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

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

European Journal of Engineering Education, Volume: 48, Issue: 4, Pages: 747 - 760

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

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DOI (Published version): 10.1080/03043797.2023.2194244

Abstract

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

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Published in: European Journal of Engineering Education
ISSN: 0304-3797 1469-5898
Published: Informa UK Limited 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa63056
first_indexed 2023-04-27T10:58:53Z
last_indexed 2025-06-07T04:48:34Z
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spelling 2025-06-06T13:47:05.6866443 v2 63056 2023-04-02 The impact of a year in industry on academic outcomes in higher education (engineering) c14ac34a71e9c058d1d2a353b44a24cd 0000-0003-0455-5620 Sam Rolland Sam Rolland true false aa4865d48c53a0df1c1547171826eab9 Jason Jones Jason Jones true false 41fb347c5683bce5c6694332bcbf1dc1 0000-0001-9531-4536 Gavin Bunting Gavin Bunting true false 2023-04-02 ACEM Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends. Journal Article European Journal of Engineering Education 48 4 747 760 Informa UK Limited 0304-3797 1469-5898 Year in industry; work placement; academic outcome; internship; work based learning 4 7 2023 2023-07-04 10.1080/03043797.2023.2194244 COLLEGE NANME Aerospace, Civil, Electrical, and Mechanical Engineering COLLEGE CODE ACEM Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2025-06-06T13:47:05.6866443 2023-04-02T11:12:27.4522056 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Aerospace Engineering Sam Rolland 0000-0003-0455-5620 1 Jason Jones 2 Gavin Bunting 0000-0001-9531-4536 3 63056__27239__50d15549ed8541b0b809d181ce71d106.pdf 63056.pdf 2023-04-27T11:56:50.9969309 Output 1895938 application/pdf Version of Record true © 2023 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title The impact of a year in industry on academic outcomes in higher education (engineering)
spellingShingle The impact of a year in industry on academic outcomes in higher education (engineering)
Sam Rolland
Jason Jones
Gavin Bunting
title_short The impact of a year in industry on academic outcomes in higher education (engineering)
title_full The impact of a year in industry on academic outcomes in higher education (engineering)
title_fullStr The impact of a year in industry on academic outcomes in higher education (engineering)
title_full_unstemmed The impact of a year in industry on academic outcomes in higher education (engineering)
title_sort The impact of a year in industry on academic outcomes in higher education (engineering)
author_id_str_mv c14ac34a71e9c058d1d2a353b44a24cd
aa4865d48c53a0df1c1547171826eab9
41fb347c5683bce5c6694332bcbf1dc1
author_id_fullname_str_mv c14ac34a71e9c058d1d2a353b44a24cd_***_Sam Rolland
aa4865d48c53a0df1c1547171826eab9_***_Jason Jones
41fb347c5683bce5c6694332bcbf1dc1_***_Gavin Bunting
author Sam Rolland
Jason Jones
Gavin Bunting
author2 Sam Rolland
Jason Jones
Gavin Bunting
format Journal article
container_title European Journal of Engineering Education
container_volume 48
container_issue 4
container_start_page 747
publishDate 2023
institution Swansea University
issn 0304-3797
1469-5898
doi_str_mv 10.1080/03043797.2023.2194244
publisher Informa UK Limited
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Aerospace Engineering{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Aerospace Engineering
document_store_str 1
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description Year-in-industry schemes provide new or enhanced skills beyond the academic environment, a context for consolidation for the academic skills and a maturity in the approach to subsequent studies. The present work aims to quantify the impact of the year in industry placement scheme on academic outcomes for engineering students according to whether or not they undertake a year in industry. The results show that the gain in grades is notable: +5.7% for students returning from placement to year 3 of a Bachelor. ANOVA tests show that the increase observed is not the result of expected variation. A detailed analysis reviews where in the curriculum, the benefits may be expressed. The analysis shows that the perception that students benefit from skills gained on the year in industry for their third-year project is mainly correct, but confounds causality and correlation. Finally, it is shown that students in lower grade categories prior to the placement benefit most from the year in industry. The year in industry in engineering is demonstrably beneficial to students. Some work remains to be done to define which competences are improved, or whether the gains are individual or quantifiable at the collective level with generalised trends.
published_date 2023-07-04T05:11:45Z
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