Examining perceptions of the tripartite relationship in higher degree apprenticeship programmes

Purpose The study aims to examine conceptualisations and perceptions of key stakeholders involved in the tripartite relationship of a Higher Degree Apprenticeship (HDA) – apprentice, employer and higher education institution (HEI) – and how these contribute towards the successful outcomes of a Leadership and Management Senior Leader Degree Apprenticeship (SLA Level 7). The potential of these HDAs to contribute towards progression pathways is essential for integrated learning programmes, as they support strategic business goals and future economic growth. Design/methodology/approach Group concept mapping (GCM) is used to analyse conceptualisations and perceptions of that relationship. Data were collected using group discussions, analysed using multivariate statistical methods and debriefed with participants. Findings HDAs support personal and professional development for senior leadership progression. Three main tensions were identified; the employer–HEI relationship should be contextually matched for work-based learning (WBL), mentors should be trained by the HEI, and soft skill development for demonstrating leadership capability and executive behaviours must be a requirement. Research limitations/implications The scope of the study conducted was during a change and update of HDA standards and qualification credit requirements for the SLA. Practical implications There is still a need to improve the delivery of WBL, addressing practice-theory issues across the workplace and academic learning environments. Originality/value This paper provides an alternative method for examining the impact of the tripartite relationship on the delivery and outcomes of the SLA.