Higher education apprenticeship. Analyzing the impact and essential conditions of workplace resources on apprentices’ career satisfaction

Ainhoa Ullibarriarana-Garate ,Izaskun Agirre-Aramburu ,Mikel Mesonero-De Miguel Miguel ,Nerea Sánchez-Urien

doi:10.24294/jipd.v8i13.9040

Home - JIPD - Volume 8 - Issue 13

Submit to JIPD

Journal Browser

Volume | Year

Issue

• Current lssue

View All

News and Announcements

View All

Higher education apprenticeship. Analyzing the impact and essential conditions of workplace resources on apprentices’ career satisfaction

Ainhoa Ullibarriarana-Garate

Izaskun Agirre-Aramburu

Mikel Mesonero-De Miguel Miguel

Nerea Sánchez-Urien

Journal of Infrastructure Policy and Development 2024, 8(13), 9040; https://doi.org/10.24294/jipd.v8i13.9040

Submitted：09 Sept 2024

Accepted：09 Oct 2024

Published：06 Nov 2024

Download PDF(706.93KB)

Cite

XML

Abstract

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.

Keywords

References

Appel, P., Schuler, M., Vogel, H., Oezelsel, A., and Faller, H. (2017). Short Questionnaire for Workplace Analysis (KFZA): factorial validation in physicians and nurses working in hospital settings. Journal of Occupational Medicine and Toxicology, 12(1), 11. https://doi.org/10.1186/s12995–017–0157–6

Bagheri Hossein Abadi, M., Taban, E., Khanjani, N., Naghavi Konjin, Z., Khajehnasiri, F., and Samaei, S. E. (2021). Relationships Between Job Satisfaction and Job Demand, Job Control, Social Support, and Depression in Iranian Nurses. Journal of Nursing Research, 29(2), e143. https://doi.org/10.1097/jnr.0000000000000410

Baker, D. (2019). Post-levy apprenticeships in the NHS – early findings. Higher Education, Skills and Work-Based Learning, 9(2). https://doi.org/10.1108/HESWBL-10–2018–0114

Bakker, A. B., and Demerouti, E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Barabasch, A., and Briante, F. (2021). Supporting Apprentices’ Autonomy in Vocational Training – Insights into the Practices at the Swiss Post. In C. Nägele, B. E. Stalder, & M. Weich (Eds.), Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training (pp. 73–76). European Research Network on Vocational Education and Training, VETNET.

Becker, J.-M., Proksch, D., and Ringle, C. M. (2022). Revisiting Gaussian copulas to handle endogenous regressors. Journal of the Academy of Marketing Science, 50(1), 46–66. https://doi.org/10.1007/s11747–021–00805-y

Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation, and engagement. Adult Education Quarterly, 53(1). https://doi.org/10.1177/074171302237202

Black, S. L., DeGrassi, S. W., and Sweet, K. M. (2021). Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes. Journal of Management Education, 45(3), 479–517. https://doi.org/10.1177/1052562920987292

Böhn, S., and Deutscher, V. K. (2021). Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI). Vocations and Learning, 14(1). https://doi.org/10.1007/s12186–020–09251–3

Brislin, R. W. (1970). Back-Translation for Cross-Cultural Research. Journal of Cross-Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301

Buil, I., Catalán, S., and Martínez, E. (2019). Encouraging intrinsic motivation in management training: The use of business simulation games. The International Journal of Management Education, 17(2), 162–171. https://doi.org/10.1016/j.ijme.2019.02.002

Ceelen, L., Khaled, A., Nieuwenhuis, L., and de Bruijn, E. (2021). Pedagogic practices in the context of students’ workplace learning: a literature review. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2021.1973544

Cheah, J. H., Sarstedt, M., Ringle, C. M., Ramayah, T., and Ting, H. (2018). Convergent validity assessment of formatively measured constructs in PLS-SEM: On using single-item versus multi-item measures in redundancy analyses. International Journal of Contemporary Hospitality Management, 30(11). https://doi.org/10.1108/IJCHM-10–2017–0649

Chin, W. (1998). The Partial Least Squares Approach to SEM chapter. Modern Methods for Business Research.

Chong, J. X. Y., Beenen, G., Gagné, M., and Dunlop, P. D. (2021). Satisfying Newcomers’ Needs: The Role of Socialization Tactics and Supervisor Autonomy Support. Journal of Business and Psychology, 36(2). https://doi.org/10.1007/s10869–019–09678-z

Deci, E. L., Olafsen, A. H., and Ryan, R. M. (2017). Self-Determination Theory in Work Organizations: The State of a Science. In Annual Review of Organizational Psychology and Organizational Behavior (Vol. 4). https://doi.org/10.1146/annurev-orgpsych-032516–113108

Dul, J. (2016). Necessary Condition Analysis (NCA): Logic and Methodology of “Necessary but Not Sufficient” Causality. Organizational Research Methods, 19(1). https://doi.org/10.1177/1094428115584005

Efron, B., and Tibshirani, R. J. (1994). An Introduction to the Bootstrap. Chapman and Hall/CRC. https://doi.org/10.1201/9780429246593

Elfering, A., Keller, A. C., Berset, M., Meier, L. L., Grebner, S., Kälin, W., Monnerat, F., Tschan, F., and Semmer, N. K. (2016). Taking the chance: Core self-evaluations predict relative gain in job resources following turnover. SpringerPlus, 5(1). https://doi.org/10.1186/s40064–016–3365–0

Elliott, K.-E. J., Rodwell, J., and Martin, A. J. (2017). Aged care nurses’ job control influence satisfaction and mental health. Journal of Nursing Management, 25(7), 558–568. https://doi.org/10.1111/jonm.12493

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Fischer, M. (2018). Improving the quality of in-company vocational training. Approaches and results of a German pilot project programme. In C. Nägele & B. Stalder (Eds.), Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER) (pp. 156–164). Vocational Education and Training Network (VETNET).

Froehlich, D. E., Segers, M., Beausaert, S., and Kremer, M. (2019). On the Relation between Task-Variety, Social Informal Learning, and Employability. Vocations and Learning, 12(1), 113–127. https://doi.org/10.1007/s12186–018–9212–4

Greenhaus, J. H., Parasuraman, S., and Wormley, W. M. (1990). Effects of Race on Organizational Experiences, Job Performance Evaluations, and Career Outcomes. Academy of Management Journal, 33(1), 64–86. https://doi.org/10.5465/256352

Gudergan, S. P., Ringle, C. M., Wende, S., and Will, A. (2008). Confirmatory tetrad analysis in PLS path modeling. Journal of Business Research, 61(12). https://doi.org/10.1016/j.jbusres.2008.01.012

Guenther, P., Guenther, M., Ringle, C. M., Zaefarian, G., and Cartwright, S. (2023). Improving PLS-SEM use for business marketing research. Industrial Marketing Management, 111, 127–142. https://doi.org/10.1016/j.indmarman.2023.03.010

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., and Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In Practical Assessment, Research and Evaluation (Vol. 21, Issue 1).

Hair, J. F., Sarstedt, M., Matthews, L. M., and Ringle, C. M. (2016). Identifying and treating unobserved heterogeneity with FIMIX-PLS: part I – method. In European Business Review (Vol. 28, Issue 1). https://doi.org/10.1108/EBR-09–2015–0094

Helper, S., Noonan, R., Nicholson, J. R., and Langdon, D. (2016). The Benefits and Costs of Apprenticeships: A Business Perspective. In US Department of Commerce.

Henseler, J., Ringle, C. M., and Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747–014–0403–8

Hepper, E. G., Hart, C. M., Gregg, A. P., and Sedikides, C. (2011). Motivated Expectations of Positive Feedback in Social Interactions. The Journal of Social Psychology, 151(4), 455–477. https://doi.org/10.1080/00224545.2010.503722

Hofmann, C., Stalder, B. E., Tschan, F., and Häfeli, K. (2014). Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development. International Journal for Research in Vocational Education and Training, 1(1), 1–20. https://doi.org/10.13152/IJRVET.1.1.5

Hooley, T. (2016). Effective employer mentoring: Lessons from the evidence Publication information. www.careersandenterprisecompany.co.uk

Hult, G. T. M., Hair, J. F., Proksch, D., Sarstedt, M., Pinkwart, A., and Ringle, C. M. (2018). Addressing Endogeneity in International Marketing Applications of Partial Least Squares Structural Equation Modeling. Journal of International Marketing, 26(3), 1–21. https://doi.org/10.1509/jim.17.0151

Jansen, A., and Pineda-Herrero, P. (2019). Dual Apprenticeships in Spain – Catalonia: The Firms’ Perspective. Vocations and Learning, 12(1). https://doi.org/10.1007/s12186–018–09217–6

Jordan, P. J., and Troth, A. C. (2020). Common method bias in applied settings: The dilemma of researching in organizations. Australian Journal of Management, 45(1). https://doi.org/10.1177/0312896219871976

Kaarby, K. M. E., and Lindboe, I. M. (2016). The workplace as learning environment in early childhood teacher education: An investigation of work-based education. Higher Education Pedagogies, 1(1). https://doi.org/10.1080/23752696.2015.1134207

Karimi, S., and Sotoodeh, B. (2020). The mediating role of intrinsic motivation in the relationship between basic psychological needs satisfaction and academic engagement in agriculture students. Teaching in Higher Education, 25(8), 959–975. https://doi.org/10.1080/13562517.2019.1623775

Keller, A. C., and Semmer, N. K. (2013). Changes in situational and dispositional factors as predictors of job satisfaction. Journal of Vocational Behavior, 83(1). https://doi.org/10.1016/j.jvb.2013.03.004

Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of E-Collaboration, 11(4). https://doi.org/10.4018/ijec.2015100101

Koekemoer, E., Fourie, H. L. R., and Jorgensen, L. I. (2019). Exploring Subjective Career Success Among Blue-Collar Workers: Motivators That Matter. Journal of Career Development, 46(3), 314–331. https://doi.org/10.1177/0894845318763942

Kyndt, E., and Baert, H. (2013). Antecedents of Employees’ Involvement in Work-Related Learning: A Systematic Review. Review of Educational Research, 83(2). https://doi.org/10.3102/0034654313478021

Lehtonen, E. E., Nokelainen, P., Rintala, H., and Puhakka, I. (2022). Thriving or surviving at work: how workplace learning opportunities and subjective career success are connected with job satisfaction and turnover intention? Journal of Workplace Learning, 34(1). https://doi.org/10.1108/JWL-12–2020–0184

Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., and Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1). https://doi.org/10.1080/17408989.2020.1850667

Lopes, H., Lagoa, S., and Calapez, T. (2014). Work autonomy, work pressure, and job satisfaction: An analysis of European Union countries. Economic and Labour Relations Review, 25(2). https://doi.org/10.1177/1035304614533868

Lüthi, F., Stalder, B. E., and Elfering, A. (2021). Apprentices’ resources at work and school in Switzerland: A person-centred approach. International Journal for Research in Vocational Education and Training, 8(2). https://doi.org/10.13152/IJRVET.8.2.5

MacQueen, H., and Aiken, F. J. (2020). Supporting distance-taught students in the workplace. Higher Education, Skills and Work-Based Learning, 10(1). https://doi.org/10.1108/HESWBL-04–2019–0048

Messmann, G., and Mulder, R. H. (2015). Conditions for apprentices’ learning activities at work. Journal of Vocational Education and Training, 67(4). https://doi.org/10.1080/13636820.2015.1094745

Metso, S. (2014). Vocational students’ perspective on organizational factors enhancing workplace learning. Education + Training, 56(5), 381–396. https://doi.org/10.1108/ET-05–2013–0069

Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., and Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. In Empirical Research in Vocational Education and Training (Vol. 9, Issue 1). https://doi.org/10.1186/s40461–017–0053–4

Muehlemann, S., and Wolter, S. C. (2017). Can Spanish firms offer dual apprenticeships without making a net investment? Empirical evidence based on ex ante simulations of different training scenarios. Evidence-Based HRM, 5(1), 107–118. https://doi.org/10.1108/EBHRM-04–2016–0009

Muehlemann, S., and Wolter, S. C. (2020). The economics of vocational training. In The Economics of Education: A Comprehensive Overview (pp. 543–554). https://doi.org/10.1016/B978–0-12–815391–8.00040–9

Nägele, C., and Stalder, B. E. (2019). Motivation and Engagement of Learners in Organizations. In Handbook of Vocational Education and Training. https://doi.org/10.1007/978–3-319–49789–1_106–1

Nembhard, D. A., and Osothsilp, N. (2002). Task complexity effects on between-individual learning/forgetting variability. International Journal of Industrial Ergonomics, 29(5), 297–306. https://doi.org/10.1016/S0169–8141(01)00070–1

Ng, T. W. H., and Feldman, D. C. (2014). Subjective career success: A meta-analytic review. Journal of Vocational Behavior, 85(2). https://doi.org/10.1016/j.jvb.2014.06.001

Onstenk, J. (2018). Work-Based Learning (WBL) in Higher Education and Lifelong Learning in the Netherlands. https://doi.org/10.4018/978–1-5225–6977–0.ch008

Park, S., and Gupta, S. (2012). Handling endogenous regressors by joint estimation using copulas. Marketing Science, 31(4). https://doi.org/10.1287/mksc.1120.0718

Podsakoff, P. M., MacKenzie, S. B., and Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. In Annual Review of Psychology (Vol. 63). https://doi.org/10.1146/annurev-psych-120710–100452

Preble, B. C. (2022). Review of Career pathways for all youth: Lessons from the school-to-work movement. Education Review, 29. https://doi.org/10.14507/er.v29.3439

Pylväs, L., Li, J., and Nokelainen, P. (2022). Professional Growth and Workplace Learning. In Professional and Practice-based Learning (Vol. 31). https://doi.org/10.1007/978–3-030–89582–2_6

Ranney, J. M., Zuschlag, M., Coplen, M., and Nelson, C. (2018). Combined peer-to-peer feedback and continuous improvement associated with reduced injuries at Amtrak-Chicago. Safety Science, 107, 130–144. https://doi.org/10.1016/j.ssci.2017.06.010

Rausch, A., and Schley, T. (2011). Fostering workplace learning within vocational education and training-An interview study with trainees, workplace mentors, and full-time trainers.

Richter, N. F., Schubring, S., Hauff, S., Ringle, C. M., and Sarstedt, M. (2020). When predictors of outcomes are necessary: guidelines for the combined use of PLS-SEM and NCA. Industrial Management and Data Systems, 120(12). https://doi.org/10.1108/IMDS-11–2019–0638

Rigotti, T., Korek, S., and Otto, K. (2014). Gains and losses related to career transitions within organisations. Journal of Vocational Behavior, 84(2). https://doi.org/10.1016/j.jvb.2013.12.006

Ringle, C. M., Wende, S., and Becker, J. M. (2022). Smart PLS 4. Oststeinbek: SmartPLS GmbH.

Rintala, H., Nokelainen, P., and Pylväs, L. (2019). Informal Workplace Learning. In Handbook of Vocational Education and Training (pp. 1–14). Springer International Publishing. https://doi.org/10.1007/978–3-319–49789–1_97–1

Roberts, A., Storm, M., and Flynn, S. (2019). Workplace mentoring of degree apprentices: developing principles for practice. Higher Education, Skills and Work-Based Learning, 9(2). https://doi.org/10.1108/HESWBL-10–2018–0108

Ryan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1). https://doi.org/10.1037/0003–066X.55.1.68

Ryan, R. M., and Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation. In Self-determination theory: Basic psychological needs in motivation, development, and wellness.

Sandal, A. K., Smith, K., and Wangensteen, R. (2014). Vocational Students Experiences with Assessment in Workplace Learning. Vocations and Learning, 7(2). https://doi.org/10.1007/s12186–014–9114-z

Sarstedt, M., Becker, J.-M., Ringle, C. M., and Schwaiger, M. (2011). Uncovering and Treating Unobserved Heterogeneity with FIMIX-PLS: Which Model Selection Criterion Provides an Appropriate Number of Segments? Schmalenbach Business Review, 63(1). https://doi.org/10.1007/bf03396886

Sarstedt, M., Ringle, C. M., Cheah, J.-H., Ting, H., Moisescu, O. I., and Radomir, L. (2020). Structural model robustness checks in PLS-SEM. Tourism Economics, 26(4), 531–554. https://doi.org/10.1177/1354816618823921

Sarstedt, M., Ringle, C. M., and Hair, J. F. (2017). Treating unobserved heterogeneity in PLS-SEM: A multi-method approach. In Partial Least Squares Path Modeling: Basic Concepts, Methodological Issues and Applications. https://doi.org/10.1007/978–3-319–64069–3_9

Schlögl, P., and Mayerl, M. (2023). ‘How’ and ‘why’ cannot be separated: empirical insights into the company-based part of apprenticeship training in Austria. Studies in Continuing Education, 1–16. https://doi.org/10.1080/0158037X.2023.2219444

Shockley, K. M., Ureksoy, H., Rodopman, O. B., Poteat, L. F., and Dullaghan, T. R. (2016). Development of a new scale to measure subjective career success: A mixed-methods study. Journal of Organizational Behavior, 37(1), 128–153. https://doi.org/10.1002/job.2046

Spurk, D., Hirschi, A., and Dries, N. (2019). Antecedents and Outcomes of Objective Versus Subjective Career Success: Competing Perspectives and Future Directions. In Journal of Management (Vol. 45, Issue 1). https://doi.org/10.1177/0149206318786563

Stalder, B. E. (2019). Opportunities for Learning and Career Development after IVET: A Latent Profile Analysis. Pedagogical Concerns and Market Demands in VET. Proceeding of the 3rd Crossing Boundaries in VET Conference., 15–20.

Stalder, B. E., and Lüthi, F. (2020). Job resources and career success of IVET graduates in Switzerland: a different approach to exploring the standing of VET. Journal of Vocational Education & Training, 72(2), 189–208. https://doi.org/10.1080/13636820.2020.1721735

Streukens, S., and Leroi-Werelds, S. (2016). Bootstrapping and PLS-SEM: A step-by-step guide to get more out of your bootstrap results. European Management Journal, 34(6). https://doi.org/10.1016/j.emj.2016.06.003

Tamrin, M., Muis, M., Nursyamsi, I., and S. (2018). Training management of apprenticeship program: a comparison of Expectation Theory, Self Determination Theory, and Social Identity Theory. Scientific Research Journal, VI(XII). https://doi.org/10.31364/SCIRJ/v6.i12.2018.P1218597

Tee, D. D., and Ahmed, P. K. (2014). 360 degree feedback: an integrative framework for learning and assessment. Teaching in Higher Education, 19(6), 579–591. https://doi.org/10.1080/13562517.2014.901961

Tjin A Tsoi, S. L. N. M., de Boer, A., Croiset, G., Koster, A. S., van der Burgt, S., and Kusurkar, R. A. (2018). How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model. Advances in Health Sciences Education, 23(3), 549–566. https://doi.org/10.1007/s10459–018–9812–7

Truxillo, D. M., Cadiz, D. M., Rineer, J. R., Zaniboni, S., and Fraccaroli, F. (2012). A lifespan perspective on job design: Fitting the job and the worker to promote job satisfaction, engagement, and performance. Organizational Psychology Review, 2(4). https://doi.org/10.1177/2041386612454043

Voeller, J. (2024). Exploring design and delivery of mentoring in degree apprenticeships at a U.S. community college: primary stakeholders’ perspectives. SN Social Sciences, 4(2), 44. https://doi.org/10.1007/s43545–024–00843–7

Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Processes. In Harvard University Press.

Wolter, S. C., and Ryan, P. (2011). Apprenticeship (pp. 521–576). https://doi.org/10.1016/B978–0-444–53429–3.00011–9

Zehr, S. M., and Korte, R. (2020). Student internship experiences: learning about the workplace. Education and Training, 62(3). https://doi.org/10.1108/ET-11–2018–0236

Previous
article in this issue

Next
article in this issue