An evaluation of public policy student placements: outcomes of a Malta-based study

Abstract

Purpose

The purpose of this paper is to evaluate short-term, unpaid placements offered to students reading for a degree in public policy. They provide added value to their tertiary education experience. Elective placements were offered in 2012 and became a mandatory requirement for students reading for a three-year bachelor of commerce degree in public policy in 2018. To date, no research has been carried out on these placements and this may serve as a model for a post-evaluation assessment.

Design/methodology/approach

Data were collected from students who undertook placements, embedded in the public policy undergraduate programme. A document analysis of selected student and placement provider's reports was carried out to complement the students' responses to an online questionnaire.

Findings

Placements are of value to students as they served as an introduction to the working world. They enable students to establish connections with the course content and carry out research. They were exposed to real-life situations, developing their knowledge, acquiring soft skills and learning new tools, sought after by employers. These placements were valued as a route to graduate employment tailor-made to the degree's requirements. Students were able to embark on a soul-searching, introspective discovery and journey which made them mature and shed light in the direction of future work prospects.

Research limitations/implications

Placements give students the opportunity to gain insights into real-work environments and are able to link theories learnt in the class-room with real-life situations. Placements have positive implications on students adjusting to their work life easily after graduation. The limitations are that the sample size was small and that the reflective reports which were randomly selected may not have necessarily been representative of the full complement.

Practical implications

The practical implications are that the placements system and process can easily be implemented and replicated in other academic disciplines and universities as a compulsory component of their studies.

Social implications

Placements gave students the opportunity to reflect on their learning, develop non-technical skills and enhance their confidence levels. They were also able to network and communicate with different employees.

Originality/value

Placements provided exposure to relevant organisations and personal enrichment in terms of acquiring skills, autonomy and independence. Students with placement experience are also more likely to secure future employment, relevant to their undergraduate degree.

Citation

Thake, A.M. (2021), "An evaluation of public policy student placements: outcomes of a Malta-based study", Higher Education, Skills and Work-Based Learning, Vol. 11 No. 5, pp. 1192-1209. https://doi.org/10.1108/HESWBL-07-2020-0172