Degree apprenticeships are becoming more established within the higher education sector, however within England there are growing concerns around the completion rates of…
Abstract
Purpose
Degree apprenticeships are becoming more established within the higher education sector, however within England there are growing concerns around the completion rates of apprentices. Whilst there are a number of factors which could be impacting this, the support structure surrounding apprentices throughout their programme is a key consideration. This study aims to investigate the support relationship between construction degree apprentices and their work-based mentors through the lived experiences of both the apprentice and the mentor.
Design/methodology/approach
This study adopted a qualitative cross-sectional approach, collecting data from three focus groups involving Level 6 apprentices from a higher education institution and their work-based mentors based in England. The data was analysed inductively using NVivo 12 software to identify codes and key themes.
Findings
The relationship between the apprentice and their work-based mentor is key to the success of degree apprenticeships. The data analysis recognised three key themes: knowledge of the apprenticeship process, support structure and employer provider relationship.
Originality/value
This study is an original contribution addressing a gap in the literature around higher-level apprentices and their work-based mentors, generating and analysing new primary data, identifying ongoing issues and formulating subsequent recommendations for practice. There are also implications for the current English apprenticeship model and those seeking to adopt or adapt it more widely.
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This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their…
Abstract
Purpose
This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.
Design/methodology/approach
This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.
Findings
This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.
Originality/value
This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.