MEng, BEng Electronics and Nanotechnology (Industrial)Year 4 Placement

Year 4

Learning outcomes

On completion of the year students should have provided evidence of being able to:
- identify and apply for jobs which are relevant to their degree programme and which are appropriate to their own abilities, achievements and aspirations;
- present their skills and knowledge effectively to prospective employers (in CVs, letters, interviews etc);
- manage themselves effectively in the planning and management of tasks (including time management);
- communicate clearly in a work environment using a style appropriate to the situation and achieving intended outcomes;
- interact effectively as an employee in an organisation with both peers and managers;
- apply knowledge gained from their degree programme in work situations;
- reflect on experiences and use experiences as a foundation for future improvement of skills and the identification of their own strengths and limitations.
- the above list covers the objectives normally expected from an industrial placement, but occasionally students may undertake placements where a slightly modified list of objectives may be agreed.

Transferable (key) skills

Students will have had the opportunity to acquire, as defined in the modules specified for the year:
- the transferable/key/generic skills necessary for employment;
- the exercise of initiative and personal responsibility;
- the deployment of decision making skills in complex and unpredictable situations;
- the communication of information, ideas, problems and solutions in a variety of ways to a variety of audiences;
- the ability to undertake appropriate further training of a professional or equivalent nature.

Assessment

Two components, each to be passed:
- Work Placement Assessment Document: Pass - Completed with assessment of skill development from supervisor;
- Work Placement Portfolio: Pass - The student must address each recommended skill area and present appropriate evidence of activity and achievement in each recommended skill area. This should then be pulled together with a reflective (NOT descriptive) account of the skill development overall.