Enhancing apprenticeships within the Higher Education curriculum–an Action Learning and Action Research study

Rebecca Quew-Jones*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    This Action Learning (AL)/Action Research study (AS) explores the practice of Action Learning (AL) to further higher education (H.E.) apprenticeships by collaboration between University Provider (UP) and employer. AL members aim to address complexity, bridging the gap between management education delivered by a work-based learning (WBL) apprenticeship course and translating into the apprentices’ workplace. Set members followed a systematic cycle of planning, action, observing and reflecting. This demonstrates how AL, as a methodology, supports apprenticeship ambassadors (who lead apprenticeships in their organisations) and UPs to solve complex problems through inquiry and critical reflection to enhance the apprenticeship curriculum. The principal findings from AL to cultivate stronger collaboration were clarity of WBL, value proposition and ownership expectation; support of translation of theory into practice; empowering the apprenticeship mindset and professional identity; and senior management buy-in.

    Original languageEnglish
    Number of pages20
    JournalAction Learning: Research and Practice
    Early online date23 Mar 2022
    DOIs
    Publication statusEarly online - 23 Mar 2022

    Keywords

    • action learning
    • Action research
    • degree apprenticeships
    • problem-solving
    • university providers
    • work-based learning

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