Integrating higher degree education with practice: exploring the value proposition of executive MBA apprenticeships

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Maria Evans, L. Cloutier
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引用次数: 0

Abstract

PurposeThe study aims to explore how the collective representations of stakeholders associated with an Executive MBA (EMBA) apprenticeship are conceptualised, and what value elements are perceived as relevant for personal, professional and organisational development.Design/methodology/approachForty stakeholders participated in a mixed methods-based group concept mapping (GCM) approach, representing the tripartite relationship of an EMBA apprenticeship. This approach allowed the deconstruction and shared understanding of the value proposition of higher degree apprenticeships.FindingsAnalysis identified seven conceptualised value clusters around an eight central cluster “Professional Development”. Two regions of meaning were identified: the personal dimensions of apprentices and their contribution within and to their organisation. Findings showed that a work-based designed curriculum improves confidence and communication skills and that much of the value proposition is personal and self-managed by the apprentices. The tripartite relationship was shown to be incomplete and inconsistent, particularly regarding mentoring and reflective practice.Practical implicationsThe pandemic has brought about significant changes in business practice. This study identifies several areas for improving higher degree apprenticeship pedagogy in readiness for the new business landscape, as well as identifying limitations of the tripartite relationship.Originality/valueThe study addresses a gap in the literature by exploring the value proposition an EMBA apprenticeship programme. The interrelatedness of cluster concepts has identified value elements missing from previous apprenticeship delivery. Deconstructing the senior leader apprenticeship enables educators to redesign and refine models of engagement for improving the apprenticeship experience.
高等学位教育与实践相结合:探讨行政MBA学徒制的价值主张
目的本研究旨在探讨与EMBA学徒相关的利益相关者的集体代表是如何概念化的,以及哪些价值要素被认为与个人、专业和组织发展相关。设计/方法论/方法四十名利益相关者参与了基于混合方法的小组概念图(GCM)方法,代表了EMBA学徒制的三方关系。这种方法可以解构和共同理解高等学历学徒制的价值主张。FindingsAnalysis围绕八个核心集群“专业发展”确定了七个概念化的价值集群。确定了两个意义区域:学徒的个人层面以及他们在组织内和对组织的贡献。研究结果表明,以工作为基础设计的课程可以提高信心和沟通技能,大部分价值主张都是由学徒个人和自我管理的。三方关系被证明是不完整和不一致的,特别是在辅导和反思实践方面。实际含义疫情给商业实践带来了重大变化。这项研究确定了几个领域,以改进高等学历学徒教育,为新的商业环境做好准备,并确定了三方关系的局限性。独创性/价值该研究通过探索EMBA学徒计划的价值主张,填补了文献中的空白。集群概念的相互关联性确定了以前学徒培训中缺失的价值要素。解构高级领导者学徒制使教育工作者能够重新设计和完善参与模式,以改善学徒体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Higher Education Skills and Work-based Learning
Higher Education Skills and Work-based Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
12.50%
发文量
36
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