An exploration of factors that contribute to participants' professional identity development whilst completing a work- based learning programme

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Booth, J, 2018. An exploration of factors that contribute to participants' professional identity development whilst completing a work- based learning programme. EdD, Nottingham Trent University.

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Abstract

This research explores the factors that contribute to participants' professional identity development through their experiences on a work-based learning programme. In this context, professional identity is defined as a range of beliefs and attitudes about the professions for which they are preparing themselves (Schien, 1978). Set within the current Higher and Degree Apprenticeships agenda (Department of Business, Innovation and Skills 2015) the research has been framed using a constructivist approach (Creswell, 2014, Crotty, 2013) involving the collection of qualitative data. The analysis of the data draws on inductive thematic analysis of participants' oral narrative reflections, generated through semi-structured interviews. Research participants were sourced from two different WBLP's over a period of four years.

The development of professional identity was researched within a conceptual framework adapted from Canrinus, et al. (2012) and Puurala and Löfströme (2003). The framework contained elements that contribute to the development of professional identity including professional growth motivation, professional competence/self-efficacy, commitment to the organisation/job satisfaction and experiences of professional frustration.

The originality of this work lies in the relevance to the field of work-based learning, in particular degree apprenticeships and the importance of the role played by stakeholders such as policy makers, employer, HEI's and participants. Linked to the contribution to knowledge from the research, there is also a significant contribution to practice. The importance of the model developed through the research is in its use by practitioners as a tool to illustrate the significance of the different roles played by stakeholders in the success of degree apprenticeships.

Policy makers, within the degree apprenticeship arena, need to be mindful that, it is unadvisable for these organisations to encourage their employees to undertake degree apprenticeships without adequate support and alignment with career development. Dissemination of the findings from this research is important to the stakeholders within organisations to ensure there is not a disparity between those in an organisation that make the decisions regarding degree apprenticeships at a strategic level and those who function at an operational level. Finally, participants on degree apprenticeships, whilst they may be supported by their employing organisation, need to aware that there are business needs that may indeed create professional frustration but cannot be avoided for a business to survive.

The model is an invaluable tool for stakeholders to highlight the complex range of issues that contribute to the successful implementation of a degree apprenticeship programme.

Item Type:	Thesis
Creators:	Booth, J.
Date:	September 2018
Rights:	This work is the intellectual property of the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the owner(s) of the Intellectual Property Rights.
Divisions:	Schools > School of Education
Record created by:	Linda Sullivan
Date Added:	27 Jun 2019 07:58
Last Modified:	27 Jun 2019 07:59
URI:	https://irep.ntu.ac.uk/id/eprint/36926