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15723nam a22002177a 4500 |
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20220708103105.0 |
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220708b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781786304735 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
331.25922 |
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CER |
| 245 ## - TITLE STATEMENT |
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| Title |
The success of apprenticeships: views of stakeholders on training and learning |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Name of publisher, distributor, etc. |
John Wiley & Sons, Inc. |
| Place of publication, distribution, etc. |
New Jersey |
| Date of publication, distribution, etc. |
2020 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvii, 264 p. |
| 365 ## - TRADE PRICE |
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USD |
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164.95 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
TABLE OF CONTENTS<br/>Foreword – ESSEC Business School: The Pioneering Spirit xv<br/><br/>Foreword – Learning by Doing xix<br/><br/>Introduction xxiii<br/>Jean-Luc CERDIN and Jean-Marie PERETTI<br/><br/>Part 1. The Challenges of Apprenticeships in the Training System 1<br/><br/>Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3<br/>Florence LE FIBLEC and Michel GORDIN<br/><br/>1.1. Introduction 3<br/><br/>1.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 4<br/><br/>1.2.1. The approach, the creative process, the pillar: the change in power 4<br/><br/>1.2.2. The choice of pace of work-linked training and duration: tailor-made 5<br/><br/>1.2.3. International experience 5<br/><br/>1.2.4. The individualization of courses 6<br/><br/>1.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 6<br/><br/>1.4. The French model: economic balances and their complexity 8<br/><br/>1.5. The governance of an apprenticeship program: power issues? 9<br/><br/>Chapter 2. Apprenticeships: The First Learning Experience 11<br/>Soufyane FRIMOUSSE and Jean-Marie PERETTI<br/><br/>2.1. Introduction 11<br/><br/>2.2. The apprentice in the 70/20/10 apprenticeship model 11<br/><br/>2.3. Towards a permanent learning dynamic 13<br/><br/>2.4. From learning to the ability to act 14<br/><br/>2.5. Conclusion 16<br/><br/>2.6. References 16<br/><br/>Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19<br/>Véronique BILLAT and Mireille BLAESS<br/><br/>3.1. Introduction 19<br/><br/>3.2. An apprentice entrepreneur 19<br/><br/>3.3. A new product in a present but immature market 20<br/><br/>3.4. As a result, an innovative approach 21<br/><br/>3.5. Conclusion 25<br/><br/>3.6. References 25<br/><br/>Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27<br/>Pierre-Yves SANSÉAU and Christian DEFÉLIX<br/><br/>4.1. Introduction 27<br/><br/>4.2. Realities of competence approaches in SMEs and VSEs 27<br/><br/>4.3. In SMEs and VSEs, apprenticeship along the way 28<br/><br/>4.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 29<br/><br/>4.5. Conclusion 31<br/><br/>4.6. References 31<br/><br/>Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33<br/>Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL<br/><br/>5.1. A study of the efficiency of French post-baccalaureate business schools 33<br/><br/>5.1.1. Introduction 33<br/><br/>5.1.2. Student satisfaction through apprenticeship training 38<br/><br/>5.2. Methodology 39<br/><br/>5.2.1. Using the DEA method in measuring the efficiency of higher education institutions 39<br/><br/>5.2.2. Presentation of the DEA method 40<br/><br/>5.2.3. Application of the DEA method to business schools in France 42<br/><br/>5.2.4. Result of the DEA method 43<br/><br/>5.3. Conclusion 45<br/><br/>5.4. References 46<br/><br/>Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51<br/>Sana HENDA<br/><br/>6.1. Introduction 51<br/><br/>6.2. Work-linked training 52<br/><br/>6.3. Follow-up and role of the tutor or apprenticeship manager 53<br/><br/>6.4. Autonomy and confidence building? 54<br/><br/>6.5. Better professional integration 55<br/><br/>6.6. Managing the pace of the work-linked training 56<br/><br/>6.7. Conclusion 57<br/><br/>6.8. References 57<br/><br/>Chapter 7. Reflexivity and Management Apprenticeships 59<br/>Sandrine ANSART and Pierre-Yves SANSÉAU<br/><br/>7.1. Introduction 59<br/><br/>7.2. From reflexivity to reflexive manager? 59<br/><br/>7.3. Initial training: from a “classical” learning posture to a reflective posture 61<br/><br/>7.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 62<br/><br/>7.5. APEL: strong reflexivity in the “being” dimension 64<br/><br/>7.6. References 65<br/><br/>Part 2. Perspectives of Apprenticeship Actors 67<br/><br/>Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69<br/>Alain BERNARD<br/><br/>8.1. Introduction 69<br/><br/>8.2. A favorable educational context 73<br/><br/>8.3. The genesis of the idea of apprenticeships and the results observed three months later 74<br/><br/>8.4. Monitoring and controlling the progress of apprentices 76<br/><br/>8.5. Conclusion 77<br/><br/>8.6. References 77<br/><br/>Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79<br/>Nathalie MONTARGOT and Dominic DRILLON<br/><br/>9.1. Introduction 79<br/><br/>9.2. Context 79<br/><br/>9.3. Conclusion 84<br/><br/>9.4. References 85<br/><br/>Chapter 10. Beneficiaries of the Apprenticeship Process 87<br/>Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ<br/><br/>10.1. Introduction 87<br/><br/>10.2. Benefits for the apprentice 88<br/><br/>10.3. Benefits for the company 92<br/><br/>10.4. Benefits for the CFA 95<br/><br/>10.5. Other beneficiaries 96<br/><br/>10.6. Conclusion 97<br/><br/>Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99<br/>Mirella BLAISE and Sophie RIVIÈRE<br/><br/>11.1. Introduction 99<br/><br/>11.2. Apprenticeship, an increasingly conscious and deliberate choice 99<br/><br/>11.3. The benefits of choosing an apprenticeship for Business School students 101<br/><br/>11.3.1. Mirella’s testimony: getting to know each other better 101<br/><br/>11.3.2. Sophie’s testimony: easier access to employment 103<br/><br/>11.3.3. Financing your training and student life 104<br/><br/>11.4. References 105<br/><br/>Chapter 12. Reflections on “Apprenticeships” 107<br/>Bruno BOUNIOL<br/><br/>12.1. Introduction 107<br/><br/>12.2. Apprenticeships: multiple realities 107<br/><br/>12.3. Apprenticeships in the higher education system 109<br/><br/>Chapter 13. Apprenticeships at ESSEC: Practice 111<br/>Wolfgang DICK<br/><br/>13.1. Introduction 111<br/><br/>13.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 111<br/><br/>13.3. Students’ motivations for getting involved in the scheme 112<br/><br/>13.4. Organization over time 112<br/><br/>13.4.1. Apprenticeships in two distinct periods 113<br/><br/>13.4.2. Continuous learning 113<br/><br/>13.5. The geographical and intercultural dimension 114<br/><br/>13.6. The experience of trust in the professional environment 115<br/><br/>13.7. Challenges to consider 115<br/><br/>13.8. Conclusion 116<br/><br/>Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117<br/>Soufyane FRIMOUSSE and Christophe STORAÏ<br/><br/>14.1. Introduction 117<br/><br/>14.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 117<br/><br/>14.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 118<br/><br/>14.3.1. A specific methodology 119<br/><br/>14.4. Conclusion 122<br/><br/>Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125<br/>Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO<br/><br/>15.1. Introduction 125<br/><br/>15.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 125<br/><br/>15.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 126<br/><br/>15.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 128<br/><br/>15.5. Conclusion 130<br/><br/>15.6. References 131<br/><br/>Part 3. Elsewhere in the World 133<br/><br/>Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135<br/>Éric DAVOINE and Ludger DEITMER<br/><br/>16.1. Introduction 135<br/><br/>16.2. Main features of dual German learning 136<br/><br/>16.3. Conditions for the success of the dual German training model 138<br/><br/>16.4. Conclusion 140<br/><br/>16.5. References 140<br/><br/>Chapter 17. Apprenticeships in England 143<br/>Sandra MCNALLY<br/><br/>17.1. Introduction 143<br/><br/>17.2. The apprenticeship system in England 144<br/><br/>17.3. The evolution of apprenticeship numbers 145<br/><br/>17.4. What is the value of an apprenticeship? 147<br/><br/>17.5. Conclusion 153<br/><br/>17.6. References 153<br/><br/>Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155<br/>Mouloud MADOUN<br/><br/>18.1. Apprenticeships to help industrialization 155<br/><br/>18.2. Apprenticeships for development and culture 156<br/><br/>18.3. Reform training policies and better response to needs 157<br/><br/>18.4. Population and youth: an opportunity and a challenge 157<br/><br/>18.5. The implementation of the apprenticeship system 158<br/><br/>18.6. Some concrete examples 160<br/><br/>18.6.1. The Rhino experience 160<br/><br/>18.6.2. Interview with GS, Flowlink company Coimbatore 162<br/><br/>18.6.3. Abandonment of training by some 163<br/><br/>18.6.4. L&T Mumbai Group is the leader in construction and public works 164<br/><br/>Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167<br/>Lovanirina RAMBOARISON-LALAO and Landisoa RABESON<br/><br/>19.1. Introduction 167<br/><br/>19.2. Higher education in management sciences in Madagascar 168<br/><br/>19.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 170<br/><br/>19.4. What added value does an apprenticeship with continuous management training bring? 172<br/><br/>19.5. Conclusion 173<br/><br/>19.6. References 173<br/><br/>Chapter 20. Training African Managers and Combating the “Brain Drain” 175<br/>Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD<br/><br/>20.1. Introduction 175<br/><br/>20.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 176<br/><br/>20.3. Apprenticeships and competitiveness: the example of the DRC 177<br/><br/>20.4. References 178<br/><br/>Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181<br/>Junko TAKAGI<br/><br/>21.1. Defining apprenticeships 181<br/><br/>21.2. Internships in a company in Japan 182<br/><br/>21.3. Analysis of the situation in Japan 184<br/><br/>21.4. Conclusion 186<br/><br/>Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187<br/>Kate-Yue ZHANG and Jean-Luc CERDIN<br/><br/>22.1. A historical overview 187<br/><br/>22.2. Cultural elements: morality and the profession 188<br/><br/>22.2.1. Morality 188<br/><br/>22.2.2. Profession 188<br/><br/>22.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 189<br/><br/>22.4. Implications for France 191<br/><br/>22.5. References 192<br/><br/>Part 4. Perspectives on Apprenticeships 193<br/><br/>Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195<br/>Sylvie BRUNET<br/><br/>23.1. Introduction 195<br/><br/>23.2. Conditions for facilitating access to apprenticeships 196<br/><br/>23.3. Securing the apprentice’s career path to reduce contract breaches 199<br/><br/>23.4. Conclusion 201<br/><br/>23.5. References 201<br/><br/>Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203<br/>Corinne FORASACCO and Sylvie CHARTIER-GUEUDET<br/><br/>24.1. Introduction 203<br/><br/>24.1.1. Learning as metanoia: a behavioral transformation 203<br/><br/>24.1.2. Learning in a systems approach: the learning organization 203<br/><br/>24.2. Six keys to developing learning as an evolution of people’s behavior 204<br/><br/>24.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 205<br/><br/>24.2.2. Creating a virtuous circle of trust for quality apprenticeships 206<br/><br/>24.2.3. Strengthening your attention span 207<br/><br/>24.2.4. Restructuring emotions and emotional intelligence to better adapt 209<br/><br/>24.2.5. Favoring letting go and renouncing perfection 210<br/><br/>24.2.6. The virtues of systemic learning in the face of complexity and uncertainty 211<br/><br/>24.3. A facilitating environment and a learning organization: the example of the insurance sector 212<br/><br/>24.3.1. The timescale requiring a new learning framework 212<br/><br/>24.3.2. Daily learning: a construction through a new social dialog 213<br/><br/>24.3.3. A favorable working environment for learning differently 213<br/><br/>24.3.4. The evolution of managerial positions in the service of the development of learning 215<br/><br/>24.3.5. Open apprenticeship approaches for sustainable learning 216<br/><br/>24.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 217<br/><br/>24.4. Conclusion 217<br/><br/>24.5. References 219<br/><br/>Chapter 25. Apprenticeships: Conversation as a Lever 221<br/>Olivier FOURCADET<br/><br/>25.1. Introduction 221<br/><br/>25.2. Overrated talent 224<br/><br/>25.3. Mission contract and feedback 225<br/><br/>25.4. Projection outside the scope of the current field experience 225<br/><br/>25.5. Conclusion 226<br/><br/>25.6. References 226<br/><br/>Chapter 26. Paradigm Shift: All Learners 22<br/>François SILVA and Marie PERETTI-NDIAYE<br/><br/>26.1. Introduction 227<br/><br/>26.2. Escaping narrow rationalism 229<br/><br/>26.3. The immensity of the cyberspace of knowledge 230<br/><br/>26.4. A new way of thinking 230<br/><br/>26.5. Developing critical thinking skills 231<br/><br/>26.6. Solving problems 232<br/><br/>26.7. References 233<br/><br/>Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235<br/>Abdelwahab AIT RAZOUK and Anne HERVEOU<br/><br/>27.1. Introduction 235<br/><br/>27.2. Job quality: a multidimensional concept 236<br/><br/>27.3. Job quality: a real expectation of apprentices 237<br/><br/>27.4. Quality of employment: which strategic choices do companies make? 238<br/><br/>27.5. Conclusion 240<br/><br/>27.6. References 241<br/><br/>Chapter 28. All Apprentices: A Necessity 243<br/>Laurent BIBARD<br/><br/>28.1. Introduction 243<br/><br/>28.2. The challenges of the learning curve: the structural ambivalence of competencies 244<br/><br/>28.3. The vital nature of the integration by all of a learning position 247<br/><br/>28.4. Conclusion 249<br/><br/>Chapter 29. Research on Apprenticeships 25<br/>Kushal SHARMA and Jean-Luc CERDIN<br/><br/>29.1. Introduction 251<br/><br/>29.2. First theme: understanding apprenticeships 252<br/><br/>29.2.1. Defining apprenticeships 252<br/><br/>29.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 253<br/><br/>29.3. Second theme: the effects of apprenticeships 253<br/><br/>29.3.1. The contribution of apprenticeships to the career development of young individuals 253<br/><br/>29.3.2. The effect of apprenticeship management on the development of training organizations 254<br/><br/>29.3.3. Apprenticeships within a broader talent management program within organizations 254<br/><br/>29.4. Third theme: apprenticeships as part of CSR 254<br/><br/>29.4.1. Intergenerational transmission of knowledge through apprenticeships 255<br/><br/>29.4.2. The company’s formative roles 255<br/><br/>29.5. Fourth theme: apprenticeships in an international context 255<br/><br/>29.5.1. The German model 256<br/><br/>29.5.2. The British model 256<br/><br/>29.5.3. The French model 257<br/><br/>29.5.4. International mobility in apprenticeships 257<br/><br/>29.6. Conclusion 258<br/><br/>29.7. References 259<br/><br/>List of Authors 261<br/><br/>Index 265 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Apprenticeships can offer apprentices, their teacher-tutors and business apprenticeship supervisors experiences that are rich in knowledge.<br/><br/>The Success of Apprenticeships presents the observations and opinions of 48 actors regarding apprenticeships. These testimonies recount how apprenticeships allowed them to improve their expertise, their professional practices and their organization skills. This book also examines how their interactions in the work/study process allowed them not only to develop the skills of apprentices, but also the skills of those who accompanied them – the teacher-tutors and the business apprenticeships supervisors.<br/><br/>The creation of an authentic community of apprentices subscribes to the formation of an ecosystem of learning, in which each individual harvests fruits in terms of the development of their personal abilities. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Apprenticeship programs |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Apprentices |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Cerdin, Jean-Luc |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Peretti, Jean-Marie |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book |