Account of Practice: Using Action Learning to Develop and Educate Undergraduate Management Degree Apprentices

Autor/inn/en	Jones, Becky Quew; Brook, Cheryl
Titel	Account of Practice: Using Action Learning to Develop and Educate Undergraduate Management Degree Apprentices
Quelle	In: Action Learning: Research and Practice, 16 (2019) 3, S.295-303 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2019.1655932
Schlagwörter	Foreign Countries; Experiential Learning; Undergraduate Students; Apprenticeships; Business Administration Education; Work Experience Programs; Education Work Relationship; Outcomes of Education; Work Environment; Student Projects; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Apprenticeship; Lehre; Lernleistung; Schulerfolg; Arbeitsmilieu; Schulprojekt; Großbritannien
Abstract	This account of practice offers an example of the use of action learning within the undergraduate Degree Apprenticeship Curriculum of a UK university, specifically the Chartered Manager Degree Apprenticeship. This programme is aimed at an age-diverse group who are supported by their employers through the levy to improve their knowledge, skills and behaviours in alignment to the standards required in becoming a Chartered Manager. We discuss the background and context of the course followed by an account of some aspects of the action learning process used to support and challenge apprentices as they worked on their projects. The account suggests that the application of knowledge to work-based problems on the Degree Apprenticeship Programme was enhanced by the action learning process. We reflect on the challenges and opportunities presented by introducing action learning on this undergraduate programme, such as the value of the safe space created and the difficulties of getting to grips with reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01