Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement

Article


Nottingham, P. and Mao, Y. 2023. Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement. Higher Education, Skills and Work-based Learning. 13 (5), pp. 1009-1022. https://doi.org/10.1108/HESWBL-02-2023-0041
TypeArticle
TitleUnderstanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement
AuthorsNottingham, P. and Mao, Y.
Abstract

Purpose
Building on the concepts of learning communities of practice, the paper evaluates 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.
Originality
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.
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.

KeywordsDegree apprenticeship; Work-integrated learning; Communities of practice; Case study; British values; Student experience; Inclusive education
Sustainable Development Goals4 Quality education
Middlesex University ThemeCreativity, Culture & Enterprise
Research GroupCentre for Education Research and Scholarship (CERS)
LanguageEnglish
PublisherEmerald
JournalHigher Education, Skills and Work-based Learning
ISSN2042-3896
Electronic2042-390X
Publication dates
Online02 Oct 2023
Print20 Oct 2023
Publication process dates
Submitted17 Feb 2023
Accepted02 May 2023
Deposited16 Aug 2023
Output statusPublished
Accepted author manuscript
Copyright Statement

Copyright © 2023, Emerald Publishing Limited. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher

Digital Object Identifier (DOI)https://doi.org/10.1108/HESWBL-02-2023-0041
Web of Science identifierWOS:001072963100001
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