Examining perceptions of the tripartite relationship in higher degree apprenticeship programmes

Abstract

Purpose: The study aims to examine conceptualisations and perceptions of key stakeholders involved in the tripartite relationship of a Higher Degree Apprenticeship (HDA) – apprentice, employer and higher education institution (HEI) – and how these contribute towards the successful outcomes of a Leadership and Management Senior Leader Degree Apprenticeship (SLA Level 7). The potential of these HDAs to contribute towards progression pathways is essential for integrated learning programmes, as they support strategic business goals and future economic growth. Design/methodology/approach: Group concept mapping (GCM) is used to analyse conceptualisations and perceptions of that relationship. Data were collected using group discussions, analysed using multivariate statistical methods and debriefed with participants. Findings: HDAs support personal and professional development for senior leadership progression. Three main tensions were identified; the employer–HEI relationship should be contextually matched for work-based learning (WBL), mentors should be trained by the HEI, and soft skill development for demonstrating leadership capability and executive behaviours must be a requirement. Research limitations/implications: The scope of the study conducted was during a change and update of HDA standards and qualification credit requirements for the SLA. Practical implications: There is still a need to improve the delivery of WBL, addressing practice-theory issues across the workplace and academic learning environments. Originality/value: This paper provides an alternative method for examining the impact of the tripartite relationship on the delivery and outcomes of the SLA. © 2025, Emerald Publishing Limited.

Keywords

Author Keywords

Mentoring work-based learning Group concept mapping Senior leader degree apprenticeship Tripartite relationship

Index Keywords

Author Affiliations

School of Leadership, Leicester Castle Business School, Leicester, Leicestershire, United Kingdom

Department of Analytics, Université du Québec à Montréal, Montreal, QC, Canada

Funding & Acknowledgements

De Montfort University, DMU

Grant: 036_2021

The authors would like to acknowledge their respective institutions for financial support and to express their gratitude to all participants for their time, engagement and insightful perspectives at the various research steps. Ethics review board approvals for research with human beings were obtained from De Montfort University (application no. 036_2021) and the University of Quebec at Montreal (certificate no. 5154_e_2021).

De Montfort University, DMU

The authors would like to acknowledge their respective institutions for financial support and to express their gratitude to all participants for their time, engagement and insightful perspectives at the various research steps. Ethics review board approvals for research with human beings were obtained from De Montfort University (application no. 036_2021) and the University of Quebec at Montreal (certificate no. 5154_e_2021).

Grant: 5154_e_2021

The authors would like to acknowledge their respective institutions for financial support and to express their gratitude to all participants for their time, engagement and insightful perspectives at the various research steps. Ethics review board approvals for research with human beings were obtained from De Montfort University (application no. 036_2021) and the University of Quebec at Montreal (certificate no. 5154_e_2021).

References 10 References

1 Anglia Ruskin University Higher and Degree Apprenticeships, (2016)

2 Basit, Tehmina N., Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship, Higher Education, 70, 6, pp. 1003-1015, (2015)

3 Billett, Stephen Richard, Apprenticeship as a mode of learning and model of education, Education and Training, 58, 6, pp. 613-628, (2016)

4 Bravenboer, Darryll Willem, Guest editorial, Higher Education, Skills and Work-based Learning, 10, 5, pp. 693-700, (2020)

5 Bravenboer, Darryll Willem, Towards an integrated approach to the recognition of professional competence and academic learning, Education and Training, 58, 4, pp. 409-421, (2016)

6 Bravenboer, Darryll Willem, Developing a transdisciplinary work-based learning curriculum: A model for recognising learning from work, Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, pp. 144-167, (2015)

7 Cantoni, Franca, Individual resilience and academic achievements: a soft traits approach to craft universities' placement and facilitate firms' onboarding, Education and Training, 65, 10, pp. 46-64, (2023)

8 Chapman, Linda, Work-based learning: making a difference in practice., Nursing standard (Royal College of Nursing (Great Britain) : 1987), 17, 34, pp. 39-42, (2003)

9 Cloutier, L. Martin, Collective strategic action conceptualisations by Quebec craft microdistillers: A mixed methods-based approach, International Journal of Entrepreneurship and Small Business, 44, 2, pp. 177-210, (2021)

10 Cook, Fiona, Level 7 degree apprenticeships–a story of challenge, resilience and success, Research in Post-Compulsory Education, 29, 2, pp. 191-219, (2024)

Examining perceptions of the tripartite relationship in higher degree apprenticeship programmes

How to Cite