Technology-enabled employer engagement in analytical chemistry > Progress Updates

Progress Updates

Progress was reported throughout the project. For the complete final report of the project see here.

Update 1: July 2011

Achievements to Date:

The current progress of the project is on-track can be summarised in three sections:

Assessment of the different conferencing technologies available and their use
Integration of the employer engagement and its assessment into the student timetable
The short-listing and continuing contact with employers.

It has been essential to determine the video-conferencing technology to be used in this project at the earliest possible stage. The principal technology to be used will be the Polycom VCON video-conferencing technology. This system provides the highest standard of video and audio communication, and allows the presentation of PowerPoint and other presentations simultaneously without losing visual contact between the participants. The system has a controllable field of vision and it is very easy to use to demonstrate equipment or for group interactions. The protocol that this system employs is compatible with most other video-conferencing systems presently in use internationally. However, because the initial set-up of the technology is relatively expensive we have found that the adoption of this technology by companies is limited. This is particularly a problem in companies delivering forensic and analytical services because the majority of these are SMEs. To enable the involvement of the SMEs without video-conferencing facilities, we completed a comprehensive survey of other available online technologies. FlashMeeting (FM) was found to be the best choice online intuitive video-conferencing system. This system enables the recording of the meeting and access to non-subscribers into a closed system by invitation. FM does not have the facility to include PowerPoint presentations without conversion to JPEG images. The experiences of the HE STEM project participants in using FM in online project meetings has demonstrated the potential limitations in picture quality and connection stability. Numerous other online systems were examined, but generally required payment (either as a licence or to buy ‘time’ for the meeting), software download and registration, or are incompatible with firewall software.

We have been working with the course leaders of the Instrumental Analytical Science (IAS) practical course for the Forensic Science degree course (year 2) to integrate the HE STEM project directly into the teaching and assessment schedule. Within this practical course, the students are divided into a number of smaller groups examining a range of analytical procedures by rotation, such as gas chromatography, infra-red spectroscopy, electrochemical analysis, and fluorescence spectroscopy. Each participating student will make their presentation based on one of the practicals, focussing on their view of the applications of the technique in industry. We have been able to finalise the dates of the presentations and the necessary preparation of the students at suitable points within the timetable to allow the students plenty of time to select and prepare their presentations. The students will make presentations of one of their practical assignments; each student will make a 10 minute presentation followed by a 10 minute discussion/feedback from the employer panel. Importantly, we consulted several employers regarding the time allowed for each presentation and a compromise was reached between the availability of time from the employers and the provision of enough time for constructive engagement. being awarded 25% of the overall mark for this assessment. A new assessment, worth 25% of the overall practical assessment, will concentrate on the applications of the technique in industry in the light of the comments from employers, together with a critical appraisal of the presentations. This section will be marked by a single marker for consistency, and double marked according to university policy. Feedback will also be sought from the employers and students at this time.

A panel of 3 or 4 employers, covering a range of types of company will view and comment on the presentations of 3 students. We constructed a primary contact list of over 36 suitable companies from the forensic, environmental, water, pharmaceutical, food and instrumentation sectors with direct interest in analytical chemistry. At present we have had discussions with 12 of these companies, of whom four companies have agreed to participate, four have declined and six have not decided or been able to find an appropriate representative yet. The most important factor has been whether the company feels it is relevant or beneficial to them to have contact and involvement with the students this early in their degree course. We will continue to contact companies throughout the project. The most positive responses have been from companies which already have relationships with universities. To enable ongoing engagement by the employer with the students involved with these presentations, we have been exploring the possible continued involvement through final-year projects, placements and internships. It is hoped that students will be able to take advantage of these with the employers involved with this project.

Update 2: December 2011

This is the second (interim) progress report submitted on the 19th December 2011. This report outlines the progress of the project, especially the successful presentations made by the students to the 'employer' panels a few days earlier.

Update report 2

Update 3: March 2012

Following the progress detailed in Update Report 2, which included an update of the presentations to the employers, it has been necessary to acquire feedback, opinions and ideas from the three groups involved in the use of the technology; the employers, the presenting students, and the wider student community involved in the assessment based on the presentations.

The employers provided their feedback through telephone interviews and face-to-face discussions. As a result of this project, all the employers regard the use of videoconferencing as a potentially very important tool for future student-employer engagement (limited by the access to the technology). Whilst the employers regarded online conferencing technology, i.e. FlashMeeting, as an accessible and promising technology, its use for engagement activities is limited by the broadcast quality. The duration, style and content of presentations were regarded as suitable by the employers and enabled them to gain an informative snapshot of the analytical and communication skills of the student and their ability to deal with pressure. The employers were sufficiently impressed with the technology to be very interested in maintaining their input in student engagement via videoconferencing in subsequent years. The employers also appreciated the opportunity to increase their awareness of the analytical skill level expected of the undergraduates at UWE which had previously been underestimated.

The presenting students provided their feedback in the form of informal individual discussions. The three presenting students have very positive opinions on taking part in the presentations as an introduction to companies representing sectors that make up the majority of employment in forensic science and analytical science. They regarded the presentation as a learning experience by which they may gain significant and tangible benefits in terms of presentation experience, communication/feedback with experts and in the use of the technology. The students are positive about the benefit they have gained despite it being too soon for the employers to be in a position to forge any longer-term relationships with any of the students at this stage. Importantly, the students regarded the experience as improving the skills necessary for engaging with employers and increasing their employment prospects. Videoconferencing was regarded as the best available technology for presenting and allowing effective communication with the employers.

The wider student community involved in the assessment based on the presentations provided feedback via anonymous feedback course questionnaires. The ‘experience’ of this group of students was generally negative with respect to the presentations and subsequent assessment. The timing of the assessment in the course was felt to be wrong, with a later date (March/April) viewed as more appropriate. This student cohort was generally under the impression that the assessment process as unnecessary and detrimental to their overall grade. However, the evidence from the subsequent marks given for the assessment demonstrated that the average practical grade was not detrimentally affected at all by the inclusion of this assessment and that some benefit may indeed have been gained in their subsequent practical assessments because of its inclusion in the course.

It is clear from the feedback and grading evidence that direct involvement in the presentations was of benefit to both the employers and presenting students. It is also evident that these groups had an accurate perception of the benefit that they gained by their involvement. In future, further work would be required with the non-presenting student cohort to reduce their negative misconceptions and demonstrate the benefit they have gained from the process.

Staff involved

Dr Carolyn Morton
Project lead, University of the West of England

Dr Adrian Crew
Project coordinator, University of the West of England

Christine Keenan
Bournemouth University

Penny Mitchell
Bournemouth University