Working Knowledge

Bailey, T. R.; Hughes, Katherine L.; Moore, David Thornton

doi:10.4324/9780203463956

Cited by 13 publications

(27 citation statements)

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“…Fellows are paid a modest stipend that is not close to full‐time entry musician salaries, but their role gives them preferred status for additional casual work to fill temporary positions in the main professional orchestra. Thus the structure of this development program differs from traditional work‐based learning programs (Bailey et al , 2004) or apprenticeships (Wolek, 1999) where educational study and workplace experience occur simultaneously, or from induction programs that occur when employees are hired permanently for a job in a company.…”

Section: Case Study: Learning To Become a Whole Musicianmentioning

confidence: 99%

Navigating the wilderness of becoming professional

Johnsson

Hager

2008

Journal of Workplace Learning

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The wilderness is often conceived as a place where persons can become confused or get into a wild condition (Nash 1982) and the 'wilderness years' as a time of uncertainty where the vastness of life, choices and roles bewilder actions that could be taken. Such spatial and temporal conditions could aptly be applied to graduates making the transition from safe contexts of educational preparation to becoming professionals at work. Our paper examines the nature of learning discovered by recent graduates participating in a symphony orchestra-initiated development program designed to nurture them through the transition to becoming professional orchestral musicians. We argue that this empirical example helps to support a conception of learning as an embodied and constructed experience with others in context. Here, learning to become 'a whole musician' is facilitated by guided contextualisation, a process that differs from conventional discussions of skill-based novice learning and mentorship. The competency that is being developed is one of learning how to become, forming a sense of identity as broader musical citizens as well as becoming members of more instrumental communities. Such attributes of graduateness are less about applying disciplinary or generic skills and more about committing to a form of lifelong learning that is relationally-based, a critical part of graduates developing a fitness for professional practice and the persistence to emerge from the wilderness to becoming professional.

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Section: Case Study: Learning To Become a Whole Musicianmentioning

confidence: 99%

Navigating the wilderness of becoming professional

Johnsson

Hager

2008

Journal of Workplace Learning

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“…From the perspective of the apprentices, apprenticeships are seen as strong carriers for knowledge, skills and attitude-formation processes (Emmanuel Brull Gonz alez, 2022;Poortman et al, 2014), giving apprentices the opportunity to reinforce and develop academic, professional and personal skills (Bailey et al, 2003;Poortman, 2007;Poortman et al, 2014).…”

Section: Apprenticeship and Employmentmentioning

confidence: 99%

“…There is consensus as to the positive effects of apprenticeship on work transition in the case of students with school-based vocational education. It results in better job matches (Ryan, 2001), an opportunity to develop professional skills (Bailey et al, 2003;Poortman, 2007;Schaap et al, 2012;Zitter and Hoeve, 2012), shorter periods of unemployment before finding a first job (Parey, 2016), higher wages (Cavaglia et al, 2020;Fersterer et al, 2008;Reenalda, 2011) and longer duration of first job (Bellmann et al, 2000). The literature also reports learners' satisfaction with the learning experience (Tsui and Chen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect

Ullibarriarana-Garate,

Agirre-Aramburu,

Mesonero-De Miguel

2023

HESWBL

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PurposeThis study seeks to show whether workplace experience (WE) in an apprenticeship programme affects the duration of joblessness amongst recent university graduates and to determine the antecedents that support a workplace well-being experience during an apprenticeship programme. Additionally, the research introduces the moderating effect of gender in order better to understand under what circumstances apprenticeship reduces the time taken to find employment.Design/methodology/approachThe research proposes PLS equation modelling constructed with a sample of 129 students from the Business Administration and Management degree at Mondragon University.FindingsThe research finds that social support and job demand are key features of work that should be addressed to ensure a workplace well-being experience in an apprenticeship programme. In addition, a workplace well-being experience during apprenticeship reduced the time taken by students to access their first job. This means that job training in a company helps students get their first job, but it is not the primary factor. The study also shows that men who had workplace well-being experience in an apprenticeship programme take less time to find their first job.Originality/valueThe study proposes an exclusive analysis of apprenticeship programmes in higher education systems from the perspective of workplace well-being experience, based on the DCS model. This research also adds to the literature on apprenticeship by providing evidence that a positive experience of work during an apprenticeship programme facilitates undergraduate students in securing employment. Furthermore, this paper confirms that workplace well-being experiences in apprenticeship programmes constitute a valid tool for tackling youth unemployment, and finds that it is more efficient amongst males than females.

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“…Workplace learning alone cannot guarantee the acquisition of codified knowledge (Bailey et al , 2004). The connection between school and work based learning in apprenticeships, however, is a persistent problem (i.e.…”

Section: Quality Of Connections Between Workplace and School Learningmentioning

confidence: 99%

Apprenticeship in The Netherlands: connecting school‐ and work‐based learning

Onstenk¹,

Blokhuis²

2007

Education + Training

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PurposeThe purpose of the paper is to show that The Netherlands offers an interesting case of apprenticeship as part of an elaborated system of vocational education, combining school and workplace learning. For reaching objectives of vocational education with regard to effective problem solving on the job and work process knowledge the quality of workplace learning is essential.Design/methodology/approachThe research in this paper is explorative. It is based on policy analysis, literature review and meta‐analysis of recent research on workplace learning, done by the authors and some colleagues. New theoretical approaches on workplace learning are used to throw new light on developments in Dutch apprenticeships.FindingsThe paper finds that governments as well as schools and companies are attempting to uphold the quality of learning in apprenticeships. More intensive interaction between workplaces and vocational schools are developed. Still, there are two main issues in dispute: the quality of workplace learning (content, guidance, assessment) and the quality of the connection between workplace and school‐based learning, despite attempts to make VET more practice oriented and to improve connections between school and work.Practical implicationsThe paper shows that VET innovation should pay more attention to quality improvement and connectivity of work‐based learning by establishing quality criteria for work‐based learning places, by enriching workplace learning and by designing curricula, which integrate learning places as well as learning experiences.Originality/valueThe value of the paper is delivering new insights on apprenticeships by confronting new theories with the Dutch case.

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Working Knowledge

Cited by 13 publications

References 0 publications

Navigating the wilderness of becoming professional

Navigating the wilderness of becoming professional

Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect

Apprenticeship in The Netherlands: connecting school‐ and work‐based learning

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