A GUIDE FOR ENACTING AN APPRENTICESHIP EDUCATION MODEL AS A MECHANISM FOR FACILITATING HIGHER EDUCATION AND INDUSTRY COLLABORATION

This study seeks to create a process for enacting an apprenticeship education framework as a mechanism for facilitating higher education and industry collaboration (HE-IC). A review of the extant literature in the areas of apprenticeship, higher education and industry collaboration exhibits prior research in these areas. A preliminary conceptual framework is developed based on this review, drawing upon the frameworks of Engestrom (1987) and Sternlieb et al (2013), and underpinned by boundary organisation theory which aligns with the researcher’s interpretivist philosophical approach to the study. The resultant research questions are: (a) what is the process for developing, implementing and enacting a HE apprenticeship education model? (b) How can this model serve as a mechanism for higher education institute (HEI) and industry collaboration? A single interpretive sector study of the International Financial Services suite of apprenticeships underpinned the primary research. The ensuing sectoral study involved semi-structured interviews with apprenticeship consortium members and policy stakeholders, supported by a review of relevant documentation and researcher reflective log entries. The findings suggest that successful HEI and industry collaboration is core to the achievement of successful apprenticeship outcomes. The key drivers have been explored in the literature and combined with the insights from the participants. These drivers have been identified as: trust; transparency; mutual understanding; necessity; reciprocity; efficiency; stability; legitimacy and asymmetry (Schilke & Cook, 2013; Vanneste, Puranam and Kretschmer, 2014; Ankrah and Al-Tabaa, 2015) which can combine in different ways at different stages of the collaboration relationship (Plewa et al., 2015). A revised conceptual framework provides greater insight into creating a process for enacting an apprenticeship education model as a mechanism for facilitating higher education and industry collaboration. This framework can serve as a mechanism for broader HEI and industry collaboration, thereby extending boundary organisation theory. The findings have practical relevance to those interested in the range of benefits of HEI and industry collaborations; learners, the HEI, industry and regional and national socio-economic stakeholders. The ambiguity that existed on the apprenticeship landscape when this study commenced has been somewhat clarified by the relevant state agencies, but formal guidance for industry representatives contemplating in developing an apprenticeship, is still missing. This motivated the researcher to produce outputs which draw attention to matters for consideration for industry representatives, considering developing a new apprenticeship. The guide produced by the researcher, as an output from this study, aims to close the guidance gap. While the study was carried out in the context of a higher education and industry collaboration specific to apprenticeship, it may also have relevance to further education and industry collaboration and also to broader education and industry collaborations outside of the apprenticeship setting.