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

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  • Rebecca Quew-Jones

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.

Suggested Citation

  • Rebecca Quew-Jones, 2022. "Enhancing apprenticeships within the Higher Education curriculum – an Action Learning and Action Research study," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 19(2), pages 146-164, May.
    • Handle: RePEc:taf:alresp:v:19:y:2022:i:2:p:146-164
    DOI: 10.1080/14767333.2022.2056135
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