Improving the articulation of skills towards proving “value for money”

Purpose

Ensuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and articulation amongst Chartered Management Degree Apprentices through a problem-based learning module called Self-Managed Learning.

Design/methodology/approach

Intentional weekly interventions to develop skill acquisition, development and articulation were implemented over 10 weeks. A focus group at the end of the 10 weeks to reflect upon the interventions would then reveal through a thematic analysis whether there was indeed added value.

Findings

The action research intervention to improve and enhance how apprentices construe and construct what they experience and then learn to articulate that accurately was well received. Key outcomes included increased awareness of and enhanced use of reflection, merging work and university and increased self-efficacy and skill development awareness.

Practical implications

This research underscores the significant impact of enhanced stakeholder engagement on educational delivery and skill development. The study illustrates how the involvement of all parties, from apprentices to educators and employers, within the learning process can aid the development of intentional skill and professional development when work-based learning is effectively integrated within the educational curriculum.

Originality/value

The action learning intervention was an educational improvement enhancing personal development, social mobility and an opportunity for individuals to pursue knowledge for their own sake.