From Learning to Impact: Research Dissemination Habits among Chartered Manager Degree Apprentices in the United Kingdom
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| Title: | From Learning to Impact: Research Dissemination Habits among Chartered Manager Degree Apprentices in the United Kingdom |
|---|---|
| Language: | English |
| Authors: | Kieron Chadwick (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2026 16(2):456-471. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Work Experience Programs, Work Based Learning, Apprenticeships, Information Dissemination, College Students, Research Methodology, Action Research, Research Projects, Mentors, Business Education, Time Management, Organizational Culture, Student Research |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1108/HESWBL-08-2025-0345 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: This study explores the research dissemination habits of chartered manager degree apprentices (CMDAs) in the UK. While apprentices often produce impactful work-based research, little is known about how, when or if these findings are disseminated internally or external to the organisation. This paper addresses this gap by examining dissemination experiences, motivations, barriers and facilitative organisational and educational mechanisms. Knowledge-to-action (KTA) framework and the degree apprentice identity (DAI) model are applied to understand the relationship between research identity, context and impact. Design/methodology/approach: A qualitative approach was used, involving semi-structured interviews with 24 current or former CMDAs. Data were analysed using thematic analysis, with three researchers independently coding transcripts before collaborating on a shared coding framework. This rigorous, interpretive method enabled the capture of complex insights into dissemination practices across the group. Findings: The study found that CMDAs regularly engage in informal, internal dissemination tailored to organisational needs. However, they generally lack the confidence, time and/or support to pursue external channels despite a desire and motivation to do so. Barriers include lack of awareness, unsupportive organisational cultures and legal or reputational concerns for the organisation. Where supportive cultures do exist, particularly in project-based organisations, dissemination is more embedded. Originality/value: This paper explores research dissemination among degree apprentices, a group overlooked in existing dissemination and implementation (D&I) literature. It contributes a "3Ps" model (people, platforms, publications) and makes recommendations for training providers, employers and professional bodies to create dissemination cultures which support apprentices in achieving wider impact. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501754 |
| Database: | ERIC |
| Abstract: | Purpose: This study explores the research dissemination habits of chartered manager degree apprentices (CMDAs) in the UK. While apprentices often produce impactful work-based research, little is known about how, when or if these findings are disseminated internally or external to the organisation. This paper addresses this gap by examining dissemination experiences, motivations, barriers and facilitative organisational and educational mechanisms. Knowledge-to-action (KTA) framework and the degree apprentice identity (DAI) model are applied to understand the relationship between research identity, context and impact. Design/methodology/approach: A qualitative approach was used, involving semi-structured interviews with 24 current or former CMDAs. Data were analysed using thematic analysis, with three researchers independently coding transcripts before collaborating on a shared coding framework. This rigorous, interpretive method enabled the capture of complex insights into dissemination practices across the group. Findings: The study found that CMDAs regularly engage in informal, internal dissemination tailored to organisational needs. However, they generally lack the confidence, time and/or support to pursue external channels despite a desire and motivation to do so. Barriers include lack of awareness, unsupportive organisational cultures and legal or reputational concerns for the organisation. Where supportive cultures do exist, particularly in project-based organisations, dissemination is more embedded. Originality/value: This paper explores research dissemination among degree apprentices, a group overlooked in existing dissemination and implementation (D&I) literature. It contributes a "3Ps" model (people, platforms, publications) and makes recommendations for training providers, employers and professional bodies to create dissemination cultures which support apprentices in achieving wider impact. |
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| ISSN: | 2042-3896 |
| DOI: | 10.1108/HESWBL-08-2025-0345 |
