Degree Apprenticeships

A special issue of Trends in Higher Education (ISSN 2813-4346).

Deadline for manuscript submissions: 29 November 2024 | Viewed by 1768

Special Issue Editors


E-Mail Website
Guest Editor
Department of Computer Science, University of Warwick, Coventry CV4 7AL, UK
Interests: educational technology; computer science education; higher education; mobile learning
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Computer Science, University of Warwick, Coventry CV4 7AL, UK
Interests: computer science education; higher education; formal methods

E-Mail Website
Guest Editor
Department of Computer Science, University of Warwick, Coventry CV4 7AL, UK
Interests: computer science education; educational technology; higher education

Special Issue Information

Dear Colleagues,

A Degree Apprenticeship is a partnership between a university and a company, in which the company provides full-time employment for a student for 80% of their time. The university delivers teaching for the remaining 20% of the student’s time, concentrated during (typically) intensive weeks / fortnights, or delivered online. The novelty is the integration of academic material with the student’s employment (such as through project work, learning journals, professional portfolios of evidence, and point assessments).

A Degree Apprenticeship is not a “sandwich” course, and the duration of the apprenticeship is the same as that of a full time student.

Degree Apprenticeships have been promoted in England and Wales, although similar models of programmed delivery exist elsewhere. For example, in Scotland they are known as Graduate Apprenticeships.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following in the context of Degree Apprenticeships. We also welcome submissions related to other collaborative models for university degrees.

  • Curriculum design
  • Integration with full time degree programs
  • Pedagogy and practical issues related to a particular discipline
  • Student experience
  • Quality assurance
  • Intellectual property
  • Ethics
  • Financial and administrative matters
  • Governance

We look forward to receiving your contributions.

Prof. Dr. Mike Joy
Prof. Dr. Jane Sinclair
Dr. Claire Rocks
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Trends in Higher Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • degree apprenticeships
  • higher education
  • employment

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (1 paper)

Order results
Result details
Select all
Export citation of selected articles as:

Research

14 pages, 249 KiB  
Article
Building and Patching a Pipeline: Establishing Viable Pathways from 2-Year Institutions to Graduate School for Aspiring Mental Health Professionals
by Emalinda Leilani McSpadden, Esther Alyse Levy, Angelica Cristina Vega and Rhaida Maldonado
Trends High. Educ. 2024, 3(3), 623-636; https://doi.org/10.3390/higheredu3030036 - 6 Aug 2024
Viewed by 508
Abstract
Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research [...] Read more.
Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry. Full article
(This article belongs to the Special Issue Degree Apprenticeships)
Back to TopTop