“We’re not slaves – we are actually the future!” A follow-up study of apprentices’ experiences in the Norwegian hospitality industry

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

“…The participating students' talk indicates that their experienced curriculum of vocational becoming arose between two porously rather than sharply bordered learning contexts of school and workplaces, such as nurseries and pre-schools, security companies and gyms. Students referred to scarcity or vagueness of feedback in both school and work contexts (Articles 1 and 2), in accordance with previous findings in people-centred VET (Bakkevig Dagsland et al, 2015). Tentatively, the variety and abundance of feedback in workplaces, perhaps more salient in other settings, e.g., machine-centred (Berner, 2009;Korp, 2012), may not be recognised by students.…”

“…The participating students told stories of how they tried to make themselves useful to workplaces, of alienation and taking up the challenge of proving themselves fit for the job. Their testimonies generally confirm previous research (Conway & Foskey, 2015;Bakkevig et al, 2015;Pang, 2015;Sandal et al, 2014;Wegener, 2014), additionally displaying how students acknowledge the risks, uncertainties and responsibilities of the service provider inherent in pedagogising encountering.…”

“…Feedback in VET can come from multiple sources, e.g., monitoring equipment and technology, inspection of products and exchanges with customers (Bakkevig Dagsland et al, 2015;Berner, 2009;Brooker & Butler, 1997;Reegård, 2015;Tanggaard & Elmholdt, 2008). Since feedback in workplaces or school workshops originates from the need to adhere to and uphold certain levels of quality and speed, verbal feedback is often clear-cut and straightforward "telling".…”

Potential implications of degree apprenticeships for healthcare education

“…Lack of recent or UK based evidence is a limitation of this paper, however, evidence presented from previous apprenticeship initiatives will still offer useful commentary on current developments. Spielhofer & Sims, (2004b), Snell & Hart, (2008), Hill & Dalley-Trim, (2008), Dagsland et al, (2015), Chan, (2016, Gambin & Hogarth (2016) and Mangan & Trendle (2017) all identified factors which increased the probability of apprentices remaining on programme.…”

“…The disparity between the expectation and the reality of the role which apprentices were seeking to enter emerges as a significant factor behind apprentices choosing to leave their apprenticeship. This theme is further explored by Dagsland et al, (2015), with participants reporting integration into the workplace as critical to their enjoyment of the apprenticeship. This is explained well by Lave and Wenger (1991) in their work on Communities of Practice and the evolution of the learner from novice to full participant within a community.…”