An Exploration of Degree Apprentice Perspectives: A Q Methodology Study

Autor/inn/en	Fabian, Khristin; Taylor-Smith, Ella; Smith, Sally; Meharg, Debbie; Varey, Alison
Titel	An Exploration of Degree Apprentice Perspectives: A Q Methodology Study
Quelle	In: Studies in Higher Education, 47 (2022) 7, S.1397-1409 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fabian, Khristin) ORCID (Taylor-Smith, Ella) ORCID (Smith, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1897094
Schlagwörter	Foreign Countries; Undergraduate Students; Apprenticeships; Work Experience Programs; Computer Science Education; Student Employment; Employees; Student Attitudes; Self Concept; Professional Identity; Q Methodology; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Computer science lessons; Informatikunterricht; Studentenarbeit; Employee; Arbeitnehmer; Beschäftigter; Schülerverhalten; Selbstkonzept; Großbritannien
Abstract	Degree apprenticeships in the UK represent a shift in approach to degree-level study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices' perspectives to research and practice, as apprenticeship models expand in the UK and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01