Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice

Sutton, Louise, Mao, Yan and Nottingham, Paula ORCID logoORCID: https://orcid.org/0000-0002-3471-8446 (2022) Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice. Work Based Learning e-Journal International, 11 (1) . pp. 79-80. ISSN 2044-7868 [Article]

[img]
Preview
PDF - Published version (with publisher's formatting)
Download (134kB) | Preview

Abstract

Learning communities and communities of practice (CoPs) are important aspects of the degree apprentice (DA) experience within higher education. DA programming differs to mainstream higher education programmes as the apprentices are ‘employees’ that spend most of their week working within an organisational setting. DAs in the United Kingdom are formally set 20% ‘off the job’ learning hours that include tuition as well as designated studies directly related to a job roles’ knowledge, skills, behaviours and values.
This presentation looks at how concepts of learning within communities and inclusive practice have been nurtured within a DA programme to develop sustainable curricular and extra-curricular elements. As a part of ongoing research being undertaken using the BSc (Hons) Professional Practice in Business to Business Sales DA, this presentation focuses on how academic providers and partners work together to deliver inclusive tuition while considering the importance of learning communities of practice that must consider participation of employers and professional organisations. Inclusive practice includes requirements outlined in the new university strategic plan and in the Apprenticeship Standards. Emerging findings from recent apprentice/student questionnaires have indicated that apprentices, especially Generation Y and Z (McCrindle, 2014), are interested in how the providers might incorporate their insights about inclusive practice into their studies and professional practice.
The presentation includes reflections from the current Programme Leaders from Consalia Ltd. and Marketing Branding and Tourism and the past Programme Leader (Education) to consider practical recommendations that could be adopted within the learning communities of practice from a Sales area of practice perspective and deliberates on what more needs to be done to create a dialogue that promotes inclusion and diversity (CIPD, 2022) within the university context

Item Type: Article
Sustainable Development Goals:
Theme:
Keywords (uncontrolled): degree apprenticeship, university partnership, sales, inclusivity, apprenticeship standards, curriculum
Research Areas: A. > Work and Learning Research Centre
Item ID: 35676
Notes on copyright: Work-Based Learning e-Journal ISSN 2044-7868 ©Middlesex University, 2022.
Work Based Learning e-Journal International: This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with theDOAJdefinition of open access
Useful Links:
Depositing User: Paula Nottingham
Date Deposited: 31 Aug 2022 15:31
Last Modified: 13 Oct 2022 09:35
URI: https://eprints.mdx.ac.uk/id/eprint/35676

Actions (login required)

View Item View Item

Statistics

Activity Overview
6 month trend
0Downloads
6 month trend
0Hits

Additional statistics are available via IRStats2.