Author: Molly Owens, University of Wales, Newport Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)

1. The Use of Industry Placements as a Basis for Research-Informed Teaching Molly Owens Senior Lecturer, Advertising Design University of Wales, Newport

2. Professional Placements – UK vs US mindset

3. Challenges Internal and external

4. Placements USA: LifeApps LLC Company utilising social media, iPhone and iPad apps, online magazines and websites Wales phpGenie, eCommerce and design agency Ethos, advertising and design agency

5. Projects iPhone apps, website designs, content aggregation, moving image, magazine content Creation of moving image, design-based projects for screen and print, and copy-based projects Press releases, feature stories Art direction of client publications

7. Measuring student experience/feedback Anonymous surveys pre- and post-placement In-depth further surveys Interviews Student projects and inclusion of new material

8. Expected benefits in terms of research-informed teaching Updated knowledge of industry trends and new media such as apps, social media, etc., and the opportunity to use research, communication and creative skills More up-to-date/current lectures in terms of industry, increased Increased satisfaction and interest from students in terms of lecture materials

9. Live projects for students, industry work placements for students Research outputs/papers Increased profile of the Advertising programme and the University both internationally and nationally

10. Unexpected benefits Increase in respect for the lecturer from upper-level students Increased happiness/satisfaction of the lecturer in terms of creative output and feedback from industry superiors and peers Networking opportunities for the University, programme and lecturer

11. Students able to meet the briefs more successfully Building of student confidence Direction: conducting research before or during the creative process helps give direction to and helps with development of creative idea generation Students ‘feel’ more creative as a result of research and exercises, leading them to take more risks

12. Students have a better understanding of the world and different audiences and arts – they are not as ‘isolated’ Students are able to eloquently ‘back up’ their ideas and creative concepts with solid research, which is critical for their field

13. Summary