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This paper provides a discussion on the implementation of formal assessment of work placement within a retail sandwich degree at the Manchester Metropolitan University. Outlines the Retail Marketing degree and placement programme. Explains the key components of placement assessment: professional practice; personal skills and the placement project. Concludes that successful assessment relies on careful briefing and preparation of students prior to placement and close liaison between placement tutor, employer and student during the sandwich period.

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, compares the experiences and perceptions of students who had undertaken a work placement with those who had not. Shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self‐confidence about employability, and a factor associated with assistance in achieving specific post‐school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not. Results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Argues the hypothesis that practical placements for students of librarianship are especially problematic as the student, often straight from school, needs experience of the “world of work” and its expectations as well as specifically library and information work. These two needs may conflict, resulting in demotivation for students and frustration for the host. Describes the placement pattern at UNL School of Information and Communications Studies and discusses how it is seen to address these problems: a short first placement in the second year helps to acclimatize the student to the expectations of the workplace, while the second, longer placement in the third year, linked closely to a management module, focuses the student′s attention on the specifics of work in a library or information unit.

Discusses sandwich placements and their importance at Sheffield Hallam University. Outlines the Business Studies degree programme and the assessment procedure of work placements, mentioning its role in final degree assessment. Lists problems of assessment, and criticisms from the employers’ points of view. Finally, provides a framework for a new programme based on both the competence approach and a survey of placement companies.

The purpose of this paper is to evaluate the quality of dietetic practice placements in European higher education institutions (HEIs).

An online questionnaire was used to investigate adherence to the European Dietetic Practice Placement Standards. Supporting documents were assessed against the “Guide to best practice” criteria.

The questionnaire response rate was 39 out of 67 DIETS2 partners, representing 19 European countries. According to the questionnaire, the majority of HEIs have a formal agreement regarding roles and responsibilities on practice placement. They have clear learning outcomes, policies, standards and procedures to test, approve and monitor practice placements. However, less than half HEIs provide support and training for supervisors. Practice placement documentations from 16 European HEIs were assessed against the 15 “Guide to best practice” criteria. Only 1 HEI met all 15 criteria. The range of the rest HEIs fell between 1-14 criteria, the mean being 10 criteria. The least met criterion concerned appropriate support and guidance for supervisors, which was met by 18.8 per cent of HEIs.

Promoting high-quality practice placements is crucial for the preparation of the dietetic workforce to meet changing societal needs of the dietetic profession, impacting on European nutritional health and productivity.

This study is the first attempt to specifically address quality measures on dietetic practice placements in HEIs across Europe and highlights the issues that need improvement to prepare students for their new roles as dietitians in Europe.

This paper, which will be published in two parts in consecutive issues of Soldering & Surface Mount Technology, reproduces a chapter of the recently published book ‘Handbook of Printed Circuit Technology: New Processes, New Technologies’, edited by G. Herrmann and K. Egerer and published by Electrochemical Publications Ltd, Port Erin, Isle of Man.

The purpose of this paper is to explain how employability and entrepreneurship embedded in the practice of professional placements in a large UK Business School, grounded in literature and research concerning the relationship between professional experience and employability. It explores possible further developments of this practice into student entrepreneurship.

The paper outlines the relevant literature and then describes the operation of the scheme in practice. It identifies relevant problems and discusses opportunities for both development and research.

Professional experience is of immense value to both students and the organisations that host them. Despite reluctance on the part of some of these two key stakeholders, it has the potential for further expansion in terms of number of students on placement, their location, their experience and integrating placements with entrepreneurship education.

Organisations may see the benefit of employing students on one year or shorter contracts. Universities not currently offering professional placements within the curriculum to their students may wish to adopt best practice and those that are already involved may wish to consider the optional/compulsory element of the placement experience in order to address the reticence of many students to secure this experience. The paper suggests solutions to the well‐established question “Can entrepreneurship be taught?” by investigating the idea of Enterprise Placements.

The paper helps to explain, in a practical way, the opportunities and problems associated with the implementation of a placement scheme in the context of relevant literature.

This study investigates the media activities of firms issuing private equity placements and seasoned equity offerings in Taiwan, as firms have incentives to manage media coverage to influence their stock prices during private equity placement.

We collect a corpus of news stories and transform the news into term sets based on the part of speech. Then, we refer to Cecchini et al. (2010) to classify the news terms into positive, negative, and usual categories. Next, we employ the SVM algorithm to perform the classification tasks and the term frequency method to perform the text mining task. In last, we use a multiple regression model to verify the hypotheses.

We determine that issuing firms in a private placement have substantially more positive news stories and fewer negative news stories than those in public offerings. Furthermore, we evidence that the media management effects of postequity issues are more active than those of preequity issues. Finally, our results demonstrate that the timing and content of financial media coverage among different equity issuance methods may be biased by firm management. According to previous studies, they may attempt to manipulate stock prices to increase the number of highly profitable insider stakeholders.

To our knowledge, this is the first study to investigate that if private placement will associate with more active media management than the public offerings. According to our results of the difference-in-means test, the public offerings market may control news coverage; however, this result is inconsistent with that of the regression results. The private placements market may also exercise media management in the “before announcement day” and “after announcement day” periods by increasing positive news and reducing negative news.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

We examine the maturity structure in private placements of debt and relate it to contracting, signaling, tax, and liquidity risk considerations for firms. We find that firms with higher tax rates issue private placements of debt with longer maturities, consistent with the tax hypothesis. However, our results do not support the contracting, signaling, and liquidity risk hypotheses. In addition, the results are confined to the smaller firms in the sample, firms without a public debt rating, and debt issues not pursuant to Rule 144A. The evidence is consistent with smaller firms issuing private placements of debt to avoid monopoly rent extraction from banks.