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The purpose of this paper is to describe an addition to the practice placement design for occupational therapy students in Oslo, and to report on the learning experiences related to this modified practice placement design among the participants.

Occupational therapy students and practice educators were interviewed in focus groups after having participated in an exploration of the utility of the Assessment of Communication and Interaction Skills during mental health placement. Thematic analysis was applied to the data material.

Four themes emerged relating to the students’ learning experiences during practice placement. They were theory-practice integration; the role of supervision; self-awareness of communication; and socialization to the therapist role.

The practice placement design addition presented in this paper was well received by students and practice educators. It contributed to students’ focussed experience and to their active participation within a community of practice. The program appears to be one way of organizing placement with a potential for making a substantial contribution to occupational therapy students’ learning.

The study adds to the existing literature in providing an example of a successful addition to the practice placement design, and in the detailed account of the learning experiences among the participants.

Notwithstanding the emergence of hospitality education around the world, the hospitality industry itself has struggled to establish a talent pipeline of young ambitious managers. Typically, only 30% of hospitality students are predicted to develop their careers within the hospitality industry, while the remainder will relocate to other industries such as retail, banking and consulting. Although this manifestation has been globally documented, most studies have simply adopted a quantitative approach in defining this phenomenon; hence, despite its scale being appreciated, less attention has been paid to defining the underlying causes which drive this concern. This study contributes to this issue by interviewing 18 students at three key stages of their practical placements, namely, pre-, during and post their placement, drawing on the ‘Principles of a Sustainable HRM ROC framework’. This chapter concludes with significant findings from which some recommendations have been formulated.

The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.

The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.

The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.

The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

Clinical placement is an important formalised student activity for linking healthcare education and healthcare practices. The purpose of this study is to investigate the organising of clinical placements by examining conditions for collaboration between higher education and healthcare organisations.

The study is based on interviews with central actors at a university and two healthcare organisations with official duties of organising clinical placements.

The findings indicate that collaboration in the organising of clinical placements is a complex matter of interconnected actors in different organisational positions, at both strategic and operative levels. The university and the healthcare organisations approached the clinical placement with a shared commitment.

The findings provide important guidance for improving collaboration in the organising of clinical placements. This may have an impact on how contextual conditions of the educational framing and daily healthcare practices are viewed and how the interdependency between the long-term strategic issues and the short-term needs of healthcare organisations is approached.

This research emphasises the need for careful consideration of the collaborative practices on an organisational level between higher education and healthcare organisations as different needs, motives and logics have to be considered.

Enhancing student employability and bridging the gap between theory and practice in law education requires a more multifaceted approach than the traditional mix of lectures, tutorials and simulations. Law placements also provide an opportunity to reinforce the importance of the professional practice standards and requirements laid down by the Law Society of Scotland. The purpose of this paper is to analyse the design and implementation of law placements from the point of initiation to becoming a regular practice. The emphasis is on placements embedded in the programme of study offered to Stage 3 students to facilitate their career choices prior to specialisation in the final year.

This study utilises a longitudinal multi-method approach, allowing the analysis of various aspects the development and practical implementation of law-related placements. The views of students, academic staff and representatives of local employers are gathered by in-depth interviews. A reflective workbook method is also used to analyse the “integration” of learning and to support the “demonstration” and assessment of personal and professional capabilities which are difficult to assess by other means.

The paper presents the challenge faced by a higher education institution in organising meaningful placements and looks at the other avenues explored, particularly in the Third Sector. There are differences in the expectations of law placement providers (law firms and Third Sector organisations) in respect of students’ skill and knowledge base. The students were explicit about the need to demystify the profession and are appreciative of experience with atypical law placement providers which expands their perceptions of the choices within a law career. Students have also indicated a positive alteration in their attitude to the role of reflective practice, which stimulated changes in their behaviour with respect to professional development.

The outcomes of the initial stage of this study have implications for law departments in higher education in the context of organising law placements, evaluating their effectiveness and their impact on student employability.

Teaching law has its specifics and already employs a number of methods: simulations, negotiation exercises, moots and debates. This paper explores ways of providing a more meaningful practical experience for undergraduate students by placing an emphasis on such elements of professional practice as drafting legal documents and preparing professional opinions, while introducing the complexity of the law profession. Solutions to the challenges faced by the institution in organising those placements are analysed. The study provides an analytical view on the effectiveness of law placements in relation to other widely used approaches to bridging the gap between the theory and practice of law.

The objective of the pilot study reported on here was to identify some of the more elusive “costs and benefits” of work‐based learning (WBL) placements. This was addressed by exploring the views and experience of a small number of human resource development (HRD) professionals who currently offer supervised work‐based learning placements to full‐time post‐graduate HRD students.

The small qualitative study outlined was a pilot, focused initially on the perceptions of one set of stakeholders within the placement process, the HRD professionals. By means of questionnaires and interviews the participants were invited to reflect on their interpretation of the tangible and intangible costs and benefits to the organisation, the supervisor/mentor, the student and the university.

The findings imply that there are a number of non‐financial costs and benefits that may not be widely recognised but which may have significance when seeking/agreeing placement opportunities.

This is a small‐scale study, and may have limited transferability.

In due course the study will be extended to examine the perspectives of other stakeholders.

Evidence from the literature suggests that obtaining and sustaining good quality WBL placements can be difficult. A reflection on potential “non standard” costs and benefits may assist organisations to weigh up these more ephemeral but potentially important factors and aid decision‐making about the viability and desirability of offering WBL placements and at the same time develop awareness of non‐standard costs and benefits amongst those seeking to set up placements for their students.

The purpose of this paper is to understand the growing phenomenon of brand placements in the Indian movie industry. The study goes further to compare the incidence and the nature of brands placed within movies for the same time period.

A content analysis of 106 successful Bollywood movies between 1997 and 1999 was conducted and the incidence of brand placements within them and the execution style adopted were documented. Analysis of the brand appearances in 110 Hollywood movies was carried out and the volume of placements, kind of brands placed and the movie genre in which they were found was noted.

In‐film placements of entertainment and automobile brands were found to be highly prevalent in Indian movies. Showing the usage of the brand was the most common style of execution. The volume of in‐film placements in Hollywood movies was found to be far higher than that in Indian movies.

This study being exploratory in nature has the inherent limitation of generalizability of the results.

This paper provides implications for marketing managers and movie producers employing this form of communication.

This study is one of the first to systematically record, analyse and compare the occurrence and the execution of brand placements in Indian movies in a non‐US context and compare and contrast the placement practices of these two movie industries.

Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19.

This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods.

118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication; (2) placement site and supervisor support; and (3) students' resilience and capacity to adapt to a changed work-place environment.

This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis.

The aim of this paper is to examine the perceptions of Australian product placement decision makers and to compare them to those of their US counterparts, as reported by Karrh, McKee and Pardun.

The paper is a differentiated replication of a US‐based study. Data were gathered by an online survey from product placement decision makers.

The findings reveal that many Australian practitioner attitudes and beliefs are more similar to those held by US practitioners in 1995 than in 2003. Similar to their US counterparts, Australian practitioners are disinclined to implement academic research findings into their decision making.

The data are limited in terms of the sample size and type (non‐probabilistic), the restrictions imposed through the conditions set by the replicated study, namely the non‐reporting of standard deviations resulting in the need to use pooled standard deviation to enable comparisons.

This paper should be of interest to academic researchers and practitioners as it reports on practitioners' views and use of academic research and factors they use in making strategic placement decisions.

The Australian context is original. However, the value of the paper lies in the replication approach. A key issue in marketing research is the lack of replications and accurate comparison points; both are necessary if practitioners are to be confident when applying knowledge produced through academic research.

The purpose of this research is to examine US and Korean college student consumers' attitudes towards product placements in three different media (films, TV shows, and songs), and product placement acceptability based on media genre and product type.

The current study employed a self‐administered online survey of 471 college students in the USA and South Korea.

Korean young adult consumers express greater ethical concerns about product placement, particularly in TV shows, and more strongly support governmental regulation than their American counterparts. In contrast, American young adults respond more favorably to product placement's enhancement of setting realism than Korean consumers. Findings also reveal cultural differences in product placement acceptability across a range of media genres and product/service types.

Only two countries were used as a proxy to characterize their respective cultural values and levels of contextuality. In addition, respondents are limited geographically to southwestern and southeastern regions in the USA, and to Korea's capital, Seoul.

Despite the widespread use of standardized product placement practices in different cultural settings, it is recommended, from the findings of this study, that managers should take caution when considering TV for placement in Korea when targeting young adults given their relatively strong concerns regarding the practice. Specific and usable information regarding appropriateness of genre and product type is also provided.

This exploratory cross‐cultural study builds upon and contributes to previous work by serving as a quantitative comparison of attitudinal responses to product placement across three media in the USA and Korea.