Supporting distance-taught students in the workplace

Abstract

Purpose The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic students. Design/methodology/approach Using a combination of quantitative, qualitative and open text data, the authors identified factors important for student success. Findings Dedicated study time was not a significant predictor of student pass rate, but was related to the quality of achievement as measured by pass grade. More important for success were less tangible factors such as relationship with a mentor and being part of a supportive peer group. Research limitations/implications The number of respondents to the survey of graduates in the second part of the investigation was small (n=30; 8.9 per cent) and limited to one profession (Emergency care). Practical implications The support measures the authors have identified should be overtly built into new course design. Placements undertaken away from the primary workplace should be well organised, and students proactively supported while undertaking them. Originality/value The value of these findings is that they inform, and can be used to enhance, the experience of students on work-based learning programmes and also on degree apprenticeships.

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

“…Likewise, the leadership and support of mentors and workers is considered essential in the WE of young undergraduates. This finding is in line with the literature, as there is a strong empirical basis to suggest the positive impact of employer mentoring on young people's behaviour, engagement, achievement and educational and career progression (Hooley, 2016; MacQueen and Aiken, 2020). Furthermore, Roberts et al .…”

“…Step 3b (Hooley, 2016;MacQueen and Aiken, 2020). Furthermore, Roberts et al (2019) indicate that effective mentoring in Degree Apprenticeships helps apprentices develop their professional personality through the acquisition and refinement of knowledge, skills and behaviours.…”

The professional identity of intern psychologists during the COVID-19 pandemic in South Africa

“…But as the year progresses, as they provide psychotherapy to their clients, as they work with their peers and supervisors and as they actively acquire and practice their skillset, they generally become competent and confident in their professional identity as psychologists (Leong and Crossman, 2015;McElhinney, 2008). After all, this collaboration with others in their field (including peers and other mental health professionals) tends to foster the development and solidification of professional identity (Falgares et al, 2017;MacQueen and Aiken, 2020). In summary, WBL provides interns with the opportunity to bridge the gap between higher education and their final career as a professional psychologist (Major, 2016).…”

“…After all, this collaboration with others in their field (including peers and other mental health professionals) tends to foster the development and solidification of professional identity (Falgares et al. , 2017; MacQueen and Aiken, 2020). In summary, WBL provides interns with the opportunity to bridge the gap between higher education and their final career as a professional psychologist (Major, 2016).…”