Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement

Abstract

PurposeBuilding on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting.Design/methodology/approachA case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey.FindingsThe study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice.Practical implicationsPost-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings.Originality/valueThis research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.

Guest editorial: “New problems, new solutions”

“…Crisis is non-linear meaning everyone experiences it differently with implications for institutions on the way they deal with it. One helpful solution, is present by Nottingham and Mao in their article, “ Understanding the role of learning communities of practice within a Degree Apprenticeship to enhance inclusive engagement” (2023). They suggest learning communities that prioritize inclusivity.…”