Sally Smith, Khristin Fabian, Ella Taylor-Smith, Matthew Barr, Tessa Berg, Andrew Bratton, Mario Kolberg, James H. Paterson, Mark Zarb
{"title":"“他们给了我机会,我就抓住了”:成年学徒的动机和担忧","authors":"Sally Smith, Khristin Fabian, Ella Taylor-Smith, Matthew Barr, Tessa Berg, Andrew Bratton, Mario Kolberg, James H. Paterson, Mark Zarb","doi":"10.1080/13636820.2023.2255576","DOIUrl":null,"url":null,"abstract":"In the UK context of an ageing population, degree apprentice-ships 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. The aim of this study was to focus on whether degree apprenticeships are working for adult apprentices (aged 26 and up in this context). New apprentices ( n = 162) in six universities in Scotland, UK were surveyed to gain a better understanding of background, prior work and study experience, motivations and expectations. Results show that adult appren-tices join apprenticeship programmes with significant work experience and workplace metaskills, together with a consolidated sense of self as a professional. Adult appren-tices aimed to gain a degree while remaining in work, thus increasing skills in situ . The main barrier identified was the challenge of achieving work-study-life balance. The findings can be used to more closely align apprenticeship provision with adult apprentices’ skills needs while reducing barriers to accessing and succeeding in apprenticeships. We make recommendations for more flexibility in terms of advanced entry and Masters-level apprenticeships, with better recognition of prior experience, motivations and anticipated challenges.","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"5 2","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices\",\"authors\":\"Sally Smith, Khristin Fabian, Ella Taylor-Smith, Matthew Barr, Tessa Berg, Andrew Bratton, Mario Kolberg, James H. Paterson, Mark Zarb\",\"doi\":\"10.1080/13636820.2023.2255576\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In the UK context of an ageing population, degree apprentice-ships 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. The aim of this study was to focus on whether degree apprenticeships are working for adult apprentices (aged 26 and up in this context). New apprentices ( n = 162) in six universities in Scotland, UK were surveyed to gain a better understanding of background, prior work and study experience, motivations and expectations. Results show that adult appren-tices join apprenticeship programmes with significant work experience and workplace metaskills, together with a consolidated sense of self as a professional. Adult appren-tices aimed to gain a degree while remaining in work, thus increasing skills in situ . The main barrier identified was the challenge of achieving work-study-life balance. The findings can be used to more closely align apprenticeship provision with adult apprentices’ skills needs while reducing barriers to accessing and succeeding in apprenticeships. We make recommendations for more flexibility in terms of advanced entry and Masters-level apprenticeships, with better recognition of prior experience, motivations and anticipated challenges.\",\"PeriodicalId\":335913,\"journal\":{\"name\":\"Journal of Vocational Education & Training\",\"volume\":\"5 2\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Vocational Education & Training\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13636820.2023.2255576\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Vocational Education & Training","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13636820.2023.2255576","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices
In the UK context of an ageing population, degree apprentice-ships 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. The aim of this study was to focus on whether degree apprenticeships are working for adult apprentices (aged 26 and up in this context). New apprentices ( n = 162) in six universities in Scotland, UK were surveyed to gain a better understanding of background, prior work and study experience, motivations and expectations. Results show that adult appren-tices join apprenticeship programmes with significant work experience and workplace metaskills, together with a consolidated sense of self as a professional. Adult appren-tices aimed to gain a degree while remaining in work, thus increasing skills in situ . The main barrier identified was the challenge of achieving work-study-life balance. The findings can be used to more closely align apprenticeship provision with adult apprentices’ skills needs while reducing barriers to accessing and succeeding in apprenticeships. We make recommendations for more flexibility in terms of advanced entry and Masters-level apprenticeships, with better recognition of prior experience, motivations and anticipated challenges.