Degree apprenticeship end-point assessment dilemma: the balancing act between business contribution and academic exploration

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Pan, Yu-Chun ORCID: https://orcid.org/0000-0002-8637-8930 and Ressin, Malte ORCID: https://orcid.org/0000-0002-8411-6793 (2022) Degree apprenticeship end-point assessment dilemma: the balancing act between business contribution and academic exploration. New Vistas, 8 (1). pp. 14-21. ISSN 2056-967X

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Official URL: https://uwlpress.uwl.ac.uk/newvistas/article/id/19...

Abstract

A growing number of learners join HE institutions through degree apprenticeships with a strong emphasis on both on-the-job and off-the-job training, with apprentices sharing time between lecture theatres and the workplace. In addition to meeting the degree requirements, the completion of degree apprenticeships requires passing a work-based end-point assessment (EPA). EPAs often include a capstone project that is equivalent to a project or dissertation and plays a crucial role in degree apprenticeships, but their execution is not without its problems. This paper identifies common challenges for EPA projects, including academia-business goal misalignment, external factors, confidentiality and commercial sensitivity, and gaps between expectations and experience. Consequently, a set of recommendations is proposed to mitigate the identified challenges.

Item Type:	Article
Identifier:	10.36828/newvistas.195
Keywords:	Apprenticeship, End-Point Assessment, Higher Education, Vocational Education
Subjects:	Education > Higher education Education > Teaching and learning
Related URLs:	Publisher Author Author
Depositing User:	Malte Reßin
Date Deposited:	22 Apr 2022 14:15
Last Modified:	04 Nov 2024 11:23
URI:	https://repository.uwl.ac.uk/id/eprint/8981

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