Purpose – This study explores the research dissemination habits of chartered manager degree apprentices (CMDAs) in the UK. While apprentices often produce impactful work-based research, little is known about how, when or if these findings are disseminated internally or external to the organisation. This paper addresses this gap by examining dissemination experiences, motivations, barriers and facilitative organisational and educational mechanisms. Knowledge-to-action (KTA) framework and the degree apprentice identity (DAI) model are applied to understand the relationship between research identity, context and impact. Design/methodology/approach – A qualitative approach was used, involving semi-structured interviews with 24 current or former CMDAs. Data were analysed using thematic analysis, with three researchers independently coding transcripts before collaborating on a shared coding framework. This rigorous, interpretive method enabled the capture of complex insights into dissemination practices across the group. Findings – The study found that CMDAs regularly engage in informal, internal dissemination tailored to organisational needs. However, they generally lack the confidence, time and/or support to pursue external channels despite a desire and motivation to do so. Barriers include lack of awareness, unsupportive organisational cultures and legal or reputational concerns for the organisation. Where supportive cultures do exist, particularly in project-based organisations, dissemination is more embedded. Originality/value – This paper explores research dissemination among degree apprentices, a group overlooked in existing dissemination and implementation (D&I) literature. It contributes a “3Ps” model (people, platforms, publications) and makes recommendations for training providers, employers and professional bodies to create dissemination cultures which support apprentices in achieving wider impact. © 2025 Emerald Publishing Limited
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