Psychology undergraduates' experience of placements: A role-transition perspective

The experiences of a year-long sandwich placement for psychology undergraduates and the effects of this experience on attitudinal and skill outcomes were investigated. A transition model of the placement experience was presented which described the placement as one stage in a series of role transitions between higher education and work. A survey was conducted in which two cohorts of psychology undergraduates (totalN = 412) were recruited. A proportion of undergraduates in each cohort undertook a sandwich placement. The survey spanned the periods prior to placement, during placement, the final year after placement, and the transition to first employment. Four dependent measures were administered: career decidedness, self-rated work abilities, work experiences and use of work abilities. Comparisons were made between placement and non-placement students. The results indicated that the placement provided unique experiences particularly in terms of co-operation and communication with others at work. It did not significantly increase career decidedness or self-rated work abilities. Placements were associated with greater satisfaction with work in first employment following graduation. These results were discussed in relation to the transition model of the placement and the distinction between vocational and liberal educational values.