1. An exploratory phase, based on qualitative interviews with 23 staff (both internal to NTU and at other Higher Education Providers (HEPs)), 10 employers who work with NTU students as part of their placement year, and 14 final year undergraduate NTU students who either successfully or unsuccessfully secured a placement. In addition, student survey was completed by 359 final year students (both who enrolled on a sandwich course, and those who did not).
2. The development of a Theory of Change based on findings from the exploratory phase a well as existing research in this area.
3. A ‘user testing’ phase, in which feedback on key aspects of the Theory of Change was sought from 9 undergraduate students who were a mixture of WP and non-WP students, who were either successful or unsuccessful in securing a placement.

The results of this research are fully presented in a final research report, including recommendations. A separate Theory of Change document presents a model for addressing the issues highlighted, combining research findings with sector literature.

The key findings of this report highlight eight factors salient for students as they navigate securing a sandwich course:

1. Initial intentions and changing pathways: this describes initial planning and placement expectations, career planning, and previous experiences.
2. Location, living and social life: this describes location, views on relocation, securing accommodation, desire to maintain friendships, and the impact of social behaviour.
3. Confidence and resilience: this describes student self-confidence, resilience in the face of challenges, and emotional regulation throughout the process.
4. Personal application: this describes both the effort and the skills that a student applies to the process of application itself.
5. Placement suitability and availability: this describes not only the availability of placements but considers the student perspective of what is seen as a ‘quality’ or ‘appropriate’ opportunity.
6. Student background: this describes the students own demographic grouping, discrimination, recruitment methods, and additional background-specific factors.
7. Finances: this describes costs associated with the placement year, as well as low or unpaid opportunities, and the psychological effect this has on students.
8. Timing: this describes both the changing nature of the process throughout the academic year, explores ‘time as a resource’, and deficits that may exist.

These factors appear to ultimately impact students in three ways; their capability in securing a placement, the opportunities (perceived or physical) available to them, and their competing motivations in attempting to navigate their complex higher education (HE) journey. Numerous proposals were made for addressing these factors, at both the individual (or student) level as well as at the systemic (and institutional) level.

Factors in securing a placement are complex, often interact, and can be both within the control of the student to address as well as outside of their control entirely. Therefore, a dualistic approach for addressing the problem is suggested (change within the student and change within the system), with a consideration for motivation, capital, influences of key figures, and micro-cultures.

• Student knowledge and skill development built into the curriculum
• Enhancing relationships and communication between students and employers
• A holistic approach to student support
• Collective policy making
• Institutional and sector-wide culture.

NTU’s research report 

TASO’s summary report combining NTU’s work with University of Surrey’s complimentary research

NTU’s enhanced Theory of Change narrative and diagram.