Trevor Gerhardt and Joel Montgomery
Ensuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and…
Abstract
Purpose
Ensuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and articulation amongst Chartered Management Degree Apprentices through a problem-based learning module called Self-Managed Learning.
Design/methodology/approach
Intentional weekly interventions to develop skill acquisition, development and articulation were implemented over 10 weeks. A focus group at the end of the 10 weeks to reflect upon the interventions would then reveal through a thematic analysis whether there was indeed added value.
Findings
The action research intervention to improve and enhance how apprentices construe and construct what they experience and then learn to articulate that accurately was well received. Key outcomes included increased awareness of and enhanced use of reflection, merging work and university and increased self-efficacy and skill development awareness.
Practical implications
This research underscores the significant impact of enhanced stakeholder engagement on educational delivery and skill development. The study illustrates how the involvement of all parties, from apprentices to educators and employers, within the learning process can aid the development of intentional skill and professional development when work-based learning is effectively integrated within the educational curriculum.
Originality/value
The action learning intervention was an educational improvement enhancing personal development, social mobility and an opportunity for individuals to pursue knowledge for their own sake.
Details
Keywords
The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at…
Abstract
Purpose
The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence.
Design/methodology/approach
This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases.
Findings
Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning.
Research limitations/implications
The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions.
Practical implications
The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample.
Social implications
The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts.
Originality/value
This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.