with your
visiting tutor
- Send monthly/quarterly emails
updating them on your progress
- Update them if you have any
problems
- Contact them for any advice
you may need
academically/professionally
- Increase employability prospects

- Gives the students chance to
improve their performance to
ensure they are getting the most
out of their placement
- Increase skills gained whilst on
placement
- Improves contact with the visiting
tutor/university
- Student may feel more
comfortable discussing any
problems they may have
- Can help improve benefits you will
get out of the placement
5.3.4 Participant Recommendations

The final question in both the interviews and focus groups, was for the
respondents to give their views on how the MMU placement process could be
improved, and any recommendations they had for the Level 5 students
considering embarking on a placement. Table 5.4 below reviews
recommendations made by the Level 6 students, who took part in both focus
groups.
Table 5.4 - Participants Recommendations

Students Recommendations
University
Employer
my tutor was a bit useless really FG1

the uni should contact you more through the year
FG5
uni need to do a lot more to break us back in FG6
It would have been nice for them to be more
concerned about how we were getting on FG9
I just think a bit of reassurance would have been
nice! FG7
LXXXVI | P a g e
they do take advantage of how much work you

actually do to how much you get paid FG1
Salary was an issue FG2
5.4 Reflections and Evaluation of Methodology

Chapter 3 outlined the methodology for this study, which through the
collection of primary data was designed to achieve the aim and objectives of
this research. The in-depth data was collected through both semi-structured
interviews, and focus groups. Which as a result has identified certain
limitations, and aspects for improvement within the methodology.
5.4.1 Suggestions for Improvement

The first suggestion would be to improve the variety of the population sample.
Due to the short time scale given to complete the research, the sample for the
primary research was a convenience sample. This therefore resulted in a bias
in gender, with only one participant being male. In addition to this, because
the researcher was a recent placement student, this also could have caused
the results to have biased perceptions.
The second suggestion for improvement would be to extend the timings of

both the interviews and focus groups. Both techniques timings were minimal
for the in-depth nature they were set out to be. However all respondents
expanded fully on all questions asked, and were even given probing
questions. Therefore the researcher would suggest increasing the amount of
questions asked, to reach a longer length of time during the interviews and
LXXXVII | P a g e
collect more in-depth data from the respondents. Imputing this suggestion
could result in more data collected, which could produce additional detailed
results and conclusions to the research.
5.4.2 Reflections on Research Conducted

5.4.2.1 Successful
An advantage of using interviews and focus groups is that it allows the
researcher to collect in-depth information, as well as adapting the questions
depending on the participants answers (Kumar, 2011). Using these data
collection techniques were successful in gathering the suitable findings
needed for the analysis of data, and to answer the aims and objectives of this
study. Although the sample used was convenience and provided the
researcher with a gender bias, it also allowed the researcher to access a
broader range of participants, resulting in a variety of different perceptions and
opinions. This therefore further supports that interviews and focus groups
were appropriate collection techniques for the type data required.
5.4.2.2 Unsuccessful
When conducting the literature review, the researcher found that there was a
limited amount of up to date literature on IP within Hospitality, Tourism and
Events, this therefore resulted in many of the sources being dated. Although
LXXXVIII | P a g e
much of the literature was up to date, this was a result of the researcher
exploring different sources to gather the appropriate findings, which aided the
researcher in the development of the research design instrument and
achieving the aims and objectives.
5.5 Suggestions for Further Research

During the research process, the researcher found little literature related to IP
within Hospitality, Tourism and Events, and as a result of this minimal
literature on educators and students perceptions. Therefore the researcher
has made the following suggestions for further research:
Conduct the research on other academic institutions who offer

placements in Hospitality, Tourism and Events.
This would allow for comparison in placement processes, as well as educators
and students perspectives of this. In addition to this it could also highlight
areas for concern at other universities, as the majority of respondents (N=7)
outlined that they were dissatisfied with the support from their placement
visiting tutors.
Explore Visiting Tutors, Level 5 Students and Employers perspectives
within the research
LXXXIX | P a g e
This study assessed the effectiveness of an IP and perceptions on

employability as a result of this, from both Level 6 students and Placement
Co-ordinations perspectives. However during the primary research all
participants expressed some issue with either the employer, level 5 students,
or a visiting tutor. Gaining their perceptions would enable there to be a
comparison between these opinions as they would be provided with more indepth data, and conclude further how these problems are occurring through
the views of both parties.
Word Count: 11,878 excluding tables and figures.
XC | P a g e
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Neill, N. and Mulholland, G. (2003) Student placement structure, skills and
esupport, Education + Training, Vol. 45(2).
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Oliver, P. (2012) Succeeding with your literature review: a handbook for
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Page, L. (2014) How to make the most of university work placements, The
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APPENDIX
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Appendix A Industrial Placement Briefing Document
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C|Page
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Appendix B Visiting Tutor Handbook
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Appendix C An Employers Guide to Placements
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Appendix D Final Year Employability
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Appendix E Literature Base for Primary Research
Objective
3
3
3
3
3
3
3
3
3
Question
Explain in your own terms what you think the purpose
of an industrial placement is?
What would you say the benefits of an industrial
placement is for the student, the university and the
employer?
To
PC1
PC2
Source
Literature
Review
Reference
Huyton (1991), Fanthome (2004)
PC1
PC2
Literature
Review
The Placement Concept Neill and

Mulholland (2003)
Does MMU have a pre-placement process they

follow, if so could you explain?
PC1
PC2
Literature
Review
Neill & Mulholland (2003), Page (2014)

Gannon & Maher (2012)
The Placement Process Huntington,
Stephen & Oldfield (1999)
PC1
PC2
Literature
Review
MMU (2014)
PC2
Literature
Review
MMU (2014)
PC1
Literature
Review
Neill & Mulholland (2003) ,MMU (2014)

The Placement Process Huntington,
Stephen & Oldfield (1999)
PC1
PC2
Literature
Review
Herbert & Rothwell (2005), Fanthome

(2004), MMU (2014)
PC1
PC2
Literature
Review
Literature
Review
Literature
Review
Literature
Review
How do you think MMU specifically within Hollings

Faculty prepares students considering to embark on a
placement?
Do you feel students at MMU make the most of
employability services offered to them?
Does Hollings Faculty within MMU allocate placement
tutors to students wanting to embark on a placement,
if so could you explain their role?
Does Hollings Faculty have any other support
avenues they offer to students on placement other
than allocated tutors?
Have students ever had any major issues whilst on
placement?
Is there any specific procedures Hollings Faculty has
to deal with these issues?
Do you think that such issues can affect a students
post-placement employability?
How would you determine the term employability?
How do you think completing an industrial placement

affects a student at MMUs post graduate
employability?
3
3
3
3
How do you think students that have completed a

placement stand out against students that havent
completed a placement?
How do you think a student completing an industrial
placement as part of their degree, how is that different
to gaining general work experience?
Is it common for placement students to be offered a
permanent position at their placement organisation
post-graduation?
What are the main employability/transferable skills
you feel placement students gain during their
placement?
Do you think these skills can be applied to a
placement students studies in their final year?
Do you think these skills can be applied to any other
areas other than employability?
Do you think completing an industrial placement aids
students in any other areas than experience?
Do you think its important for MMU to be constantly
increasing their links towards businesses to increase
the amount of sandwich courses available to
students?
PC1
PC1
PC2
PC1
PC2
MMU (2014)
MMU (2014), Fanthome (2004)
MMU (2014), Fanthome (2004)
Hillage & Pollard (1998), Yorke (2004)
Hind & Moss (2011)
The key to employability model
DacrePool & Sewell (2007)
The USEM Model Knight & Yorke
(2004)
PC1
Literature
Review
PC1
PC2
Literature
Review
Fanthome (2004), Brown & Hesketh

(2004)
PC1
PC2
Literature
Review
Little (2001), Tamkin & Hillage (1999)
PC1
Literature
Review
Fanthome (2004)
PC1
Literature
Review
Gravells (2010), CBI Future Fit Report

(2009)
PC1
PC1
PC2
PC1
PC2
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Literature
Review
Literature
Review
Literature
Review
Fanthome (2004)
Literature
Review
Gomez et al. (2004), Little & Harvey

(2007)
Bachelor (2012)
Fanthome (2004)
Appendix F Interview Pilot
Pre-Pilot Interview Questions

Hollings Faculty Placement Co-ordinators
(Introduction of the researcher, purpose of the research, explain ethics of right to
withdraw and confidentiality of data collected, and why the researcher is conducting
this interview)
Industrial Placement
1. Explain what you think the definition of an industrial placement is.
2. Explain in your own terms what you think the purpose of an industrial
placement is.
3. In terms of the following categories, what are benefits of an industrial

placement;
- Student
- University (MMU)
- Employer
4. Does MMU have a placement process that they follow?
- Yes, please describe
- No, please explain why
5. How does MMU prepare students wanting to embark on a placement?
- Lectures
- Leaflet information available
- Guest speakers
- Past placement students
- Employer presentations
- Visual aids
6. How do you feel these prepare students for the real working environment?
7. Does MMU allocate placement tutors to students embarking on a placement?
- Yes, please explain their role, and how they support students before,
during and after
- No, please explain the reasons for not having a tutor
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8. Does MMU have other support avenues they offer to students on placement
other than allocated tutors?
- Yes, please explain
- No, please explain why not
9. Have students ever had any issues whilst on placement?
10. Is there a specific procedure MMU has for these issues?
- No, please explain why not
Employability
11. Do you feel that such issues affect a students post-placement employability?
12. How would you define the term employability
13. How do you think completing a placement affects a students post-graduation
employability?
14. How do you think students that have completed a placement stand out
against students who havent completed a placement?
15. Do you feel this is specific to industrial sandwich placements or could be
gained in general work experience?
16. Is it common for placement students to be offered a permanent position at
their placement organisation post-graduation?
17. What are the main employability/transferable skills you feel that placement
students gain?
18. Do you think these skills can be applied to placement students studies in
their final year?
- Yes, please explain how
19. Do you think that completing a placement aids students in other areas, other
than employability?
(Conclusion of the focus group, thank participants for their time and participation with
the research, explain again their right to withdraw from the research, and that all
information recorded will be kept confidential)
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Appendix G Focus Group Pilot
Pre-Pilot Focus Group Questions

Level 6 Hospitality, Tourism and Event Students
(Introduction of the researcher, purpose of the research, explain ethics of right to
withdraw and confidentiality of data collected, and why the researcher is conducting
this focus group)
1. Describe collectively what you think an industrial placement is.
2. Explain collectively what you think the purpose of an industrial placement is
- Do you think it is appropriate to your studies?
- Do you think there is a need for it?
3. Was doing an industrial placement a required element of your degree?
4. Where did you do your placement?
- Why did you chose to do your placement there?
- Any particular reasons why you chose that specific place/organisation?
5. How did you source your placement?
- Through university?
- Sourced by yourself?
- Friends or family?
6. How did the university prepare you for applying for your placement?
- CV preparation?
- Lectures?
- Leaflet information available?
- Guest speakers?
- Mentors?
- Past placement students?
- Employer presentations?
- Visual aids?
- Interview workshops?
7. Did you find any of these helpful and successful for preparing for placement?
8. Which ones did you find the most helpful?
9. Do you feel that any of them could have been improved in any way?
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10. Were you assigned a placement tutor before you went on placement?
- Were you familiar with this tutor?
- Were you told their purpose whilst they were your placement tutor?
- Did they help you prepare for embarking on your placement?
- Did you find them useful?
11. Did you have any expectations before starting your placement?
- What were they?
Employability
12. How would you define the term employability?
13. How do you feel that someone is employable?
14. What employability skills do you think you gained whilst on placement?
- do you feel you didnt have these skills before your placement?
- do you feel you developed any skills you already possessed?
15. Do you feel these skills will aid you when applying for jobs post-graduation?
- How do you think these make you stand out against other applicants?
- Why?
16. Did you get offered a permanent position at your placement organisation?
- Yes, please explain why you think you did
- No, please explain why you think you didnt
17. What do you think the difference between general work experience and an
industrial placement is?
- Why do you/do you not think this?
18. Do you think that your experience/skills gained during your placement will
help you with your final year of studies?
- Yes, please explain why
19. Do you feel that completing an industrial placement makes you more
employable?
- How?
- Why do you think this?
20. Overall how do you think that doing an industrial placement aided you with
gaining a post-graduate job?
(Conclusion of the focus group, thank participants for their time and participation with
the research, explain again their right to withdraw from the research, and that all
information recorded will be kept confidential)
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Appendix H Email to Interview Participants
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Appendix I Ethics Forms
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Appendix J Email to Focus Group Participants
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Appendix K Interview Transcript 1
TRANSCRIPT FACE TO FACE INTERVIEW 1

PLACEMENT CO-ORDINATOR (PC1)
DATE: 11/02/2015
TIME: 40 MINUTES
So to begin, I wish to talk about industrial placements in general, can

you explain in your own terms what you think the purpose of an
PC1: Yeah, I mean that is a very very huge question but basically the point of
an industrial placement is for the student to get as much exposure to the
industry, to the workplace. Erm [pauses] the difference is an industrial
placement is long term, in comparison work experience is that short term. So
when you go out on placement if its for a specific length of time, erm, its for
the company to get to know you and you to get to know, erm, the company,
and then develop your responsibility levels and get more interest out of it. Erm
but primarily thats one of the main thing is for students to get, erm, work
experience but its also to help very much enhance employability skills, so
erm, [pauses] so in an ideal world a student goes on placement, they continue
to work part-time for the same company if they can, and location wise for their
final year, and then they go back afterwards on a grad-scheme, or they go
back as a graduate. So it works two ways, it works for the student obviously
employability wise, but also for the employer, erm, that theyve already got the
trained up person coming back to them.
Ok so youve kind of touched on question 2 already, however what

would you say the benefits of an industrial placement is for the student,
the university (MMU) and the employer?
CLIV | P a g e
PC1: Ok, so obviously for the student its just work experience, erm, getting to
know the industry, its also [emphasised] massive a great opportunity for, erm,
networking particularly in events students, when youre out in the work place
you hear of jobs, you hear of new opportunities, you hear things that you
might not of been aware of before the different types of jobs and roles out
there, its [emphasised] massive exposure just to real life. For the university
erm. When we send students out on placement, its a good opportunity
obviously to have industry links, from that erm we bring in external
employers for guest lecturing erm. We get involved in research projects,
so to get our name out there, to have good students that are there as an
ambassadors for the university, it brings in particularly potential source of
revenue for the university because we start doing group consultancy, we do..
erm research work for them, project work for them. Depends on the course
really. And then for the employer, you know, we say that were giving them
someone thats [emphasised] absolutely keen and focused, because theyve
chosen to spend a lot of money getting a degree in this area, therefore theyre
automatically getting an employee that wants to be in the industry, thats
already got some part-time work experience, thats got some knowledge, that
got some passion for it, wants to do well erm [pauses] and.. erm
ultimately its going to help them in their recruitment process, because
hopefully theyll invite them back to stay.
Ok great, does MMU have a pre placement process that they follow?
PC1: Yeah, we have quite an extensive process [smiled]. So basically from
erm a students perspective. So basically what we do is the end of the
second term for the level 4 students, so the first year students, we go in and
we do some.. erm.. introductory lectures about placements, to get them to
start thinking about.. erm.. [short pause] placement opportunities, if they want
to go overseas.. erm.. [emphasised] they really need to start saving this over
the summer holidays, because of the cost implications. So just little bit of
[short pause] testing and teasing really but also so erm also telling them
that they really do need to have part-time work on their CVs because
employers now considering students for placements are also looking of parttime work as well.
So we do that with level 4s. Then as soon as students come back, first week,
first term, level 5 [short pause] we have what we call a placement briefing
sessions or placement preparation where the first session is [emphasised]
all about the placements, support youre gonna get from the university
erm we give out something called a placement briefing document. It tells
you what the placement year is all about, when you can start it, what the
salary should be erm ect ect, loads and loads of information. Then the
CLV | P a g e
second week we do an overseas briefing, so anyone thats thinking of going

overseas we talking about [pauses] destinations, we talk about the
implications of getting visas, and support over there. We also identify sort of
how to look for placements, where to look for placements.. erm.. and then
from there on for the rest of the term we have employers that come in and talk
about their specific placement opportunities [long pause] and second term we
develop more on that so, we have lots of one to ones I mean students are
always aware they can come in anytime to discuss their placement
opportunities.
We do, we now have a unit linked to placements which is synergy. Now the
synergy unit in term one is also about CVs, covering letters, interview
selection skills, they do a mock assessment centre, so helping for graduate
employment, but also helping for placement employment, so that links in. So
theres quite a lot [laughs] not that students always recognise theres quite a
lot, but theres a lot of admin work that goes on behind the scenes. So in
answer to your question, yeah, theres a lot of preplacement stuff that goes on
before the student actually goes out on placement!
How do you think MMU, specifically within Hollings Faculty prepares

students wanting to embark on a placement?
PC1: Yeah, so obviously youve got the lectures [short pause] erm and very
definitely one to ones. We also go do lecture shouts as well, so for instance
if weve got a brand new placement come in and havent got enough students
that have applied, or theyve missed the Moodle announcement, erm, well go
and do lecture shouts. Ive talked about the synergy that links in very much,
thats a 12 week course.
Erm leaflet information, we have the industrial placement briefing document
which we give out in September. Which tells them all about it, which I
explained before. We also have erm [short pause] a handbook which we
give to the students when they go out on placement. So theres lots of
information in there. We have a health and safety briefing.. erm before they go
out on placement, which is actually a university wide requirement.
So theres lots of lectures, lots of information, lots of information for students
wanting to go overseas on placement so what the cost implications are.
[emphasised] Guest Speakers, yes we get guest speakers in erm that come
in to talk about their one off specific placements [corrects themselves] I mean
placement opportunities. Thats across the faculty, so not just hospitality,
tourism and events but also loads of apparel guest speakers as well. Erm..
some of them mainly guest speakers will be the ones that arent local and
therefore want to come in and interview at the same time. We find that local
CLVI | P a g e
companies may come into [short pause] other lectures.. erm.. sessions, or
they want the students to go to them and visit them. Erm we only have one a
week for about 12 weeks.. erm [short pause] and again most of them are
overseas or further afield.
Past placement students [pauses] we now have what we call a placement
symposium so as soon as the students have just come back off placement
we have an afternoon where all the new second year students [laughs] are
encouraged to come along, and the final year students who have just finished
their placements do some presentations. [looks concerned] that needs
developing.. erm last year was the first year we did it surprisingly [laughs] we
had a great response from the level 5 students [smiles] they all turned up full
of enthusiasm. [sighs] not a great response from the level 6 students.. erm
just because they had things on, so erm.. thats just something we did. We
also [emphasised] probably more on the apparel side things, always have
when student [corrects themselves] I mean employers come in, students that
have been out on placement before with them we get them to come in and sit
in that session as well. Erm theres a [emphasised] big link with twitter and
Facebook, and were [emphasised] always encouraging students, current year
students to speak to students that are out on placement or students that have
just completed a placement, so there is Facebook there [smiles]. Erm.. were
getting asked more and more if students considering a placement can contact
students that are currently out on placement, that are there now [short pause]
for interview techniques. Yeah so we pass that information on. Whos there
now, who was there last year.
Erm [long pause] employer presentations, that really falls under the same
area of guest speakers. Same sort of thing.. same sort of people. Erm.. visual
aids, yeah weve got them. Moodle.. weve got powerpoints [short pause]
erm.. some of the employer presentations, that the employers come in with
they will leave us with them, and we will put that onto moodle. [long pause]
ermmm we dont have a lot of visual aids, in terms of sticking job adverts up
on a wall [looks confused] which is actually something I would like to develop
[emphasises] its actually a bit of a battle on that one. [long pause] ermmm
yeah ok.
How do you think Hollings Faculty within MMU prepares students that
are considering to embark on a placement?
PC1: Erm [short pause] well first of all the synergy unit which weve talked
about already. The synergy unit prepares the students to get the placement
in the first place, so the synergy unit will spend a lot of time working on CVs,
a lot of time working on covering letters, as I say they do have to go a real
CLVII | P a g e
assessment centre, so you know. Erm more and more [short pause] more
companies now are erm.. doing assessment centres for placement employing
[looks surprised] not just sort of graduate employment. [Long pause] erm.. so
we are very definitely putting students through that assessment centre day,
which again is a bit horrible for them, but the word [emphasises] assessment
centre is a fear weve got into everybody so at least we now know, all the
second year students know what a numerical test is, know what a verbal
reasoning test is. [short pause] they have done a one-to-one interview on, in a
practice environment. Erm
Is that compulsory that second year students attend this assessment
day?
PC1: Yes, yes it is. Its marked as part of their synergy unit they [emphasises]
have do it. Its the final bit of that unit, for that first term. Obviously theres lots
of preparation, so they have preparation in.. erm presentation skills, and
they have to do a presentation [emphasises] so lots of prep to get them used
to a real life working environment. Ermm [looks concerned] no matter no much
preparation you do I think when students first get into industry [emphasises]
especially if theyve not already worked before its a shock. I dont know how
much more preparation we can do [looks concerned] we tend to find students
that have worked part-time before dont have such a sort of [makes a dum
shocked noise] [laughs] erm.. shock. Basically again its more one-to-one
sessions if they want it.. erm [short pause] again in the placement preparation
sessions, in the second term we have two [pauses to think] two weeks
towards the end of term of final briefing sessions, so we talk about [uses a
patronising tone] what if this happens, what if that happens this is how you
would cope with it. Obviously when theyre out there theyve got all the erm..
the coursework that is linked to real life environment as well.
Does Hollings Faculty within MMU allocate placement tutors to students

embarking on placements? If they do, could you explain their role?
PC1: erm.. yeah. Hollings, yeah every student has an allocated visiting tutor,
what happens is that most of the students tend to start June July ish so the
placement office during this time is their first point of call. Purely because
there is a lot of movement, a lot of the academics are away in July and August
so we dont allocate until September. Erm.. [long pauses as PC1 passes the
interviewer some documents] I have brought you the visiting tutor information
pack so you can see what we send to all the visiting tutors. Basically their role
once theyre allocated in September is to be the first point of contact between
the student, the employer and the university. What tends to happen is that
unfortunately [looks concerned] we cant guarantee that a student whos out
CLVIII | P a g e
on placement will get someone who has already taught them and they know.
For instance if weve got tourism, hospitality and events students [short pause]
in America, at one hotel erm then the very likelihood is that they wont know,
or one of them wont know the person going. But obviously were not going to
send three tutors to one hotel in America. Erm.. [long pause] theyre there to
support the students, not before their placement [short pause] they dont know
theyre out there until we tell them in September, so the support before comes
from very much from the placement team. Once the visiting tutor is allocated
they will contact the student, and they also contact the employer and
introduce themselves and make it very aware that we are the tri-partake sort
of agreement. Erm.. theyre there to support pastorally and also academically,
cos the students have a couple of pieces of coursework. Erm [short pause]
and really, take it from there. What tends to happen, that erm [short pause] if
the students dont know the academic very well or if there is quite a serious
issue, the academic not quite sure what to do with it, it comes back to the
placement team anyway.
Does Hollings Faculty at MMU have other support avenues they offer to
students on placement other than allocated tutors?
PC1: Yeah, yeah, I mean both the visiting tutors and the student know that
placement team is [emphasises] always there as well. Erm.. I have a 24/7
mobile number, 24/7 emergency number so that can ring anytime day or night
if theres you know, real serious issues. I have to say [looks surprised] in all
fairness it doesnt ring a lot, but constantly you know ultimately they can either
come back to us, erm and well support in whatever the issues tend to be, at
whatever time basically.
Have students ever had any major issues whilst on placement?

PC1: [Emphasises] Yeah! [laughs] we have loads of major issues all the time
on placement! But I cant, I cant obviously for confidentiality reasons I cant, I
cant say what they are. But we have.. erm [emphasises] serious issues, very
serious issues. Erm [long pause].
Would you say thats more from a work perspective or personal
perspective?
Both. We have students that have been made redundant, erm for instance
[short pause] apparel students for instance, who worked at MEX [short pause]
MEX is big clothing company, and theyre a big employer that takes 14
students on every year. On a Friday just before Christmas the company [look
concerned] went bust. So 14 students were out in Amsterdam with rent to pay
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for the next 7 or 8 months, and no money coming in [emphasises] at all, thats
it. So thats a big issue obviously. So we have redundancy all the time erm..
we have students that just erm.. arent up to the mark, and the employers not
quite sure what to do with them. That can be anything from non-attendance
through to not doing the hours, through to lack of engagement, lack of
enthusiasm [short pause] so theres sort of behavioural issues. We have
student that have personal issues.. erm.. that are effecting the work that we
have to deal with. We have students that [emphasises in a concerned tone]
that get pregnant, we have students that get drunk, we have students that
drive cars into swimming pools. So theres quite a few with [emphasises]
naughty behaviour. We have personality clashes, we have students that are
very good, but theyre not getting on with management erm.. so we get
involved in that. [Emphasises in an empathetic tone] Thats always a shame,
as it sometimes puts the student off the industry. So theres a very fine line to
tread, but theres lots of issues that go on, they are dealt with because they
are individual issues. They are dealt with on an individual basis. Usually when
its that serious, it comes back from the visiting tutor, back to the placement
office [short pause] well it comes back to me really, and I deal with it as when.
Sometimes it means, for instance the MEX incident in Amsterdam we went
out to see the students, erm [short pause] we had a student that broke her
neck a few years ago erm.. skiing, so we went out to be with the student. So it
depends on what the issue is.
So is there any specific procedure Hollings Faculty at MMU has to deal

with these issues?
PC1: No because as I said earlier, every issue is personal. Obviously with
redundancy, we have a procedure [short pause] and dependent on what the
issues are, I mean sometimes we have a policy that if the students made
redundant then [emphasises] clearly its not their fault. We then have to look
to see how to support them to continue on the placement, we have other
students that maybe might have been dismissed because theyve [looks
concerned] stealing money from the tills.. I mean the policy for something like
that, whenever a student comes off placement they have to come in and meet
with myself and the programme leader, and we look at the options and we
look at the reasons why. We get reports from the employer, we get a report
from the student, umm and we look at the past two years when they were at
university [short pause] and then the outcome of the meeting will be, whatever
it is. So thats the policy on the basis that there is a structure. Erm [short
pause] and it depends again on the severity of whatever it is.
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Employability
Do you feel that such issues affect a students post-placement

employability?
PC1: Erm [emphasises] very rarely! I mean its [emphasises] very very rare
that we would ever say to a student.. ermm [short pause] you cant come back
onto the course. For whatever reason youve been, youve left your placement
[short pause] you know, universities are not gonna say that, cos the
universities [laughs] at the end of the day are getting financed and the
university doesnt want to lose the [emphasises] students money! So.. erm
you know, if a student [short pause] and we havent had it for many years, but
we did have a student that was caught stealing [short pause] and he [looks
concerned] stole a lot of money, so he was asked to not come back. [laughs]
weve also had a student that slept with a managers wife erm [laughs] so
obviously he was asked not to come back. [emphasises] but obviously those
are very very extreme cases. Most of them are [long pause] erm, usually you
either have to repeat the placement year, or you have to come onto the fulltime coursed dependent on the severity of it all. Obviously if its redundancy
and things like that we work it through. Erm most of the time its not put on a
students file. Just because every student has a got a file for every single year
theyre at university, where transcripts of attendance is kept, erm transcripts of
evidence of erm your results for each year, and sort of if theres any PLP or
anything like that. Because we keep those files because we get asked for
references from employers two or three years down the line, obviously with
the hundreds of students, so the only thing that everyone can refer to is the
file. So [emphasises] I very very rarely put anything negative on a students
file, unless its for obvious reasons. Erm, so no I wouldnt say its particularly
[long pause] affects the students post-placement employability, I would say
something like sometimes the student is [emphasises] put off going into the
industry that they want to go to. Erm, and its purely depends on [emphasises]
how the student portrays their placement experience as a positive or a
negative, and if its negative erm, I mean Ive got one events student last
year who had the [emphasises] most appalling placement [looks proud] but
she stuck it out and did really really well, every negative thing that happened
to her she turned it into a positive. You know, she did really really well, so it
depends what the student defines it.
How would you define the term 'employability?

PC1: Employability is making the student more attractive, more employable,
getting the skills they need to take into industry. Compared to other
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universities that arent doing it. So thats where placements come into it, thats
where work-based learning brings it all together. Its preparing them with life
skills they need to make them more employable.
How do you think completing an industrial placement affects a student

at MMU post-graduate employability?
PC1: Right [long pause] erm.. I think weve kind of already answered that one
by me explaining what the benefits of completing a placement are for the
student.
Ok great, how do you think students that have completed a placement

stand out against students who havent completed a placement?
PC1: I think we notice and evident, over and over again students that have
actually, the time. The students that come back into level 6, that have
completed a placement compared to those students in level 6 that havent
[emphasises and smiles] their confidence levels are so much higher.
Sometimes a student does realise that, erm, and its not until people get
further into their final year. Even at graduation level that they suddenly think,
oh actually yeah Ive got the ability and the confidence to stand up and Im
more focused, I know what I want. Erm [long pause] so confidence really
really comes into it erm.. er [short pause] I think just general networking.
You know theyve had more opportunities to see whats out there
[emphasises] thats not to say, I mean a placement isnt right for everyone,
and there are some very very good final year students who decided not to
take a placement, but have very much engaged in industry for the whole three
years. So [short pause] youve got three types of students, youve got the
ones that have done the industrial placement, the one that hasnt but has
engaged in industry so has got loads of volunteering might have done really
relevant work-experience in the summer, might have worked one day a week
in whatever side of the industry whilst being at uni. [emphasises] but then
youve got the student whose done the full time course maybe done one
volunteering and has done nothing else, erm, and it would be very unusual for
that student to be comparable to the final year student who has done a year in
industry. An employer would automatically [emphasises] nine times out of ten,
look certainly to favour the one thats been out on placement [smiles]. Just
because the employer hasnt got to teach them as much, and they know
theyve got that sort of air of erm its confidence really.
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So specifically, how do you think say a student completing an industrial

placement as part of their sandwich degree, how is that different to
general work experience?
PC1: because normally if theyve done a whole year, erm, or 48 weeks
theyve erm been given a certain amount of, or should of got to the level if
they company allows them [short pause] to erm take some responsibility. So
for instance in the events industry they might of spent the first 2 or 3 months
doing very mundane and tedious tasks, from admin to packing up goodie bags
to whatever. But ultimately.. erm.. if the students got to sort of, not necessarily
being in charge of an event, but has got far more involved in putting an event
together, maybe got far more involved in the client meetings, going to look at
the venues, erm, [emphasises] the level of responsibility, you dont get that
level of responsibility if youre working or work for someone for 2 or 3 months
and then you go, you very much do whatever that job is for the first 2 or 3
months. Erm [short pause] if youre doing one day a week work experience
then again youre getting the office environment, getting the experience, but
[emphasises] youre not given the level responsibility. Thats the difference
really.
Is it common for placement students to be offered a permanent position

at their placement organisation post-graduation?
PC1: [emphasises] yeah, its very common. It depends where it is, so if you go
out in America we have all the students saying, oh Im gonna go back Im
gonna go back. [laughs] but in reality they never do, but theyre offered. If its
in Manchester, erm, or very near to their home town, its possible a lot of the
students will continue to work there on a part-time basis in their final year. Erm
see it depends location, comes into it but I would say [short pause] a good
80% of students get full-time work offered from their placement employers.
What are the main employability/transferable skills you feel placement

students gain?
PC1: Employability skills, are the confidence. Assertiveness [short pause]
negotiation.. erm leadership skills, teamwork skills, you can teach those at uni,
you can do practice workshops.. erm and things like that [emphasises] but to
be in real life is completely different. Those skills they can take into any
industry really but its the fact youve had a year developing those skills. So all
the transferable skills really administrative, IT skills [short pause] theyre all
developed when youre out on placement. Obviously again it depends on the
placement and the type of things you so. I mean if youre a hospitality student
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and you spend a year waitressing and dont sort of move to a supervisory role
then obviously youre communication skills are going to develop and maybe
your assertiveness skills, but your admin skills arent. So depends on the
placement.
Do you think these skills can be applied to a placement students studies

in their final year?
PC1: Probably time management, erm, discipline [short pause] because
certainly the final year people arent, you know, I know youre pushed to be
given deadlines but erm [long pause] to manage your studies, erm, I would
say is the biggest thing, so students time management. Team work, theres a
bit of team work, not much in your final year is there. Leadership skills. I think
basically [short pause] probably time management is the biggest one, and
independent learning. I mean its hard [emphasises] its really hard for
students to come back from placement, and then theyre [emphasises] thrown
into final year. You know youve not had to think academically for a whole
year. Erm so it takes, we always find it takes the first term for the students that
have been out on placement, to catch up with the students that have just done
the 3 year degree. But then this term, the results [emphasises] there just a
huge difference.
Do you think these skills can be applied to any other areas, other than
employability?
PC1: Again, time management I should imagine the students are more
assertive with their friends, probably more focused. I mean after a placement,
when they come back students are generally, I find here a lot of sort of level 4
and level 5 students, when I say to them [short pause] what do you want to do
when you graduate, its like [looks confused] I dont really know. Whereas by
the time it gets to their final year, erm, particularly a student who has
completed a placement they know exactly what they want to do [emphasises
and laughs] or they know exactly what they dont want to do! So far more
focused, so that helps them. Yeah and definitely more mature. [emphasises]
yeah big difference, big big difference.
Ok, and finally do you think its important for MMU to be constantly be
increasing their links towards businesses to increase the amount of
sandwich courses available to students?
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PC1: Yeah [emphasises] it is very, it is very, absolutely essential. Not just for
placements but I think, Ive noticed Ive been in this for what [thinks to
themselves] 12 years now. Placements used to just be very much about us
and them employers, now the university very much jumped on the bandwagon
and.. erm theres [emphasises] huge links with employers, for courses, for
research, for guest lecturing, for course validation. Erm [long pause] its and
interesting one, because we have, we have a lot of employers that say to us
now a days actually of course we will offer a placement, but we dont to offer it
to the university, we want the students to be proactive and find it themselves.
So thats hard, because they wont offer theyll just say, you know, find it
themselves. And we actually also [sounds surprised] have a lot of students
now that dont want to do the four year degree, they [emphasises] want to do
the three year course. So at the moment [emphasises] its a big big changing
area.
Do you think thats because they dont know about the positives of
doing a placement, or do you think its the current high university fees?
PC1: [Emphasises and sounds shocked] Well, I would hate for it to be
because they dont know. Because certainly we push it the whole time, theres
enough information out there but, its a bit like you can take a horse to water,
but you cant make it drink erm.. I think the students have busy courses
particularly in level 4 or level 5, theres a lot going on. Placements then dont
[looks concerned] obviously come to the top of their priority list, till around
now. But also theyve got their projects around now as well. Whereas the
stronger students have already found their placements, so now a days its not
compulsory to do a placement year [emphasises] at all for any course. I think
they sort of panic now, into sort of march, and if they havent found anything
they sort of think [short pause] Im just gonna do the full-time course as its
easier. Which, fair enough that happens [looks concerned] well we then sort of
say to them, well you need to keep building on your CV, and you need to get
part-time work. But yeah were [emphasises] constantly, constantly out there
looking for new placements, but unfortunately we can [laughs] try the same
companies as students! [looks confident] and the students are very very
proactive, you know were contacting companies, the students are contacting
companies and erm yeah thats the way it is, were all working together I
guess!
Ok great, I think weve come to the end of this interview. Do you have
any further questions? If not thank you for your time.
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Appendix L Interview Transcript 2
TRANSCRIPT FACE TO FACE INTERVIEW 2

PLACEMENT CO-ORDINATOR (PC2)
DATE: 11/02/2015
TIME: 40 MINUTES
So to begin, I wish to talk about industrial placements in general, can

you explain in your own terms what you think the purpose of an
PC2: Right so, I think the purpose would be [short pause] I would say two
points ..erm.. firstly the placement helps to understand better what is the
career path that the student wants to take in the future. So lets say if, erm, if
one wants to work in a hotel, and does the placement in the hotel that actually
the environment [short pause] the hotel environment is not really [long pause]
the right path for them. So thats sort of, alright, he has spent, he or she has
spent a year in this environment. [elongates] realise thats not what he or she
wants to do for the rest of her life, or his life, and decides to [long pause]
explore something different areas of the tourism industry, lets say. Erm
hospitality, that could be restaurants, or any other areas [long pause] apart
from that, it also helps for the third year of that students, sort of course.
Because during the placement not only he or she gains a professional
experience, skills and knowledge but also and academic side is also involved,
so there is, there are two courseworks to do [long pause] one is erm a
report on an area within the business, and second is just reflecting on the
students development. So that, the report especially is a good start for, thats
quite similar to the research as a third year student you would do [short
pause] erm for your dissertation. I think that.. erm doing the report helps
students crystallise their ideas for their dissertation. So as I said, it helps you
to understand what you want in your life professionally, but it helps also you to
do well [long pause] perform well for your academic degree.
In terms of the following categories how do you feel that an industrial

placement is beneficial for the student, the university and the employer?
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PC2: Right so yeah, thats pretty clear here. Ok [short pause] for the student I
think we just discussed that. Erm.. [long pause] and then for university, I think
now a days its important to understand that a degree its not only the theory,
but its also sort of having good links with the industry. Its not purely, especially
if we take courses like hospitality management, tourism management and
events management [short pause] that practical side, must be sort of
implemented in the theory. So if we do it successfully ermm that makes
the course more interesting, makes the course more relevant for what the
student actually wants, because you as a student [emphasises] I would expect
you to want to have a good job [laughs]. So if we as a university help you with
the industry links [short pause] thats what makes, I think this is what makes
MMU stand out among other universities, and thats also if lets say manage to
develop these link successfully.. erm.. and implement the practical side as
part of our curriculum then that sort of helps the new students to decide to go
to MMU doesnt it. So it is a mutual benefit really. [short pause] and employer,
erm.. clearly employer, thats where the student goes after graduation so
[short pause] what we usually say is that placement is like a yearlong
interview, so employers understand better how the course can help to sort of
develop the new .. erm [long pause] the new industry members and also
[emphasises] its just new talents. So employers it helps them to get the best
talents [long pause] and anyway in any industry, sort of working together is
beneficial.
Focusing more on Hollings Faculty at MMU and their placements, do you

have any pre-placement processes you follow?
PC2: Pre-placement, yeah ok. Yeah so, during the level 5 which is the second
year of study, erm there is the whole year is the placement preparation
process. They are some lectures, there are some employer presentations..
erm there are one-to-one meetings with a student helping them to do the
CV, cover letter, interview skills. But also [acts surprised] what I think we are
doing very well now, this is the first year, we have the synergy unit erm, thats
throughout the whole year, that prepares in a very thorough way prepares
students [short pause] for just becoming more employable. Apart from the
synergy unit is the assessment centre day, erm where they have the mock
interviews erm mock [long pause] group interviews, group exercises, and
also presentation. So its really were working together [emphasises] again with
industry.. erm and part of the assessors are coming from industry from hotels,
from catering companies so again its just one of these examples where
they are assessing students what is the level of their employability at this
stage, and they give very thorough feedback about how it can be improved.
So something, just as working hand in hand the synergy unit and the
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placement team working hand in hand just preparing students for the
placement [emphasises] and not only the placement also for graduate roles.
How do you think MMU, specifically within Hollings Faculty, prepares

students considering embarking on a placement?
PC2: Yeah clearly, persuading students [emphasises] is a hard hard task.
Because if the students are not ready to listen, it is hard to persuade anybody.
Like lets say today, I am going to meet level 4 students erm and that will be
just a ten minute introduction to placements, and clearly during this
introduction [emphasises] not only will I say, I will talk about the criteria of
doing a erm placement, but I will also try to give some reasons why they
would need to think about placement in general [long pause] but erm you
know, if youre not ready to listen you can easily ignore leaflets, youre just not
paying attention to them. Then we have quite a lot of guest lectures coming in,
also from industry, so you dont need to be necessarily a placement student,
student who is going to go on a placement to listen to these presentations,
you know listen to these guest lectures. [long pause] erm then synergy unit
is a compulsory unit, so within that unit we, that is all about employability, and
because I am lecturer in the synergy unit and also involved in placements, so
during the synergy unit I also took the opportunity to promote what are the
new placement opportunities that we have received recently, for those
students [looks concerned] who are not checking moodle [laughs]. Which is
also something that is quite common [laughs]. Unfortunately thats just my
comment. Erm.. so I think thats how [emphasises] I am trying to do it,
because I am involved in synergy which is compulsory [short pause] I am, I
have tried to bring in all the information that I can at the beginning of the
lecture or the end [emphasises] just to remind the students that, alright, [takes
a sympathetic tone] if you havent yet decided to go on a placement this is
how it is helpful for you to get a graduate job, this is why the placement is
useful to become more employable. So there is still time to change your mind
[laughs and takes a patronising tone] just come and speak to me please!
Do you think that past placement students coming in and speaking
about their placement experiences to current students considering
taking a placement year, is a good technique to help them decide?
PC2: Ermmm. Yeah! Yes, if you were a placement student that means at the
beginning of the year you were expect, or I mean you were invited to the
placement symposium. So this was the opportunity for the students to meet
past placement students, that was like a faculty based activity. There was the
whole second floor all about meetings and discussions, so that was a big
event. I think that was quite [long pause] [sounds surprised] quite impressive
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actually, quite a lot of students turned up and that was good! Erm apart from
that then lets say, nutritional sciences course, they do presentations and all
the level 4 students are allowed to present their, so they are sat there listening
to all the presentations being given by the erm.. placement students, erm.. I
mean level 6 students that have just returned from placement. Erm.. [short
pause] that, erm, I think you know its like, its like with tripadivisor, right, if we
as lecturers you should do that, this is important for your future career that is
one thing. But if the students tell them that themselves, so give them
feedback, some students that works whereas [sounds concerned] other
students have some other aims. There is [emphasises] always some students
aim which is to just finish as quickly as possible, just to graduate and then my
life will start. I even feel that this, this is my, what Ive been doing the whole
year is just trying to explain to students that [emphasises] NO! It doesnt work
like that, its not like you graduate and THEN your life is starting, it is actually,
you are now responsible so that your life after graduation is successful. You
know because if you find it hard to get a placement, where you get help [short
pause] then think, it will be ever harder for the graduate job. So thats why,
yes, there are things we are doing [short pause] to encourage students to take
a placement, but its still important they are listening and considering that.
Do you feel that students at MMU make the most of the employability
services offered to them?
PC2: Some yes, some are [emphasises] some are really really proactive.
They are, yeah, we cant really say. Students there is not one trend there, so
erm. Its all diverse. So we still need to acknowledge that they are students
who I am seeing quite often, I have helped them with CV and cover letter,
interviews [short pause] so they always are in contact and by now they [acts
confident] they already have a placement. Or they are actively looking,
because they havent yet found something that would be of their interest, but I
know they are working on that. And [short pause] I think for these students,
erm yes there is enough help there and theyre using that help. Then there
are students who prioritise assessments, you know, all the coursework and
everything that is now due in at level 5 that they have to do. [emphasises] I
can understand that, clearly not all students can do two things at the same
time, so they are now focusing more on that and as the second term goes to
the mid of the term, they start realising that, alright, now is the time I need to
find a placement. So I start seeing these students now, [takes a sympathetic
tone] and this is still alright. Erm because Im still ready to do the same
things with them, and there are still placements left, and there will be some
opportunities coming in some months time, or coming now. [takes a confident
tone] So its still alright. But then clearly there are students who are not using
these services, and erm as we already discussed before, if students are not
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prepared to listen then even if we have another, if we develop another

channel even to just get the message across, it wouldnt help. I mean, if
theyre not listening. But as I said, its a [emphasises] diverse range of
students [laughs] so we cant just say, give one answer here.
Does Hollings Faculty within MMU allocate placement tutors to students

embarking on placements? If they do could you explain their role?
PC2: Yeah. Erm.. [long pause] they wouldnt support students before
placement, because thats something we do. So they are allocated a visiting
tutor in September, September or mid-October.
Is that always someone the placement student is familiar with?
PC2: No. No not necessarily. Erm but the tutor knows the process, and
[short pause] yeah and the process is particular [emphasises] there is quite a
lot of information given to the tutor, to the lecturer who is now taking up this
role from September, mid-October. It explains what are their, what the role
entails. So basically it is [short pause] so from now on, September midOctober, that is the main point of contact. [emphasises] so we expect the
lecturer to send an email to students, [takes a patronising tone] so I am the
person you need to contact if you have any questions, erm, any maybe
difficulties, or you want to clarify something about your coursework lets say.
Erm [short pause] and during that email we would also expect the lecturer to
give an approximate date, or month, or you know when he or she would be
ready to visit the student. Yeah so [short pause] clearly, if everything is alright
on the placement it might be that the lecturer [long pause] erm [says
reluctantly] doesnt hear from the student, really before the visit. So then, it
could be that the first point of contact is during the visit [short pause] when the
lecturer tries to identify, so the progress of the student, what is the future
aspirations, do they want to change something, do they have opportunity to
do various things while they are on placement, and then it is the academic
side of the placement. So, how he or she is progressing with the report, how
he or she is progressing with the personal development plan. [long pause]
erm again, if everything is alright, if the student is happy with everything, if
the student is up to date with all the coursework, then the visit is quite brief
[says reluctantly] maybe an hour? And then, and then again if everything is
alright then probably just the visiting tutor, hears from the student again when
they get the coursework to mark. The difference in the situation, is if there are
some questions then [short pause] the visiting tutor might talk to the
supervisor, manager, erm lets say they are sometimes situations where the
student thinks, alright, I know now, everything is clear now erm what are my
sort of daily routine, I would like to do something more, I would like to learn
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lets say the financial side of the business, or maybe you know shadow the
manager [short pause] for a while, or something else. And then sometimes
students are quite shy to speak to the managers or supervisors, that then
could be an opportunity for the visiting tutor to then discuss, so this is what the
student wants [emphasises] and usually Ive been on these visits now, usually
the manager is also keen to find out how the student feels. Yeah, so thats
usually just to know, alright, what is the student saying, is there something
they want to do differently? Basically what is the feedback, and then this is an
easy opportunity to be like alright everything is sort of where it is and the
student is really keen to learn something new. Sometimes the [emphasises]
dynamics of the business arent what the student imagines they wanted to do,
but then there could be something different offered.
Do students have any other support avenues that placement students

can access other than their visiting tutors?
PC2: [States confidently] Yeah, they can always contact us. Contact the
placement team. Yes, sometimes erm sometimes the visiting tutors are
quite busy, and maybe not responding as quickly as the student would like
them to [short pause] erm.. to receive the response. Erm so they can just
contact us and [long pause] and we have Nicky Smith who is the manager,
and then me [short pause to think] Im quite new in the role, only been here a
year as a placement lecturer. But erm yeah, either we prompt the visiting
tutor to respond or we just help them ourselves, so again it is just working
together, working as a team.
Have student ever had any major issues whilst on placement?

PC2: Right, erm.. speaking about major issues, you need to understand and
Im sure you know that yourself, being on a placement is just part of your life.
So it is very similar, or really, identical [emphasises] to just doing a job. You
know just being employed. So when your employed, or when you are you
know as a student at university, or just part of your life. [emphasises] clearly
there are issues. You know, so just when then we could divide these issues
into two areas. One is personal issues, and then the other one is sort of job
related issues. And both of these sides would influence your daily life, and
your placement. Speaking about the job related issues and you probably have
more experience from doing a placement, so we all know there could be
personality clashes, there could be situations that I discussed earlier like, that
the student thinks right, I just know my daily routine I want to do something
different now. It could be these situations, and these are not necessarily
problems so lets say the fact that you want to move to a different role, or you
CLXXI | P a g e
want to add to your experience something new, this is something that would
just require communication. Erm so erm.. student who is doing well realises,
thats something we are trying to explain during the pre-placement preparation
process is that, [take a concerned tone] if you are not talking to your manager,
or if you are not communicating with us, [emphasises] no one will ever know
that you are not happy! So, clearly there are situations when the manager is
very busy and the just the dynamics of the business doesnt really allow, sort
of, at this stage to listen carefully to the students needs. Like you know in
Hospitality or tourism industry this is the Christmas period, where it is just
busy [emphasises] and you just have to help and do whatever is needed you
know. This is again, these are again erm some difficulties that you need to
understand as a placement student, you need to understand what industry
youre going into, yeah so again this could just be industry related difficulties.
Not necessarily issues, they are just specifics [emphasises] industry specifics
that you are learning about, while you are on a placement and that basically,
again, going back to what I said before helps you to understand [takes a
patronising tone] whether that is the right career path that you want in your
life. So yes thats normal if you are facing some difficulties whilst you are on
placement and thats sort of, to a great extent depends on the student how
you approach these difficulties. If there is a situation where you are
[emphasises] not doing anything and you are just suffering in silence, then at
some stage it becomes an issue! So first of all communicate, communicate
with us, and communicate with the manager.
Employability
Do you feel that such issues affect a students post-placement
employability?
PC2: You know, it always depends on the individual. Erm [long pause] what
I would like to say, and I know it sounds [short pause] you cannot always
understand, it sometimes hard to take this information. You know even a bad
experience is an experience. And that again going back to, if you feel alright,
hotel environment is just not what I want, its just clearly, totally what they
didnt expect it to be as it was. So clearly [emphasises] by realising that you
cant say youre 100% happy with your placement, but again by realising that
you will know that as a graduate, you will look for a job or see how you can
further develop in some other areas of hospitality. Yeah so it a learning curve,
that is not necessarily always happy erm but it is what you are [emphasises]
gaining from that. And besides, its not only about what is you satisfaction
level about your placement, but it is sometimes its just gaining confidence.
Students could come away and say, yes I have good time management skills,
yes I dealt with difficult customers, maybe I didnt like it or enjoy it, but I am
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able to do that with experience. And again at the end of the day, its just a
year on your CV. Especially during the economically crisis [short pause]
students are realising, yes I have a degree, but guess what [emphasises]
thats just not enough. Employers need someone with experience.
So in your own words, how would you define the term employability?
PC2: Basically employability, it is very important to understand that it is not
only a skill to get a job. Yeah, employability is something that, erm is set of
skills, set of abilities to get a job, and maintain a job, and also to develop
further. [long pause] so briefly employability is erm [long pause] you have
the skills to get a job, then you have to skills to stay in that job, to develop
further professionally, and if you want to change a job then again it is just
[short pause] being employable helps you to change your career path, do
something different, or just to erm to become from supervisor to manager,
from manager to business developer. SO that is a set of skills that you need to
constantly work on, erm during your professional career.
How do you think students that have completed an industrial placement

stand out against students who havent completed a placement?
PC2: [states with confidence] with their experience. They would just stand out
against others that dont have the placement experience.
So do you think this experience is specific to a student completing an

industrial placement as part of their degree, or do you think the
experience could be gained from general work experience?
PC2: Erm any experience is good. The difference between placement and
summer jobs, or part-time job is that, if you do a full-time job the
responsibilities are different. And you sort of demonstrate the commitment.
For a student that was able to stay in a job for a year, ok that sounds like
normal, but not really. It is the situation where some students you know, might
become bored with the role, or you might say, alright I have learnt everything.
[looks concerned] I dont want to do it anymore. [emphasises] but no, this is
not the case! You have a contract, you need to be an adult. [takes a
patronising tone] This is your role, you signed a contract to do it for a year, so
you need to approach it professionally. You cant just say, I am bored or, I
dont want to do it anymore [laughs]. So by doing the placement, and
demonstrating that you are an adult, you have now learnt a cycle of a
business [short pause] and you are a reliable person. So when you write in
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your CV that you are a hard-working, reliable erm team player [long pause]
what is the proof that you are who you say you are? [states with confidence]
And the year in industry on industrial placement, is very good proof. And
especially if you got good feedback from the employer, you know the end of
placement report, which shows [emphasises] YES I am who I am.
Do you think completing an industrial placement aids students in any

other areas than experience?
PC2: As an individual . Erm. [long pause] mainly it is about gaining
confidence. Because I in my role come across quite a lot of students that dont
believe in themselves [short pause] and you know if you dont believe you can
do it, like get through the next stage of the interview process, [emphasises] so
when it comes to the interview because you think you will fail, thats a very
bad sign. You know without trying you are so lacking confidence that you are
just not appearing for the interview, or just not appearing for the assessment
centre because you are so afraid, anyway they are not going to take me [long
pause] erm.. ermm thats something that the placement can change. I hope
so. Because if you are so unconfident you are even not trying [long pause]..
erm then how will you progress in your life, you know you might just say, oh
thats confidence, but you know for some students it is key just to get this
confidence, to try and show who you are, or what you can do. [Takes a
surprised tone] and you might be the best candidate actually, or one of the
best! And if you came you could of got the role. So I think it just, it just helps.
[emphasises] any experience helps you to develop not only professionally but
also as a personality.
Ok so finally, do you think its important for MMU to be constantly

increasing their links towards businesses to increase the amount of
sandwich courses available to students?
PC2: So within Hollings Faculty they all offer placements as part of the
course. But actually it depends what course you are doing, but I think so. But
in general, but in general [long pause] erm yeah it certainly it depends on
circumstance. We can talk about some individuals who can give, you know,
ten reasons why placements doesnt work for them, and I understand there
will always be this situation. But in general erm.. you know, after graduating
this is what usually students will do, they will try find a job. So if they can have
some experience, working experience whilst they are studying and that helps
them not only [long pause] in the development of their career, but also
academically, then clearly I dont see a reason why you wouldnt have a
placement. And its just a situation, and the situation is just changing a little bit
CLXXIV | P a g e
with the university there is this [emphasises] need to engage more with the
industries out there, so its not just like erm we are a separate institution,
and alright, these are the rules, and these are the experiences that we
provide, and you are there the industry, you then deal with the situation as you
see it. And again its especially I can only talk about our course, because this
is what I did undergraduate and postgraduate you know. Erm yeah I think
its important.
Ok great, I think weve come to the end of the interview. Do you have any
further questions? If not thank you for your time.
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Appendix M Focus Group Transcript 1
TRANSCRIPT FOCUS GROUP INTERVIEW 1

LEVEL 6 HOSPITALITY, TOURISM AND EVENTS
STUDENTS
DATE: 25/02/2015
TIME: 40 MINUTES
So to begin, I wish to talk about placements in general, and then move

onto your experiences during your placement.
When applying to university was a course with a placement a desired

aspect when helping you decide?
FG4: [emphasises] yes definatley. Thats one of the reasons I wanted to come
to university, I really wanted to do a placement, because I thought that when I
graduate it would enhance my prospects of getting a job.
FG1: No it wasnt. It didnt help me decide really. But when I got to uni, I didnt
realise there was a placement involved before I chose, but then when I knew I
could do a placement I really wanted to do one.
FG3: No it didnt really affect me at all, I didnt really think about it.
FG2: Yeah it was a deciding factor for me, and the course I wanted to do I
made sure that it had a placement year, because I thought that it was valuable
experience.
FG4: Yeah [takes a concerned tone] Im actually quite upset that I didnt get a
placement!
Ok so, was doing an industrial placement a required element of your

degree?
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FG1: For me it wasnt a required element, only about 20 people out of 300 got
a placement on my course. So it was a sandwich course, so you dont have to
do one. But you can do one if you want to. But most people applied didnt get
one, but I got one.
FG3: it wasnt required on mine at all, I mean it was optional. Not many people
did one [short pause] it was just there as an option.
FG2: It was a required element for me.
FG4: Erm, well my course it wasnt really required but I tried really hard to get
a placement but I just didnt get one. I mean I was quite disappointed to be
honest. But I managed to secure like an internship [short pause] so thats like
really helped, and looks really great on my CV.
For those of you who did try get a placement, or did get a placement
how did you source it? Though University, by yourself, or through a
friend or family?
FG2: Yeah mine was through the careers centre at university, like, my
placement was advertised on the internet but I first learnt about it through uni.
FG1: I applied for a few placements and didnt get any in like October, and
then [short pause] that was through uni, cos they kind of told me where they
were but I didnt get one. But then the actual placement I got, I didnt get until
June! And it was because my tutor knew, my personal tutor knew I wanted to
do a placement and sorted me out. She said there was a job going where she
used to work, and thought I would be good for the role, so I applied for it
[takes a happy tone] and got it luckily!
FG3: I didnt apply for any. I didnt really fancy them, none came up I liked.
And yeah just didnt really wanna do one.
Why didnt you want to do a placement?
FG3: a few reasons really! I just wanted to finish uni and get it over with
[emphasises] get out into [short pause]
FG2: [laughs] the big bad world!
FG3: [laughs] yeah, start working earn some money.
FG4: Well I erm.. [short pause] yeah at MMU they have quite a good erm.. like
placement team so they advertise loads of placements on the website and
[short pause] and I also applied for some off my own back. Mainly in the
London areas, that might be why I didnt get one to be honest because its
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quite competitive down there. Erm but Im kinda glad I dont have a
placement now though, Im in my final year and I just wanna finish!
Did you feel more comfortable applying for placements through
university or applying for them by yourself?
FG4: Yes I did, because erm [short pause] they offered lots of help with
stuff like CV writing and also interview techniques.
How did university prepare you for applying for placements?

FG2: Erm.. Yeah well I just love being at MMU, because I think we got so
much help. Cos as FG4 said they really prepare you with stuff like CV writing.
Yeah it think MMU had got a really good career thing going, specifically for
placements, so yeah really happy with how they helped me really.
FG1: [takes an angry tone] I dont think they helped me at all.
FG3: Neither do I actually.
FG1: I got mine, off my own back, and erm.. they didnt do anything towards it.
Apart from obviously my personal tutor, but I feel like that was because she
knew I really wanted one, and was helping me from more of a friendly
perspective, rather than her doing it from a university perspective. Yeah they
just didnt help me at all, and I know a lot of my friends who did placements,
they had a lot of tasks to do, and they didnt feel like the university helped
them [emphasises] at all. Yeah to get those tasks done. I think everyone
thought that a lot more could have been done towards our CVs. I mean we
had employer presentations and stuff, but nothing really stood out. And to be
honest everything [emphasises] is just so so competitive. That no one really
got anything out of that. It was very much people who I know who got
placements, were if you knew someone you got a placement, and if you didnt
know someone it was quite hard to get one.
FG4: I think as well, maybe like talking about erm.. Companies coming in.
Erm they were all like the big companies from down south, or abroad.
Maybe if a few smaller, local from up north, I would have had more of a
chance to get one.
Did you have any expectations before you started your placement?
FG2: Erm.. [long pause] yeah well I erm.. I thought it was gonna be a bit more
intense than uni, cos its kind of like that 9 to 5 lifestyle, which is preparing you
CLXXVIII | P a g e
for work after uni. And it was tiring at first, but I think you get into it. Erm
[long pause] I expected to learn a lot and I did.
FG1: Yeah I was really happy with mine, I struggled at first, because I wasnt
very confident [takes an upset tone] and I thought that the people I worked
with didnt want me there. Erm.. and that I was just there to make cups of tea.
But then after a while, I found out that I wasnt just there to make cups of tea
and I actually learnt quite a lot. Towards the end I was definitely given a lot of
responsibility, doing a job [shouts] that I was severely under paid for! And
erm but yeah, I had to realise in my own head that I was actually worth
doing it. They didnt give me any confidence to think that, I just had to
[emphasises] book my ideas up, and free myself.
Were you assigned a placement tutor whilst you were on placement?

FG1: my tutor only visited me once. Erm.. so yes, I did. She was very lovely,
and she looked after me. But personally I didnt find her helpful at all, I went to
her with one problem and she was awful to me. And I sent her an angry email
in return because I didnt like her response. So, I sorted the problem out
myself, but it wasnt a problem that I felt needed sorting out. But I wanted to
speak to my tutor because it was a bit of an emotional outlet, so she could
look at it from an outside perspective rather than my boss. And she sent me
back quite an erm harsh response which I wasnt very happy with, because
I thought she was there to help me [emphasises] emotionally, with any
problems that I had.
FG2: Yeah I had two visits from my tutor, because they were in the area. And
they were actually really helpful to me, and like when I wasnt getting on with
one of my managers she gave me some advice, on how I could handle the
situation. So I was very grateful. It was nice to have someone from the uni as
well, to like relate back to outside of the work environment that was used to.
How would you define employability or being employable?

FG3: Erm id say its like, erm Im not quite sure is it how employable you
are?
FG4: yeah I think I would say that as well!
FG3: well, being employable is having the skills, the right skills for the right job
FG1: its hard cos, you can have as many skills as you want. But if youre not
the right person for the job, then then youre not right. Me and my friend, who
were applying for the same graduate jobs. Ive got the same experience, the
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same skills, and the same level of qualifications [short pause] exactly. But she
got further than I did, so what made her more employable than me? Its a
personal thing.
FG2: yeah I think its quite individualised
FG4: yeah
FG1: yeah and I think that employers know what kind of person they want for
a role, and if you dont fit that type of person [emphasises] no matter what
grades youve got. Youre not employable. So what does that mean?
FG4: Yeah I agree!
FG1: but yeah I think having a placement helps a lot. But I think on top of that,
once youre competing against everyone whos had work experience, its
down to personality and traits and what they look for in someone who works.
FG4: Yeah I definitely agree, because Im actually a mature student, so erm..
Ive actually got work experience before I came to uni. Erm my work
experience isnt actually like [long pause] beneficial to my degree, but its still
work experience, and when I was going to my job interviews, which I
obviously didnt get [short pause] they said that because I had worked before
and had experience, thats basically how I got the interview. [acts surprised] I
was quite impressed.
FG3: Yeah you can relate everything youve done onto jobs thats going
FG1: yeah its nice to be able to talk in an interview about, when they ask you
the general questions about, name a time when blah blah blah. Its nice to be
able to talk about when you were on your placement, opposed to like when I
was in uni I did this.
FG4: Yeah!
FG2: Yeah totally!
Ok so, how well do you feel that MMU has supported you throughout
your time at university with employability services?
FG1: erm.. ooo thats a hard one!
FG2: yeah it is cos
FG4: They do sometimes send me emails in fact I still get them now. I actually
need to turn them off [laughs] my phone. Erm But they always send me the
latest vacancies on the website and stuff. They also do a lot of them
workshops erm [short pause] Ive actually been to some theyre
[emphasises] really good.
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FG2: [acts surprised] oh are they!

FG4: Yeah they did actually help me quite a bit. And yeah they give you like,
they give you templates as well, to help you build a great CV!
FG2: Thats good. Well I know that like, cos Ive had to do loads of group work
in my degree erm [short pause] thats definitely helped in terms of team
work. And I think in general uni helps you with loads of stuff, it helps you get
loads of transferable skills. But at the end of the day, a placement is, you can
talk about more in interviews as FG1 said, rather than just uni with like, yeah,
how would you solve a problem its better to have that work experience.
FG1: I agree! I have no more to add to that.
What employability or transferable skills do you think you gained whilst

on placement?
FG1: Just general real working experience, knowing how to work with people
FG2: yeah definitely!
FG1: and knowing that youre not gonna get along with everybody, and that
youve just got to deal with it. [emphasises] Suck it up!
FG2: yeah and using your own initiative as well like
FG1: Yeah, and being able to make a job out of nothing
FG2: Yeah at the end of the day, youve got to make decisions. You cant be
relying on your manager all the time. In a fast-paced environment when
youve got to make quick decisions youve got to rely on your own initiative,
yeah your confidence builds as you go on doesnt it.
FG1: Yeah I find, yeah the placement student who took over from me, I had to
train her for a bit [emphasises] and she was useless. And she never used to
write anything down [takes a concerned tone] and now I know that shes not
doing very well there, because she just cant keep up learning all the things
she needs to learn.
FG2: Hmmm [short pause] yeah I definitely think it helps you improve your
confidence.
FG1: I think confidence is the big thing. And going into another job in the
future knowing Ive done this for a year, Im actually, I can do it.
FG2: youre like worthy of it.
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FG1: yeah, and knowing you are right for it instead of being like ooooh I dont
know
FG2: Yeah
FG4: Yeah thats really nice, thats kind of why I wish I had a placement!
FG2: Im really sorry that you didnt get one!
FG3: Well I never really wanted one anyway so!
FG4: I think it would be so nice to just have a year experience on your CV
dont you think?
FG3: No! Cos you can do it at the end I think, without paying for the tuition
fees, you pay your tuition fess for your placement for a year, when youre not
getting any tuition! When youre not even at uni! Why not just get that work
placement experience once youve finished university?
FG4: Thats very true, although I think I would just like to embrace the student
life for a bit longer as well [laughs]!
FG3: But you wouldnt be if you were doing a placement, you would be
working!
FG4: [laughs] very true!
FG1: [Laughs]
FG2: [Laughs]
FG1: I think I was seriously underpaid for my placement, so you could go in at
a lower graduate level, and get paid double for what I got paid for the same
amount of work!
FG3: Yeah! And then be working your way up as well, instead of having to go
back to uni!
FG1: Thats true
FG4: That is true
FG1: As much as I enjoyed my placement, and it gave me confidence
FG2: yeah, but a block 12 months when youre applying for graduate jobs
youve still got that behind you!
FG1: yeah definitely, I would recommend it to anyone. I had fun!
Ok so the transferable employability skills you have described, do you
think these have aided you in any way towards your final year studies?
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FG1: Yes absolutely!

FG2: Yes definitely! Like the whole thing with initiative, making decisions in
group projects
FG1: Knowing how to work!
FG2: Yeah! Your work ethic improves massively
FG1: yeah your work ethics rises so much
FG2: you get so many more hours into your day!
FG1: My grades have jumped up considerably since doing a placement
FG2: yeah me too actually! And thats great, because final year is worth so
much more as well, its good for you to have that increase in your grades
FG1: I think also youre just more mature because youve been away for a
year..
FG2: So yeah you kind of come back to uni with like fresh eyes
How do you think an industrial placement aids you employability wise in

comparison to part-time work?
FG4: I mean I do think a placement would help me employability wise, but as I
said before I have actually worked fulltime for a few years before I came to uni
so I kind of have something block on my CV anyway.
Was that experience related to your degree youre studying now?
FG4: No it wasnt. It was really relevant. I mean its not what I want to do when
I finish uni so but I think Ive still learnt valuable things from just working
fulltime anyway.
FG1: I think it depends on what youre gonna go into, and as long as youve
got some work experience then employers can see youve got ethics and
youre hardworking then theyre gonna employ you if they like you.
FG2: yeah
FG4: Yeah I agree
FG1: but if its something you need to do a masters, I mean you need skills to
do a masters, then a work year in industry is gonna help. And obviously a
work placement year is never going to not help you.
FG2: yeah
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FG1: but I dont think it means your necessarily not going to get the job over
someone who has had a year in industry on placemen
FG2: yeah id agree with that. But I think as well because its got such a
purpose about you learning about the industry, and knowledge that you can
bring back to your degree.. erm [short pause] thats really valuable.
FG1: yeah, Id say the value goes into, maybe upping your grade the next
year because youre a bit more confident and mature so you can come out
with a better grade rather than
FG2: Yeah id say that too to be honest
Would you recommend a sandwich degree with an industrial placement

year to future students?
FG1: I would
FG2: yeah I definitely would
FG4: I think I still would, even though I didnt do one just because I kind of
wish I did do one! But I think it depends on a lot of things.
FG3: No, because I dont think theyre needed, you can easily get a job
without doing a placement year, if youve got the skills. Like you dont have to
do a placement year, you could do a summer placement instead, or do work
experience on your reading weeks and over Christmas. I just dont think its
that valuable!
FG2: [to FG3] have you got a job at the moment?
FG3: Yeah I do actually, well Im currently a manager of a hospitality events
company
FG2: Christ youve done well!
FG3: Well through my three years of my degree I did do loads of work
experience, yeah and I worked at Marks and Spencers every weekend for
four years! So that showed I was committed, loyal so just worked my way
up straight away!
FG1: [to FG3] did they ask you in your placement why you didnt do a
placement?
FG3: Nope!
FG4: I agree though, I do think that any work experience is relevant, I mean
these students that have never worked a day in their life, I mean
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FG2: I know, its stupid!

FG1: Anyway, I would definitely, 100% recommend it to anybody! Just
because I had so much fun, and made so many new friends, and it has helped
me in the future. And its absolutely helped me find new connections.
FG2: I would 100%, absolutely, definitely, totally, undoubtedly agree!
FG3: Yeah but I think you can also get connections, also through not doing a
placement
FG1: [to FG3] you mean like LinkedIn?
FG2: [to FG3] through who though?
FG3: friends, family, through jobs, work experience.
FG1: [to FG3] do you know someone who helped you get your job now? Or
did you get it off your own back?
FG3: I got it off my own back actually!
FG1: [to FG3] so you didnt know anyone at all? I just feel someone who didnt
do a placement and got a managers job straight after uni is just a bit
ridiculous!
FG3: my part-time work helped my CV quite a lot actually!
FG4: Yeah I did a 6 months un-paid internship one summer, and that really
helped boost my CV
Final question, do you have any recommendations for future

improvement in regards to anything within MMU placements?
FG2: [to FG1] so I think youd say your tutor wouldnt you? I mean mine was
very helpful but
FG1: Yeah my tutor was a bit useless really, but apart from that. Oh actually I
do feel though that maybe sometimes placement employers take advantage
of people, again Im going to talk about my pay, but they do take advantage of
how much work you actually do to how much you get paid. Like I was doing
overtime most nights and was getting paid half as much as what people in the
same job as me were.
FG2: Yeah I completely agree! I think that employers know that they can give
you less money because [emphasises] you want that placement.
CLXXXV | P a g e
FG1: Yeah and its hard because you want to prove yourself and you want to
show yourself. So youre not going to be like well no Im not doing that.
Whereas if you were actually in a proper secure job, youre more likely to be
like well actually thats not my job
FG2: Yeah you are more vulnerable on a placement
FG1: Yeah and I think employers can take advantage because you need
them, way more than they need you!
FG2: Yeah definitely, and it is always nice when you have good working
conditions. Like I was happy but I would definitely say salary was an issue.
FG1: yes, I completely agree
FG2: But I dont know if theres anything that MMU could do about that
FG1: yeah cos Ive got friends at different unis where thats been a problem as
well you know!
FG2: yeah totally
FG1: but apart from that I dont think MMU could do anything really!
FG3: Which is why you shouldnt do a placement really
Ok great, I think weve come to the end of the interview. Do you have any
further questions? If not thank you for your time.
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Appendix N Focus Group Transcript 2
TRANSCRIPT FOCUS GROUP INTERVIEW 2

LEVEL 6 HOSPITALITY, TOURISM AND EVENTS
STUDENTS
DATE: 27/02/2015
TIME: 40 MINUTES
So to begin, I wish to talk about placements in general, and then move

onto your experiences during your placement.
When applying to university was a course with a placement a desired

aspect when helping you decide?
FG5: Yeah!
FG8: Yeah!
FG7: Yep
FG9: Oh yeah definitely!
FG7: Oh sorry no it wasnt actually
FG9: It gives you that option to get a year experience, that if you come out of
uni without a placement year youd just have the degree, whereas having a
placement year, youre gonna have a year of on the job experience as well, so
its gonna put you in a higher stead to get a job.
FG5: yeah and I always kind of wanted to work away, so it gave you the
opportunity to do that, kind of difficult to go about on your own and do it.
FG6: It didnt really prevent me from choosing, but I think now that Ive done it,
and now that I know it can bring after uni, obviously all of the contacts that you
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make during your placement, its definitely a good aspect towards your
degree.
FG7: I hadnt initially applied for this course erm and so when I changed
to this course obviously found out it had a placement I was a bit annoyed
because I didnt want to do four years, but now Im really glad that it
happened, and I found one!
FG8: Yeah, pretty much the same as that, just it will help you out more taking
that year out and getting that experience.
Ok so, was doing an industrial placement a required element of your

degree?
FG9: Yes
FG8: Yeah
FG5: Yeah
FG6: Yes
FG7: No
FG9: It was compulsory!
FG7: Oh yeah it was, sorry!
So how did you source your placement? Was it through the university,
by yourself, or through a friend or family member?
FG9: Through University
FG5: from uni
FG6: Myself
FG8: Yeah, myself through contact that I already knew
FG7: Through University
How did MMU prepare you for applying for placements?

FG5: yeah, they had careers fairs, guest speakers [short pause] it was all on
moodle
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FG6: every week wasnt it!

FG5: yeah it was..
FG7: I actually found it really helpful!
FG5: they were always helping set-up interviews, so yeah it was pretty good
FG8: yeah same as them lot really
Which of these did you find helpful towards applying for placements?
FG6: I think obviously the international ones, so all the American ones and
stuff we wouldnt really know much about
FG5: so the guest speakers coming in to speak to you about that obviously
helps, because going to America is a big deal [short pause] you kind of want
that face-to-face interaction before setting it up
FG8: yeah yeah
FG9: for me I had never heard of yummy jobs who obviously came in and
talked to us, and they were the only company that we could go through to get
to Disney World. So if they had not come in to present their available
placements, then I would of never of known!
FG6: That would have been more difficult to do it by yourself, if it wasnt
through uni
FG9: Yeah it would, the uni is a good stepping stone link between us as
students and the employer
FG7: Previous placement students coming in to talk to us was a good one.
Thats how I got my placement, somebody came in and spoke about doing
their placement at 8Northumberland Avenue and it sounded like the exact
sort of thing I wanted to do, and I probably would of seen it advertised on
moodle but hearing her speak so highly of the placement, it definitely
convinced me of what I wanted to do, so yeah! I think thats the real reason I
did my placement.
FG5: That did really influence me at all, because I wanted to go work abroad
before I even chose my course, thats why I chose the course Im doing. When
people come in and say this is what I did on my placement that doesnt really
make me wanna do it. Especially looking into whats available, I always knew
what I wanted to do anyway.
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FG8: I found it encouraging that people came in, cos obviously when your
tutors say to you about your placement, well they might have done it ages
ago, but when like students on your level have actually done it
FG7: you can relate to them
FG8: yeah, cos they know what you want, they know what youll get and stuff
like that
FG7: and they know, theyre current because theyve just done a placement,
and theyre not making it up. They are saying its beneficial and stuff and yeah
you know its good.
FG8: yeah I agree
FG9: I think its good as well, because it might show you what you dont
wanna do!
FG7: Yeah! Which it did.
FG9: there was some speakers that came in, and you thought I do not wanna
do that! I dont wanna spend a year of my life doing that
FG7: working in a B&B for six people, in the middle of nowhere in American,
just did not appeal to me!
FG9: exactly
Did you have any expectations before starting your placement?

FG7: yeah I think from that guest speaker, I anticipated what it would be like,
not guests speaker I mean ex-placement student, and yeah it was pretty much
how I expected it to be!
FG9: yeah, to be honest I didnt really have any idea, because I was going to
a country Ive never been to before, by myself, [takes a shocked tone] we
didnt even know where we were living, until we actually were in America. I
was sort of chucked in at the deep end, and yeah we never really had a clear
idea to be honest!
FG5: yeah thats the same as me, you get all your paperwork saying where
youre gonna be working and doing, but its completely different when you get
there
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FG9: you dont know when or where!

FG5: you dont even know what your room looks like, you dont know whether
youll be sharing a room or not. So its just completely different.
FG6: mine was slightly different, because I sourced it myself and didnt get
any information through uni or past-placement students, you know what to
expect, I didnt know what to expect. Obviously I knew I had a house where I
was going where I could live and stuff, but the job itself didnt live up to what I
expected it to be like. I thought going in as a student and then being aware
that I was on a placement that they would give me more responsibilities, and
the first placement I had I was basically a glorified bar worker really. But then
obviously when I went to the wedding co-ordinators, I was doing everything
from scratch really, and that is what I had anticipated!
FG8: thats exactly the same as me, cos I got my placement through a contact
I knew as well. But its more, where I was working they kind of knew I was
there for 11 months, I think they kind of milked it if you get me, so they knew I
had to stick it out so they put me down for this, they put me down for that. And
then thats where you start to lose your motivation, thats when you start to
question was it worth it?
Were you assigned a placement tutor whilst you were on placement?

FG5: Yeah
FG6: Yes
FG7: Yeah
FG8: Yeah
FG9: Yeah
Ok, so were you familiar with this tutor?
FG5: Yeah
FG6: Yeah
FG7: Not before no. And to be fair I thought it would be, I thought it would be
someone we had been taught be previously
FG8: yeah same. Absolutely!
FG5: I knew who mine was before
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FG9: I didnt even know what mine looked like! [laughs] I was going around
downtown Disney, like who am I meeting with? [laughs]
Ok so did you find them useful at all?
FG8: Nah I didnt really
FG5: It was just kind of there if you wanted it, if you would of contacted them
they would of got back to you, but they would never message you first just to
see how youre doing. It was nothing like that. But I think because I went
through a different agency, it was more them I would go to if I had any issues.
I wouldnt really contact uni because I didnt really feel like they would want
you to. Well my problems that I had, I came home half way through. So I had
to come into uni to speak to the placement team, have a meeting and stuff like
that. I definitely found it helpful, erm I wasnt going to go back to America,
and speaking with the placement team really helped me to go back.
FG6: Well I changed placement halfway through because I wasnt happy, and
I got loads of grief from the placement team because obviously its affects unis
status if a student drops out. But my argument was, that it wasnt credible to
the contract I was given, cos I had sourced it myself, it wasnt someone who
worked with the uni. So that was my argument to get out of it, plus I wasnt
happy, plus I had a better paid placement offered so, they couldnt really stop
me from doing it.
Moving on to employability, how would you define the term

employability or being employable?
FG6: I think it depends on the job.
FG8: yeah and what they look for
FG6: and what skills youve got
FG5: I think theyll always look for experience
FG7: yeah in this industry
FG5: obviously doing a placements gonna look good, I think by the time you
graduate if youre 22, and got no experience working in the industry then
youve got no relevant chance of getting a good job [laughs].
FG8: yeah no chance
FG9: I think yeah, balance of experience and skills cos, especially in our
industry, theres so many skills that are transferable for other industries, so in
terms of customer service, communication, organisation and time
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management. Theyre skills you can then input into any industry you wanna
go into.
FG7: I just think everyone I know whos done a placement is felt so happy that
theyve done it, and I think we all feel more employable from it, and Im so
grateful for that. And like I think if it wasnt compulsory I wouldnt of actually
done one, I think I just would of wanted to graduate quicker, but I am
[emphasises] so glad I have done it now.
FG9: Its been so beneficial!
FG6: and in the contacts youve made as well
FG7: yeah and thats why I think its a shame its not compulsory now for other
students, cos, and thats whats helped with this university with their figures of
employment as well. Something like 90% of MMU students will get employed
after they graduate and Im sure thats directly down to the placements,
because theyve had that 1 year of industry experience. Even for people who
have never had a job before or students that their English isnt that good,
even if its a really basic placement its still gonna just help them isnt it.
FG5: and confidence as well
FG7: yeah!
FG5: cos I always found that I wasnt that confident, and then going on
placement and moving to a country on your own, doing something completely
different, you had to get confident, you couldnt be the insecure person,
because youre not gonna make friends like that, if youre just sat in your room.
So you have to do that, and I think thats a transferable skill that you can take
to another job, when you go for interviews and things like that, it prepares you
for stuff like that.
FG7: and I know Ive had lots of other jobs before, its the fact that for me and
for a lot of other people, its our first job that weve had [emphasises] for a full
12 months, which looks so good!
How well do you think MMU has supported you through the whole of
your degree with employability services?
FG7: I think really well. I was really impressed with the support we got before
we went on placement, erm.. it made me want to do it [short pause] and I went
and spoke to a lot of tutors, and I spoke to the placement team yesterday
about some work because she has experience with it, and I feel like most of
the lecturers weve got if we wanted help, they are there and they do wanna
help us. So I feel like its really good, yeah.
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FG5: and they also encourage you to like work alongside your degree
FG7: which is good!
FG5: they always put stuff on moodle, and email us constantly about jobs that
are available which is really good, cos a lot of my friends at different unis
have been told you cant get a job, if we find out youve got a job its going to
jeopardise your degree and grade so I think its good that they encourage
you to. Especially doing what we study, because you need the experience,
cos its no good to just come out of uni with just a degree.
FG7: I feel like contacts I have built from placement, and working can help me
with my CV. I know theres CV writing courses and drop-in sessions that MMU
does, and I know that they are there, however since we kind of did that as a
compulsory unit in 2nd year, I dont feel like I need to go to any of them.
FG8: yeah same, I mean we know they are there
FG9: yeah we know they are there, and its good that they let us know, but I
just dont feel like I need to go to them
FG6: I agree with you two to be honest [to FG8 and FG9], I know they are
there, but I dont need to go to them.
What employability or transferable skills do you think you gained whilst

on placement?
FG9: Time management massively erm.. cos I had to work full-time, I had to
study with Central Michigan University and do assignments for them, and
attend seminars for them, I had to do Disney classes, I had to do my
placement course as well, so obviously that was really good practice. And
then its all about multi-tasking as well, customer service as you said, I think
everyones placement industries were really focused on customer service
which is really important, and organisation. So I think I learnt loads of skills to
be honest.
FG6: In my case, because I was essentially wedding planning, I was thrown in
at the deep end. So you have to have [emphasises] impeccable organisation,
otherwise youll just fall flat on your face I think. Theres so many different
aspects of our industry that if youre not organised then youre just screwed
basically.
FG5: yeah cos youre never just go into a job, and thats [emphasises] thats
just your one job role. Like so many jobs Ive worked in, you have to have the
skills to do so much more than just being a waitress and taking an order,
theres so many different elements to everything. I think that benefits us more,
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because then were a little bit more prepared for when things actually go
wrong, and youre not relying on other people to do everything.
FG6: exactly, take control of a situation. You cant rely on others to do
something
FG9: you have to be pro-active
FG7: going back to that question of skills that we learnt, were definitely
leadership. I never really had any leadership skills before, thats what I was
most scared about doing on my placement, and by the end of it I could
manage a team, which for was for me was a [emphasises] a huge thing! Yeah
confidence was a massive thing for me. I was absolutely terrified about
briefing staff, that was the biggest thing I was scared of, and now I wouldnt
even flinch doing it. So for me that was the biggest thing.
FG8: yeah id say like authority as well, in terms of if you have a part-time job
you wouldnt really get the chance to have the authority you get whilst on
placement. But as a student, when I was working an events, the supervisor
there knew that I was on placement so he was like this is what you will be
doing, so Im gonna go in the office for an hour, its now your duty to delegate
jobs, sort of organise the staff and it gives you that sort of responsibility.
FG7: it gives you that opportunity, because they want you to get something
out of the placement, and thats what determines a good placement as well, is
what they want you to get out of it. And my placement did want me to get the
most out of it, so I feel lucky in that, I think other people dont necessarily have
that.
FG8: yeah cos youve just gotta like just get on with things
Do you feel these skills gained whilst on placement, have helped you in
your final year of studies back at MMU?
FG7: I dont think skills Ive learnt on my placement have [emphasises]
practically effected how I am in my final year, but Im sure they will upon
graduation
FG5: yeah, I think theyve helped me. I mean Im a lot more confident now
than what I was before
FG8: yeah, yeah I am too
FG9: I feel Im a lot more pro-active with my workload and managing my
assignments and time
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FG5: especially like FG9 said, time management is a big thing in your final
year, and I feel I really improved that whilst on placement!
FG6: Yeah I agree, I still work 5 days a week, whilst being at uni and trying to
get all my assignments and stuff done, I really think my placement has
contributed towards my time management and balance of all these things
FG8: Like with our event, where I was working was obviously an event based
company. You become familiar with the different types of events, and every
single event is different. I feel like Ive kind of brought ideas from being
involved in those events to my final year events project. So I can be like hang
on, at this event on my placement we did this I think this would work really
well
FG7: I also think I helps you, but I think Ive worked for my job a bit too much
this year, so right at this moment in time Im really stressed!
FG6: I personally dont see uni as a job, do you know what I mean? Although
youre getting a degree, which I suppose is bad in a way. But its like when
you say when youre working for somebody
FG7: youre more motivated to do it, because youve been asked to do it buy
your manager
FG8: Its like with work, you [emphasises] you have to do 9am starts I have to
go
FG6: yeah you cant just not turn up
FG5: yeah you cant slack
FG8: whereas with uni I dont have to go in for 9am if I dont feel like it!
FG9: theres no consequences really with uni
FG8: I just go there, go to a 1 hour lecture and after that I just feel like Im
done for the day! [laughs]
FG7: yeah whereas, even if youve had 3 hours sleep and you really dont
want to go to work [emphasises] you still get up and go to work!
FG9: also I feel like some people might argue against placements, saying
youre so used to being in that routine of studying at uni, then you go into the
real world and start working, its really hard to come back and just fall back
into your studies again, after working. I mean weve not had to worry about
dissertation and essays, like we had placement coursework but it wasnt the
same and you get so used to working!
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FG5: I mean we did have 6 months in between finishing placement and

starting uni again though
FG8: yeah we did, [takes a shocked tone] in like a month and a half weve
been expected to write 7-8000 words in various assignments!
FG7: yeah I agree, [takes a worried tone] in the next three weeks Ive got to
do 10,000 words
How do you think completing an industrial placement aids you

employability wise in comparison to general part-time work?
FG7: as I said before, I think that 12 months solid fulltime experience just puts
us a mile ahead of people who havent go that. Obviously pat-time work, and
voluntary work in this industry is really important as well, but I think that full
year of block placement shows dedication to sticking it out, whether you
enjoyed it or not.
FG5: and working full-time as we said before like, when you have that
authority thats the difference, when you work part-time you have like none!
FG8: yeah
FG5: you get more responsibility, youre getting used to having the authority.
Youre the one thats then speaking to clients and suppliers differently to when
you were part-time. Doing that now as a part-time job Im like oh thats my
managers job whereas on placement stuff like that was your job.
FG9: I think also for us, you know we wouldnt get a part-time job in America,
cos you cant do that. So the fact that we had the opportunity to go overseas
and experience working for a global company and different types of culture is
really beneficial to my CV in comparison to part-time work in England.
FG8: and the contacts that you make as well
Do you think its growingly important for MMU to be constantly

increasing their links between businesses and the university to increase
more courses to have placements, or just to have more job links in
general?
FG7: yep definitely
FG5: yeah!
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FG9: it should be encouraged, Im quite shocked that the Events Management

course isnt compulsory to have a placement year. Because when me and
FG6 went to go speak to second year students about going on placement, you
could see them saying that they didnt want to go, but after speaking to us on
a student to student level, afterwards they kind of changed their mind and
could see how beneficial it has been to us. So even if its a case of everyone
who has done a placement, coming back to speak to second year students to
try encourage them, I think thats important.
FG7: and I think its that as well, you saying to them I initially didnt wanna do
one, I was in your shoes, but coming out the other side Im so glad I did one
and then theyre like oh maybe I will do one then!
FG5: the uni should do more, like the uni should encourage them more. The
placement symposium that they did thats great but they should of more of
them, because theres always gonna be people that didnt go, theres always
gonna be people like yeah yeah Ill get one actually, sounds alright and then
walked away and changed their mind. If they held them more, and committed
the students to it they would probably get a larger amount of students on
placement.
FG6: yeah I agree with what theyve said
Overall how do you think completing an industrial placement in general,

has aided when applying for post-graduate jobs?
FG8: massively
FG6: I think experience looks great on your CV, so when youre applying for a
job and youve done a placement year I think its gonna work in your favour,
as opposed to someone whos just been a student for 3 years and just come
out with a degree. And I think its evident cos so many of my friends now who
have graduated and they just cant get jobs, because they just dont have
experience! So I think if placements were more available for more different
courses I think its evident really that its gonna help you get experience in
your industry you want to go into.
FG9: I also think its who you know and not just what you know
FG7: it is! I didnt know anyone in my industry before, and I just think its that
compulsory thing that aids you
FG9: thats what I mean. So from placement weve met so many people that I
feel I have made contacts, and Ive networked so much through uni and
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through placement. I have people I can contact in American and Im sure you
do too [speaking to FG5]
FG5: yeah I do definitely
FG9: whether its to go out and stay for a holiday or whether it was to go out
and work!
FG5: yeah totally, you can email someone and they will get straight back to
you. Its good to always have that opportunity, like when you do a placement,
as well in Hospitality theres so many different routes to go down, doing a
placement helps you realise oh wait I actually dont wanna do that! But I
really enjoyed that bit
FG8: yeah its an eye opener
FG5: but then looking at graduate schemes or jobs, you then kind of know
what youre looking for. To just do 3 years studying and then try get a
graduate scheme, I bet most of the people dont even finish the graduate
scheme or leave because they didnt actually know what they wanted to do,
and didnt get the experience from their placement. I think doing a placement
gives you that experience where it gives you the opportunity to decide
[emphasises] thats what I wanna do, thats what Im passionate about.
Would you recommend doing a Sandwich Degree with an Industrial

Placement year to future students considering it?
FG7: yeah, and not just in this industry
FG5: yes definitely
FG6: YES!
FG8: 100%
FG9: totally yes
FG6: especially now the fees have gone up, erm I think doing a degree will
go back to how it was. You know being more of a prestigious thing, you know
people who are wealthier. Thats not always the case. But if a placement was
always a part of a degree I think youd get more for your money.
FG5: but youre still paying your fees whilst on placement
FG7: yeah but in the grand scheme of things, I think paying those minimal
placement year fess are totally worth it for the amount of help you get finding
a placement, and the benefits you get from doing one!
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Do you have any recommendations for future improvement for anything

to do with placements at MMU?
FG5: I think the uni should contact you more throughout the year, especially
for us [talking to FG9] we were in a totally different country, didnt know
anyone! I mean they never even asked us if we were ok, how we were getting
on NOTHING! It seems so minimal but when youre travelling to work in a
country where you dont know anyone for 12 months a simple how was your
flight, did you get there ok? email would of made the slightest bit of
difference. [emphasises] A little support in that retrospect would have been
VERY beneficial.
FG6: I think all of us have said since weve got back from placement, that uni
need to do a lot more to break us back in, and I agree with that [short pause]
but I dont know what they could do?
FG8: I think it gave us that sense of responsibility, because they all know
weve been on placements, they can tell us so many times. But as they say
its fourth year now, its on your back they can only tell you so much. And
thats what motivates you.
FG9: I just think it would have been nice for them to be more concerned about
how were getting on [short pause] you know as FG5 said [emphasises] a
simple email!
FG7: I just think a bit of reassurance would have been nice!
Ok great, I think weve come to the end of this interview. Do you have
any further questions? If not thank you for your time.
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MANCHESTER METROPOLITAN UNIVERSITY

Department of Food and Tourism Management

BA (Hons) Hospitality with Events Management

Critical evaluation of the influence of an industrial

This research has been conducted in an ethical manner in accordance with

I have shown my supervisor evidence of data collection and analysis.

Supervisor (please sign after the appropriate statement)

The student has not presented sufficient evidence during supervision to

A Critical evaluation of the influence of an industrial placement

BA (Hons) Hospitality with Events Management

Methodologies and Sources:

Ethical Issues to address and outline responses to them:

Tick when entered on

Could the study induce psychological stress or anxiety or cause harm or

Will blood or tissue samples be obtained from participants?

Are drugs, placebos or other substances (e.g. food substances, vitamins) to be

Will the study involve prolonged or repetitive testing?

I take this opportunity to express my profound gratitude and deep respects to

My special thanks are extended to all participants that contributed towards

Lastly I would like to express my special thanks to my peers, family and

2.0 Literature Review

4.0 Analysis of Results

5.0 Conclusions, Recommendations and Reflections

1.1 Background to the Research

1.1.1 Sandwich Degrees

MMU (2014) describe an industrial placement as an important aspect of any

1.1.2 Graduate Employability

leave university with no real understanding of the workplace and a lack of

1.2 Aim and Objectives

2. To investigate perceptions of employability.

3. To determine the effectiveness of a MMU Industrial Placement through

4. To critically assess students perceptions on the effectiveness of MMU

5. To draw conclusions and make recommendations for MMU Placement

1.3 Structure of the Dissertation

1.3.2 Chapter 2 - Literature Review

1.3.3 Chapter 3 - Methodology

1.3.4 Chapter 4 Analysis of Results

1.3.5 Chapter 5 Conclusions, Recommendations and Reflections

2.0 - LITERATURE REVIEW

2.2 Industrial Placements

Herbert & Rothwell (2005) believe, employers are putting increasing

Figure 2.1 Work-related Learning a continual process

Figure 2.2 The Placement Process

From this, Ineson et al (1996) clearly outlines the general placement

Figure 2.3 Placement Process at MMU

Source: Alderson (2015), Adapted from: MMU (2014, N.P)

2.2.2 Support on Placement

comprehensive handbook outlining all of their roles and responsibilities

Figure 2.4 Placement Stakeholder Triangle

Source: Alderson (2015), Adapted from: Neill & Mulholland (2003)

2.2.3 Placement Stakeholders

2.2.3.2 The University

2.2.3.3 The Student

2.2.4 Graduate Employability

because of this, therefore there contradiction in how employability can be

Figure 2.5 - Definitions of Employability

Source: Alderson (2015), Adapted from: Yorke (2004)

2.3.1 Models of Employability

Figure 2.6 USEM Model

Source: Alderson (2015), Adapted from: Knight & Yorke (2004)

Figure 2.7 The Key to Employability Model

Source: Alderson (2015), Adapted from Pool and Sewell (2007)