Exploring the Experience of Degree Apprentices and Academics in Fostering Managerial-Level Competencies: A Case of Vocational Degrees within the UK Higher Education

Abstract

The paper presents the experience of academic staff and degree apprentices in fostering degree-level knowledge, skills, and behaviour (KSBs) in management fields. Indeed, vocational degrees bring together contemporary academic theory and research with a practical understanding of activities within the sector. A model proposed by Edmund (2007), where a successful work-integrated programme is likened to ‘apprentices, employers, and universities’ in a training approach. As such apprentices' learning journey begins with (apprentice-employer relationships), followed by education (apprentice relationships with the institution) and codification of knowledge (apprentice, employer and learning provider relationship). To operationalize Edmund’s model in this paper, KSBs are acquired by the degree apprentices in the classroom setting (theory) and the application of acquired KSBs in the work environment (practice) to solve real-life issues in management fields. Consequently, a new message is required to reposition the vocational degrees narrative in the public domain as sub-standard degrees that are fit for purpose. To address this issue, the paper established that degree apprentices are well-equipped with advanced methodological and theoretical competencies, they are trained to analyse and manage an ever-changing workplace, and to be self-reliant, adaptable, and confident in their discipline as it develops over time. The paper results confirmed that the vocational degrees pathway is very competent in the development of managerial-level competencies for management professionals. It contributes positively to the management sector in terms of degree-level knowledge, skills, and behaviour. To enhance the credibility of vocational degrees the government needs to do more in the awareness campaign within under-represented communities.