TY - JOUR
T1 - An exploration of degree apprentice perspectives
T2 - a Q methodology study
AU - Fabian, Khristin
AU - Taylor-Smith, Ella
AU - Smith, Sally
AU - Meharg, Debbie
AU - Varey, Alison
N1 - © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021/3/8
Y1 - 2021/3/8
N2 - 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.
AB - 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.
KW - computing
KW - degree apprenticeships
KW - graduate apprenticeships
KW - Q-methodology
KW - Work-based learning
UR - http://www.scopus.com/inward/record.url?scp=85102204766&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102204766&partnerID=8YFLogxK
U2 - 10.1080/03075079.2021.1897094
DO - 10.1080/03075079.2021.1897094
M3 - Article
AN - SCOPUS:85102204766
SN - 0307-5079
JO - Studies in Higher Education
JF - Studies in Higher Education
ER -