Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/emerald-publishing/integrating-higher-degree-education-with-practice-exploring-the-value-sbFxmrncHM
References (41)
-
Basil Tucker, R. Lawson (2020)
EMBAs perceived usefulness of academic research for student learning and use in practiceBritish Accounting Review, 52
-
C. Hughes, Gillian Saieva (2019)
Degree apprenticeships – an opportunity for all?Higher Education, Skills and Work-Based Learning
-
10.4018/978-1-5225-6977-0.ch003
-
L. Rowe, N. Moore, Paul McKie (2020)
The reflective practitioner: the challenges of supporting public sector senior leaders as they engage in reflective practiceHigher Education, Skills and Work-based Learning, 10
-
(2021)
Professional masters' degree: another ‘Jabuticaba’ or a bridge between theory and Practice? -
K. Jackson, W. Trochim (2002)
Concept Mapping as an Alternative Approach for the Analysis of Open-Ended Survey ResponsesOrganizational Research Methods, 5
-
(2022)
Higher apprenticeship and degree apprenticeship guidance -
L. Cloutier, S. Arcand, E. Laviolette, L. Renard (2017)
Collective Economic Conceptualization of Strategic Actions by Québec Cidermakers: A Mixed Methods–Based Approach*Journal of Wine Economics, 12
-
(2020)
Empowering adults through upskilling and reskilling pathways -
Dionne Lee (2012)
Apprenticeships in England: an overview of current issuesHigher Education, Skills and Work-based Learning, 2
-
(2021)
How many apprentices are there in the EU? Estimates based on Cedefop database on apprenticeship schemes and reflections on available EU data sources -
Cedefop (2020)
Empowering adults through upskilling and reskilling pathways. volume 2: Cedefop analytical framework for developing coordinated and coherent approaches to upskilling pathways for low-skilled adultsPublications Office of the European Union
-
(2022)
Apprenticeships and traineeships, Academic year 2021/22 -
M. Reed (2009)
The theory/practice gap: a problem for research in business schools?Journal of Management Development, 28
-
Khristin Fabian, Ella Taylor-Smith, Sally Smith, Debbie Meharg, A. Varey (2021)
An exploration of degree apprentice perspectives: a Q methodology studyStudies in Higher Education, 47
-
M. Brockmann, I. Laurie (2016)
Apprenticeship in England – the continued role of the academic–vocational divide in shaping learner identitiesJournal of Vocational Education & Training, 68
-
Samuel Makin (2021)
The research-practice gap as a pragmatic knowledge boundaryInf. Organ., 31
-
I. Konstantinou, Elizabeth Miller (2020)
Investigating work-integrated learning and its relevance to skills development in degree apprenticeshipsHigher Education, Skills and Work-based Learning, 10
-
M. Rosenbaum, Rebekah Russell–Bennett, Germán Contreras-Ramírez (2021)
Editorial: business education in profound disruptionJournal of Services Marketing, 35
-
R. Quew-Jones, L. Rowe (2022)
Enhancing the degree apprenticeship curriculum through work-based manager and mentor interventionJournal of Work-Applied Management
-
R. Hamilton (2018)
Work-based learning in social work education: the challenges and opportunities for the identities of work-based learners on university-based programsSocial Work Education, 38
-
(2010)
Cracked but not broken: the continued gender gap in senior administrative positions -
(2019)
Degree apprenticeships -
I. Pepper, I. Brown, P. Stubbs (2021)
A degree of recognition across policing: embedding a degree apprenticeship encompassing work-based researchJournal of Work-Applied Management
-
R. Laud, Matthew Johnson (2013)
Progress and Regress in the MBA Curriculum: The Career and Practice Skills GapOrganization Management Journal, 10
-
W. Trochim (2017)
Hindsight is 20/20: Reflections on the evolution of concept mapping.Evaluation and program planning, 60
-
Scott Rosas, M. Kane (2012)
Quality and rigor of the concept mapping methodology: a pooled study analysis.Evaluation and program planning, 35 2
-
Scott Rosas (2017)
Group concept mapping methodology: toward an epistemology of group conceptualization, complexity, and emergenceQuality & Quantity, 51
-
(2020)
Guest editorial. Transforming the perception of apprenticeships in England: professional careers in the public sector -
J. Garnett (2001)
Work based learning and the intellectual capital of universities and employersThe Learning Organization, 8
-
James Mulkeen, Hussein Abdou, J. Leigh, P. Ward (2017)
Degree and Higher Level Apprenticeships: an empirical investigation of stakeholder perceptions of challenges and opportunitiesStudies in Higher Education, 44
-
F. Lillis, Darryll Bravenboer (2020)
The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral futureHigher Education, Skills and Work-based Learning, 10
-
(2022)
Senior leader -
10.1007/978-3-319-09247-8_11
-
Darryll Bravenboer, S. Lester (2016)
Towards an integrated approach to the recognition of professional competence and academic learningJournal of Education and Training, 58
-
Further education and skills -
R. Quew-Jones (2022)
Enhancing apprenticeships within the Higher Education curriculum – an Action Learning and Action Research studyAction Learning: Research and Practice, 19
-
S. Lester (2020)
Creating conditions for sustainable degree apprenticeships in EnglandHigher Education, Skills and Work-based Learning, 10
-
Arti Saraswat (2016)
Higher apprenticeships and the new apprenticeship standardsHigher Education, Skills and Work-based Learning, 6
-
L. Shulman (2005)
Signature pedagogies in the professionsDaedalus, 134
-
(2020)
Realising the potential of higher and degree apprenticeship in supporting social mobility and levelling up agenda
- Publisher
- Emerald Publishing
- Copyright
- © Emerald Publishing Limited
- ISSN
- 2042-3896
- DOI
- 10.1108/heswbl-10-2022-0207
- Publisher site
- See Article on Publisher Site
Abstract
The study aims to explore how the collective representations of stakeholders associated with an Executive MBA (EMBA) apprenticeship are conceptualised, and what value elements are perceived as relevant for personal, professional and organisational development.Design/methodology/approachForty stakeholders participated in a mixed methods-based group concept mapping (GCM) approach, representing the tripartite relationship of an EMBA apprenticeship. This approach allowed the deconstruction and shared understanding of the value proposition of higher degree apprenticeships.FindingsAnalysis identified seven conceptualised value clusters around an eight central cluster “Professional Development”. Two regions of meaning were identified: the personal dimensions of apprentices and their contribution within and to their organisation. Findings showed that a work-based designed curriculum improves confidence and communication skills and that much of the value proposition is personal and self-managed by the apprentices. The tripartite relationship was shown to be incomplete and inconsistent, particularly regarding mentoring and reflective practice.Practical implicationsThe pandemic has brought about significant changes in business practice. This study identifies several areas for improving higher degree apprenticeship pedagogy in readiness for the new business landscape, as well as identifying limitations of the tripartite relationship.Originality/valueThe study addresses a gap in the literature by exploring the value proposition an EMBA apprenticeship programme. The interrelatedness of cluster concepts has identified value elements missing from previous apprenticeship delivery. Deconstructing the senior leader apprenticeship enables educators to redesign and refine models of engagement for improving the apprenticeship experience.
Journal
Higher Education Skills and Work-based Learning – Emerald Publishing
Published: Apr 27, 2023
Keywords: Higher degree apprenticeships; Mentoring; Reflection/reflective practice; Work-based learning; Vocational education and training; Executive MBA