The recent focus on employabilityas being a core feature within the work of universities both nationally and internationally has led to the increased importance of a meaningful work placement (Cooper, Orrell, and Bowden, 2010; Midwinter and Whatmore, 2011). Whilst work placements can provide students with valuable insights into the world of work particularly related to their choice of career, placements can also provide an opportunity for students to re-consider their career pathways. This paper seeks to explore placements from a variety of perspectives including, students, academics and employers. In doing so, it will open up debate and discussion on what constitutes a ‘good placement’ by focusing on the following questions:

-         How is a ‘good placement’ defined by the different stakeholders involved?

-         How can the perspectives of stakeholders be used to create a meaningful placement?

-         How can programmes further complement the placement experience?  

In addressing the above questions the paper draws from a qualitative based study that sought to understand the complexities of embedding placements within HE courses . It incoprorates the views and perspectives of a range of stakeholders including students (questionnaire and interview data), employers (focus group data) and course leaders (focus group data).

Cooper, L; Orrell, J and Bowden, M (2010) Work Integrated Learning: A guide to effective practice. Abingdon: Routledge. Midwinter, D and Whatmore, T (2011) Positive Placements: making the most of your educational placement. London: Continuum International Publishing Group. Wilson, J. (2009) A Good Practice Guide for Placement and Other Work-Based Learning Opportunities in Higher Education. Sheffield, ASET DIUS,