Understanding the Role of Learning Communities of Practice within a Degree Apprenticeship to Enhance Inclusive Engagement

Autor/inn/en	Nottingham, Paula McIver; Mao, Yan
Titel	Understanding the Role of Learning Communities of Practice within a Degree Apprenticeship to Enhance Inclusive Engagement
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 5, S.1009-1022 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nottingham, Paula McIver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-02-2023-0041
Schlagwörter	Communities of Practice; Apprenticeships; Inclusion; Universities; Sales Occupations; Tuition; Academic Degrees; Work Experience Programs; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Community; Apprenticeship; Lehre; Inklusion; University; Universität; Unterweisung; Unterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Ausland; Großbritannien
Abstract	Purpose: Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting. Design/methodology/approach: A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey. Findings: The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice. Practical implications: Post-COVID engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings. Originality/value: This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01