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Outputs (5)

Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory (2023)
Presentation / Conference Contribution
Taylor-Smith, E., Smith, S., & Bratton, A. (2023, December). Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory. Presented at 2023 SRHE International Research Conference, Birmingham, UK

Degree apprentices have reported finding work-life-study balance challenging. This study uses the Theory of Conservation of Resources (COR) to investigate the resources invested and gained by apprentices in the achievement of their goal of a degree w... Read More about Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory.

‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices (2023)
Journal Article
Smith, S., Fabian, K., Taylor-Smith, E., Barr, M., Berg, T., Bratton, A., Kolberg, M., Paterson, J., & Zarb, M. (online). ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2023.2255576

In the UK context of an ageing population, degree apprenticeships represent a new opportunity to study for a degree while working. Apprentices are full-time employees granted time to study for a degree with a significant workplace learning component.... Read More about ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices.

Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges (2023)
Journal Article
Bowen, T., Drysdale, M. T., Callaghan, S., Smith, S., Johansson, K., Smith, C., Walsh, B., & Berg, T. (2024). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning, 14(2), 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115

Purpose
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and prof... Read More about Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges.

Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study (2023)
Journal Article
Taylor-Smith, E., Smith, S., Fabian, K., & Bratton, A. (2023). Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study. Journal of Workplace Learning, 35(8), 779-795. https://doi.org/10.1108/JWL-01-2023-0007

Purpose: The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers, and universities. This study investigated the lived experiences and reflections of the apprentices at the centre, to inform... Read More about Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study.

The practice of apprenticeships as work-integrated learning (2023)
Book Chapter
Smith, S., Taylor-Smith, E., Fabian, K., & Klotz, D. (2023). The practice of apprenticeships as work-integrated learning. In K. E. Zegwaard, & T. J. Pretti (Eds.), In The Routledge International Handbook of Work-Integrated Learning (207-217). (3rd Edition). Routledge. https://doi.org/10.4324/9781003156420

The term ‘apprentice’ is used to describe an employee who is learning in order to fulfill a future job role, with this learning largely encompassing on-the-job training and learning by doing (Fuller & Unwin, 1998). Conventionally, apprenticeships wer... Read More about The practice of apprenticeships as work-integrated learning.