In the VET system, in Australia, there is a high degree of focus placed on educating students
about current industry processes, to facilitate their entry into the workforce upon completion of  their  studies.  This  requires  teachers  to  possess  knowledge  of  contemporary  business processes (currency), so they may, in turn, use this knowledge to educate students.
An effective means of acquiring currency is for teachers to participate in industry placements.
An  industry  placement  ,comprises a voluntary  period  of  time  spent  by  a teacher  working within a host industry organisation. It is a form of professional  development  that enables the teacher to gain not only currency, but also develop networks and use industry as an additional teaching  resource  to  enhance  the  student  learning  experience.  The additional   learning acquired by the teacher on placement may result in a desire to make changes to the content, structure and delivery of teaching practices in the future, but, does this really happen?
A series  of in  depth  interviews  with  VET  business  teachers  who  have  participated  in  an industry placement,  explores what really happens  in the post placement  period within their educational institution.
The research concludes that whilst there may be opportunities for changes, there is a general lack  of recognition  given by management  or colleagues  to teachers  who  have pursued  an industry placement and consequently there is little change achieved.