Work Based Project
The work based element should cover a period of no less than 80 hours between June and August to be agreed by the student, workplace provider and academic tutor, but appropriate to the specific work-based project. The submission date to be agreed at the outset with the module convenor.
This module enables you to spend a short time in an area of the banking and financial services industry which interests you. You will work with the placement provider on a project which will be agreed between you and which will be of genuine value to the provider. Students gain valuable work experience through their industrial placements, as well developing their independent learning and writing skills.
While you will be offered guidance and support, please note it is your responsibility to find a placement.
Full module specification
|Module title:||Work Based Project|
|Duration of module:||
Duration (weeks) - term 3: |
The aim of the module is to allow you to link theory and practice in a work based situation. You will not only have the opportunity to understand more clearly how a section of the banking and financial services industry functions, and potentially become involved in the day to day management of a project, you will also have the opportunity to reflect on your own learning. This in turn should give you confidence and a clearer idea of your own strengths and weakness and so better equip you for full time employment.
ILO: Module-specific skills
- 1. demonstrate comprehensive understanding of techniques applicable to the practical work set by the student and your academic tutor and agreed by the Programme Director. These will reflect the content and aims of the work- based project and will be stated explicitly in the student's proposal.
- 2. develop in-depth and systematic understanding of underlying concepts and principles associated with banking and financial services industry.
- 3. display awareness and ability to manage the implications of ethical ethos and work proactively with others to formulate solutions.
ILO: Discipline-specific skills
- 4. evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and practical work.
- 5. employ advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision making.
- 6. display critical awareness and undertake analysis of complex, incomplete or contradictory areas of the work-based project.
- 7. synthesise information in a manner that may be innovative with critical awareness and utlise knowledge or processes from the forefront of practice in banking and financial services.
- 8. develop a level of conceptual understanding that allows you to critically evaluate the outcomes of the work-based project.
- 9. communicate the results of your work accurately, effectively and reliably, and with structured and coherent arguments.
ILO: Personal and key skills
- 10. demonstrate initiative and originality in problem solving.
- 11. make appropriate use of learning resources effectively and independently.
- 12. act autonomously in planning and implementing tasks at a professional or equivalent level, making decisions in complex and unpredictable situations.
- 13. undertake further training and develop new skills within a structured and managed environment.
- 14. develop qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Discussion||20||Small group discussion and one-to-one|
|Work placement||80 (minimum)||Work placement|
|Guided Independent Study||50||Reading and research; web-based activities|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Presentation||15 minutes||1-14||Verbal and written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Reflective and evaluative account of learning process||40||2000 words||1-14||Written|
|One essay, report, or other agreed material or artefact||50||2000 words (or equivalent) total||1-14||Written|
|Company assessment||10||Reflective and evaluative account (500 words)||1-14||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Reflective and evaluative account of learning process||Reflective, evaluative account of the learning process (40% - 2000 words)||1-14||August/September|
|Essay, report, or other agreed material or artefact||Essay, report, or other agreed material or artefact (50% - 2000 words or equivalent total)||1-14||August/September|
|Company assessment||Reflective and evaluative account (500 words) (10%)||1-14||August/September|
This will be determined by the student’s proposal and their employer’s requirements, and will be designed to meet both professional and academic needs. A study plan will be produced by the student and agreed by the academic tutor at the commencement of the module.
Indicative learning resources - Basic reading
- Boud, D. and Garrick, J. Eds (2012) Understanding Learning at Work. London, Routledge.
- Boud, D., Cressey, P. and Docherty, P. (2006) Productive Reflection at Work: Learning for Changing Organizations, London, Routledge.
- Eraut, M. (2002) Developing Professional Knowledge and Competence. Washington DC, Falmer Press.
- Evans, K., Hodkinson, P. and Unwin, L. (2002) Working to Learn: Transforming Learning in the Workplace, Routledge.
- Moon,J. (2013) Reflection in Learning and Professional Development: Theory and Practice, Routledge.
- Peters, J. Howard K, and Sharp A. (2012) The Management of a Student Research Project. Gower Publishing Ltd.
- Raelin, J.A. (2008) Work-Based Learning: Bridging Knowledge and Action in the Workplace, John Wiley & Sons.
- Rainbird, H., Fuller, A. and Munro, A. (2004) Workplace Learning in Context, London & New York: Routledge.
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
All materials are posted on the intranet.
Indicative learning resources - Other resources
This will be developed between you and your academic tutor, and will vary according to your experience of the independent study and the professional area of work.
Last revision date