Criminology placements: work-based learning and organisational "buy in"

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.