© 2020, Emerald Publishing Limited. Purpose: This study aims to explore the views of criminal justice and allied sector organisations and agencies, of why they provide placements for the Applied Criminology programme at the University of Worcester, UK. Design/methodology/approach: The study took a qualitative approach to tease out the underlying contributory factors that featured in the decision to offer placements. It used semi-structured interviews of key personnel, and thematic analysis was subsequently undertaken on the data collected. Findings: Several themes emerged, in particular reciprocal learning, dynamism, employability and social investment. These appeared to be the most impactful on the organisation in relation to the future recruitment of staff as well as the enhancement of current staff practice. Research limitations/implications: Based upon the scale of the research, the findings may have limited transferability. Practical implications: There is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes. Social implications: Stereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups. Originality/value: Whilst research into work-based learning and the benefits of placements for students is not new, research enquiring as to why organisations are prepared to offer placements remains in its infancy.
Bramford, K., & Eason, A. L. (in press). Criminology placements: Work-based learning and organisational “buy in”. Higher Education, Skills and Work-based Learning, 11(2), 317-329. https://doi.org/10.1108/HESWBL-10-2019-0133