Search results

1 – 10 of 89
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 13 June 2023

Rebecca Jane Quew-Jones

Apprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration…

633

Abstract

Purpose

Apprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration and investment. This questions longer-term viability, creating a new perspective investigating evidence of value and impact for UK HEIs. This integrative literature review examines existing apprenticeship literature and showcases new knowledge for HEIs to update and inform future decision-making. Knowledge created offers a new framework, an “apprenticeship knowledge-based checklist model” and a perspective to explore further.

Design/methodology/approach

This integrative literature review examines apprenticeship provision viability for UK HEIs across several disciplines since commencement.

Findings

Analysis of selected studies across three research themes critiques potential apprenticeship practice for HEIs: stakeholder collaboration, widening participation and work-integrated learning. Results provided a new integrated perspective via governance levels: strategic, academic department, and teaching team.

Research limitations/implications

The research draws from multiple disciplines representing current literature in the HEI Apprenticeships field. However, the context in which programmes are delivered by HEIs and employers differs significantly, so factors continue to emerge.

Practical implications

Practical implications drawn from these findings aim to cultivate dialogue before embarking/withdrawing from HEI Apprenticeship programmes. It offers employers guidance expectations when partnering with university providers. For global apprenticeship provisions, it offers a checklist for re-valuating practice.

Originality/value

The research identified new knowledge implications from existing literature in a field experiencing rapid growth. It offers valuable contributions: a knowledge-based checklist model constructed for HEIs to evaluate existing and future viability provisions at each governance level. It is a catalyst for new practice approaches and an agenda for further research.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Access Restricted. View access options
Article
Publication date: 26 February 2024

Rebecca Jane Quew-Jones

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree…

184

Abstract

Purpose

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

Design/methodology/approach

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Findings

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

Research limitations/implications

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

Practical implications

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

Originality/value

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Details

Higher Education, Skills and Work-Based Learning, vol. 14 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Available. Open Access. Open Access
Article
Publication date: 3 June 2022

Rebecca Jane Quew-Jones and Lisa Rowe

Educational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of…

3034

Abstract

Purpose

Educational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of work-based learning (WBL) programmes, requiring increasingly complex levels of collaboration between providers and employers. Apprenticeships require providers to assume responsibility in ensuring apprentices’ work-based managers and mentors (WBMMs) are equipped to provide effective support to individuals as they learn ‘on the job’. After six years of higher education institution (HEI) apprenticeship curriculum delivery, there is opportunity to examine existing WBMM practice to inform the design, content and delivery of a shared knowledge base via a practical interactive toolkit. By developing clearer understanding of WBMMs’ experiences, expectations and challenges, the study aims to reduce potential gaps in knowledge and skills and encourage more effective collaboration between employers and providers to better support apprentices as they progress through WBL programmes.

Design/methodology/approach

This paper discusses evolution of higher level and degree apprenticeships, explores guidance for WBMMs and investigates the influence of expectations and motivations of WBMMS. Theoretical and conceptual foundations relating to WBL programme delivery and WBMM role are analysed and discussed. Qualitative data drawn from semi-structured surveys are analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform future university provider and employer practice.

Findings

The findings suggest a number of themes to improve apprentice management; further clarity of WBMMs role, greater involvement of WBMM’s for negotiated learning, unplanned experiences do add value and scope for richer mentoring dialogues. WBL value for WBMMs is broader than expected, incorporating apprentice performance and output improvements, and solving complex problems.

Research limitations/implications

The research is drawn from an established university with five years of experience. However, the context in which programmes are delivered significantly varies according to providers and employers. This means factors other than those highlighted in this paper may continue to emerge as the research in this field develops.

Practical implications

The practical implications from findings can be used to cultivate stronger collaboration, providing a foundation of knowledge intended to provoke further dialogue regarding content for an interactive toolkit. The findings signal the need for further resources, a review of the restrictions associated with levy funding for co-creation of a more effective national apprenticeship framework.

Originality/value

This paper builds on a limited body of research examining employers’ perspectives of apprenticeship management. Degree apprenticeships have attracted limited scholarly attention over six years since their inception (Bowman, 2022) resulting in a significant paucity of research that focuses upon employer role. This study addresses this void by exploring WBMMs experiences, requirements and expectations, revealing new insights for providers of WBL, employers and individuals employed as WBMMs.

Details

Journal of Work-Applied Management, vol. 14 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Available. Content available
Article
Publication date: 25 April 2008

Becky Jones

231

Abstract

Details

Program, vol. 42 no. 2
Type: Research Article
ISSN: 0033-0337

Keywords

Access Restricted. View access options
Article
Publication date: 7 June 2019

Eileen Fischer

The aim of this paper is to provide an advanced understanding of the dynamics of a scholarly career.

144

Abstract

Purpose

The aim of this paper is to provide an advanced understanding of the dynamics of a scholarly career.

Design/methodology/approach

An assemblage of a theoretic lens was adopted to help make sense of how the focal scholar came to have certain capacities and characteristics and how these evolved over time.

Findings

The critical determinants of the capacities of this scholar have arisen from intersections with the institutions she has been a part of and individuals with whom she has been privileged to interact.

Originality/value

This paper is the first to adapt an assemblage theoretic lens to make sense of a professional’s career accomplishments and trajectory and to draw inferences for career management from this perspective.

Details

Journal of Historical Research in Marketing, vol. 11 no. 1
Type: Research Article
ISSN: 1755-750X

Keywords

Access Restricted. View access options
Article
Publication date: 1 March 1994

Daniel Hanne and Martin Zeller

The process by which technological innovations developed in one institution are discovered, acquired, and adapted for use by another institution.

115

Abstract

The process by which technological innovations developed in one institution are discovered, acquired, and adapted for use by another institution.

Details

Reference Services Review, vol. 22 no. 3
Type: Research Article
ISSN: 0090-7324

Access Restricted. View access options
Article
Publication date: 2 February 2015

Sally Brown

The purpose of this paper is to reflect on the experiences of conducting focus groups amongst acquaintances in naturally occurring settings, where participants were known to each…

1328

Abstract

Purpose

The purpose of this paper is to reflect on the experiences of conducting focus groups amongst acquaintances in naturally occurring settings, where participants were known to each other and participation was less about being recruited, and more about being there when the focus group took place.

Design/methodology/approach

This was a qualitative study of multi-generational experiences of teenage parenting, and used interviews and focus groups. The study took an ethnographic approach, using case studies with a small number (4) of families, plus supplementary interviews, and focus groups with teenage parents and parents-to-be.

Findings

Using focus groups in naturally occurring settings alongside other qualitative data collection affords insights into the research topic that would not otherwise be available.

Originality/value

The paper discusses the challenges and benefits of using naturally occurring groups, and reflects on the way the findings from these groups illuminated aspects of the study concerning relationships. It argues that naturally occurring groups have advantages over conventionally organised focus groups that contribute to a deeper understanding of relationships between members.

Details

Qualitative Research Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Access Restricted. View access options
Book part
Publication date: 9 November 2020

Tremaine R. Young and Crystal R. Chambers

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority…

Abstract

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.

Available. Open Access. Open Access
Article
Publication date: 15 January 2015

James L. Olive

This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in…

183

Abstract

This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.

Details

Journal of Leadership Education, vol. 14 no. 1
Type: Research Article
ISSN: 1552-9045

Access Restricted. View access options
Article
Publication date: 30 May 2024

Amy Allen, Carey Stewart and Mason Engelhardt

Recent scholarship has called for researchers to recognize the urgency of place-based education as a critical component of social studies pedagogy. This study seeks to understand…

44

Abstract

Purpose

Recent scholarship has called for researchers to recognize the urgency of place-based education as a critical component of social studies pedagogy. This study seeks to understand better the relationship between place-based education, sacrificial listening and difficult history.

Design/methodology/approach

In this qualitative, arts-based research study, collaging is used to investigate how students use the theory of sacrificial listening while trying to make sense of difficult histories during a place-based history education experience. Students enrolled in a PBE experience received instruction about the theory of sacrificial listening at the beginning of a two-week course on the lasting impact of the civil rights movement. Students created a collage and responded to a reflection prompt about the course after engaging in course experiences, including travel to Oklahoma, Arkansas, Tennessee and Alabama.

Findings

Findings in the study demonstrate how sacrificial listening appeared, both explicitly and implicitly, in the ways students processed difficult history during a place-based education experience. Ultimately, the study found, though students organized their thoughts in distinct ways, they all leaned on the theory of sacrificial listening to make sense of what they learned.

Originality/value

Few studies have applied the theory of sacrificial listening as a pedagogical framework. Future research should build on this work, further investigating the theory as a pedagogical framework in conjunction with both place-based history education as well as other instructional settings.

Details

Social Studies Research and Practice, vol. 19 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

1 – 10 of 89
Per page
102050