Problematising the unseen role of the line manager in degree apprenticeships: where do we go from here?

Purpose The paper examines the key – yet often unseen, under-appreciated and under-studied role in learning played by the line manager on degree apprenticeship programmes. Design/methodology/approach The paper is based primarily on semi-structured interviews with line-managers supporting apprentices enrolled on a management degree apprenticeship programme in the UK. Findings Findings are grouped into three constructed themes that express the lived experiences of the line manager role: (1) Not knowing (I want to support … but I do not really know how to); (2) Workload (both my apprentice and I also have a day job to do) and (3) Motivation (supporting an apprentice validates me, but the challenges are not recognised). Research limitations/implications Our findings contribute to a small, but hopefully growing, body of work that examines the supporting roles managers play in apprentices’ professional development. Practical implications The paper proposes some practical steps to help line managers support their apprentices. It also calls for a research agenda to contribute to future success and skills development in the workplace. Social implications Our findings add to understanding of line manager practices – especially to those practices that are unseen, hidden and unacknowledged in the day-to-day work of supporting apprentices. Above and beyond the implicit and tacit expectations for those who support learning in the workplace, we found that our line managers’ “meta work”, i.e. the work that facilitates other work was often unacknowledged, unseen and thus often under-supported by their organisations. Originality/value The research was conducted into the lived experiences of a significant (and hitherto largely unstudied) stakeholder group who contributes significantly to degree apprenticeship success: line managers. The paper proposes some practical steps to help line managers support their apprentices. It also calls for a research agenda that contributes to future success and skills development in the workplace.