Contradictions in the Speech and Language Therapy Placement Learning Model in Ireland: An Activity Theory Case Study

Abstract

Introduction and Background

This Activity Theory Case Study took place in a Speech and Language Therapy (SLT) department at a university in Ireland. It focused on examining placement learning within the profession. Placements provide practical opportunities for students to apply theory to practice and facilitate socialisation and acculturation into the profession (Quigley et al., 2020). However, they are fraught with difficulties. Given a healthcare system in crisis and an urgent need for a steady supply of highly trained healthcare professionals entering the workforce, this research timely contributes to our understanding of these challenges.

This case study posed two research questions.

1. How can Activity Theory be applied to identify the elements of the Speech and Language Therapy Placement Learning Model?
2. How do contradictions within the activity system of the Speech and Language Therapy Placement Model influence the learning environment?

The first question helped to conceptualise Speech and Language Therapy placement learning using Engeström’s Third-Level Activity Theory (1999). Once established, I examined the model to illuminate contradictions. Contradictions help to drive activity systems and provide the best opportunity for improvement and growth. This approach was novel for the profession of Speech and Language Therapy.

Methodology and Analysis

Activity Theory Case Study methodology is a qualitative research design that proposes individuals learn through interactions in social activities, with various components influencing each other. Four focus groups were conducted, and the data were analysed using a deductive framework to understand the SLT Placement Learning Model. Once conceptualised, an inductive approach was employed to explore the contradictions within the model.

Conclusion 

This study identified four contradictions impacting the SLT Placement Learning Model.
1. Who is responsible for what?
2. Learning is restrained by cost.
3. A learning environment Vs an assessment environment
4. Being an educationalist, SLT Vs Regular SLT

Recommendations arising from the research, especially in response to the contradictions, include reducing placement learning costs for students, focusing placement experiences primarily on learning as opposed to assessment, and proposing how the profession might progress in relation to who and how students are supported on their learning journey. Further research is indicated to establish a better understanding of the roles and responsibilities of the different community members. Findings from this study have immediate implications for SLT placements in Ireland. However, they will resonate with other healthcare professionals challenged by difficulties similar to those of SLTs.

Date of Award	18 Feb 2026
Original language	English
Awarding Institution	University of Bath
Supervisor	Elisabeth Barratt Hacking (Supervisor) & Andrea Taylor (Supervisor)