Experiential Learning Case Study: Placement Year

Title of case study 

Placement year 

School / subject 

School of Modern Languages and Cultures / French, German, Italian, Portuguese, Russian & Spanish 

Lecturer 

Various 

Course 

 

Student Level 

Between Year 2 and Year 3 

Class size 

120 (approx. 50 take work-based placements, which includes the British Council English Language Assistant roles) 

Location 

Native speaking country of relevant programme 

Brief summary 

Students complete a placement year between Year 2 and Year 3 of their programme. This may be: 

  • a study placement at a partner university in a native-speaking country, or 

The Placement Year is a 120-credit, pass/fail course, where students on a study placement must pass at least half of their courses and students on a work placement must submit evidence of completion. Successful completion is required for progression into Honours.  

The placement typically lasts 9 months and students studying two languages split their year into two placements - 6 months in one country and 3 months in another. The placement provides linguistic and cultural immersion, alongside opportunities for independence, intellectual development and enhanced employability. 

Objectives

The Placement Year aims to: 

  • Provide full immersion in the life and culture of the host country. 
  • Enable students to study courses at a partner institution – or offer work experience that strengthens CVs and graduate outcomes. 
  • Supports students to achieve a high degree of proficiency in their chosen language (both spoken and written). 
  • Enhance knowledge of literature, cinema, and cultural forms in preparation for Honours study. 
  • Develop an in-depth understanding of culture and society and an awareness of intercultural issues. 
  • Foster independence, initiative and resilience in new environments. 
  • Enhance the overall degree value by preparing students for employment or further study. 

What is done? 

 

Students complete their study placement(s) or work placement(s) over a 9-month period. Study placements are at native-speaking partner universities, while work placements are often with the British Council, but may also be sourced by students in related-fields such as translation, marketing, business, or cultural organisations. Students have to complete necessary agreements and paperwork (i.e., risk assessments, placement agreements, health and safety) to formalise placements, which are managed by individual subject areas. 

Peer-to-peer networks and staff support (including named contacts) ensure ongoing guidance. 

The School also run a preparatory course for students in Year 2 to prepare students for the mandatory residence abroad component of a modern languages degree. It provides information about different options during the year abroad and, for students of two languages, the term abroad. It includes both a general overview of issues related to application processes, finances, wellbeing and the challenges and benefits of living in a different country and more detailed information about particular countries. It also provides an opportunity to learn from students who have completed residence abroad. 

What works well? 

  • Normalising the cycle of leaving university and returning helps embed the placement into the degree structure. 
  • Real-world application of language and cultural learning enhances motivation and engagement. 
  • Approachable, named staff contacts provide reassurance and continuity. 
  • Preparatory course helps offer structure and manage the transition to independence. 
  • Peer-to-peer support (on topics such as housing, activities, social groups) creates strong networks. 
  • Students return with renewed confidence and maturity, which benefits classroom participation in Honours years (e.g., richer oral contributions). 

Benefits (students & staff) 

For students 

  • Transformational personal and professional development. 
  • Increased independence, maturity and resilience. 
  • Deeper cultural immersion and global awareness. 
  • Improved employability and enriched CVs. 
  • Greater engagement in Honours classes, as there are more things to discuss. 

For staff 

  • Strengthened international partnerships and new contacts (e.g., consulates, cultural organisations) for other areas of work. 
  • Richer classroom dynamics when students return. 
  • Placement year reinforces the value of internationalisation across the degree. 
  • Pass / Fail model supports workload. 

Challenges (students & staff)

For students 

  • Difficulty sourcing suitable placements without existing professional or personal connections. 
  • Financial barriers such as funding, cost of living and managing expenses abroad. 
  • Administrative requirements (visas, paperwork, insurance) can feel overwhelming without clear guidance. 

For staff 

  • Administrative complexity, including managing paperwork. 
  • Ensuring clarity on roles and responsibilities (for staff, students and partners). 

What did you learn?

  • Peer-to-peer contact is important for sharing information on the non-academic elements of undertaking a placement year (e.g., social, housing, activities). 
  • Resources (e.g., Moodle) must be refreshed regularly to remain up to date. 
  • Many students are particularly interested in work placements, highlighting demand for practical experience. 
  • Clarity on who does what is key. 
  • Clear communication on who to contact for support is essential. 

What advice would you give to others?

Don’t worry about sending students away—they return more confident, mature and aware of their skills. 

Encourage students to take responsibility and feel empowered in shaping their placement experience. 

Scaffold independence - help students gradually manage the transition to self-directed living and learning abroad. 

Build and maintain strong peer networks to provide informal but vital support. 

Keep processes clear, consistent and student-friendly to reduce administrative burdens.