The challenges of managing degree apprentices in the workplace

Development and validation of a five-level developmental model for new graduate employees

The aim of this research was to create a developmental model for new graduate employees according to improvements in their performance. The model’s scope covered the period when employees take part in apprenticeship training after graduation from college or university. The process of developing and validating the model referred to the International Board of Standards for Training, Performance, and Instruction’s competency development model as a framework and involved six steps. This research analyzed 111 freshly graduated recruits who had recently been hired by a leading travel company in Japan. The final model includes five apprenticeship levels, namely beginning, elementary, intermediate, advanced, and end of apprenticeship, with criteria for performance in planning and implementation. To validate the model, three transitions in the developmental levels over six months in 2017 and nine months in 2020 were examined using the model’s performance criteria. The results show that the transitions for the three companies reflect the characteristics of their new graduate employees. This indicates that the proposed model may be valid for determining the development levels of new graduate recruits and can have a certain level of discriminative power. This model can serve as a helpful tool for planning on-the-job and off-the-job training to support new employee development, comprehending their current development levels, and providing a guideline for the next step for further development.

Enhancing the degree apprenticeship curriculum through work-based manager and mentor intervention

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.

A qualitative study on the experiences and challenges of MBA students' engagement with a business research methods module

Purpose

Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.

Design/methodology/approach

The study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.

Findings

Outcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.

Originality/value

Outcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.

Trailblazers: Stakeholder motivations for developing degree apprenticeships for the radiography profession

INTRODUCTION

Employer led apprenticeship trailblazer groups develop the occupational standard and end point assessment associated with a particular job or occupation. All degree apprenticeship programmes within England must align to these and for allied health professions, this is a new concept. Exploring stakeholder motivations for being part of the trailblazer groups is essential to inform subsequent curriculum design and implementation for this new model of education.

METHODS

Eighteen semi-structured interviews were undertaken across the three radiography related (diagnostic, therapeutic and sonography) trailblazer groups using a pragmatic constructivist approach.

RESULTS

Strong themes emerged around professional recognition, and conflicts between being 'educated' or 'trained', and between vocational and academic components of radiography training. Even within these pioneer groups there was a lack of understanding around degree apprenticeship programmes and their potential impact upon the workforce. Whilst the benefits on recruitment and retention of staff through widening participation were acknowledged, there were concerns around apprentice pay and mentorship. Evidence of professional protectionism was uncovered, balanced by professional pride and a strong desire for team working within and between institutions.

CONCLUSION

The study highlighted an urgent need for further research and awareness raising for employers and practitioners, prior to implementation of radiography-related degree apprenticeships.

IMPLICATIONS FOR PRACTICE

This is the first evaluation of stakeholder motivations related to the development of degree apprenticeships within the allied health professions. The results and recommendations for practise will inform the imminent implementation of degree apprenticeships for the three radiography related professions, facilitating a smooth transition to apprenticeships for clinical and education departments.

Educating for the modern world: a report review

Purpose

This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice.

Design/methodology/approach

This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice.

Findings

There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning.

Research limitations/implications

As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future.

Practical implications

There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies.

Social implications

This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020.

Originality/value

This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.