Criminology placements: work-based learning and organisational “buy in”

Abstract

PurposeThis 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/approachThe 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.FindingsSeveral 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/implicationsBased upon the scale of the research, the findings may have limited transferability.Practical implicationsThere is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes.Social implicationsStereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups.Originality/valueWhilst 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.