{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113900"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113900","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the opportunities, challenges, and the processes for designing and delivering degree apprenticeships as perceived by key stakeholders of a community college","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Voeller, Jooyoung"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Witt, Allison","Jacobs, Ron","Kuchinke, Peter","Hamilton, Setephen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:47Z","date_published":"2022-04-29T21:34:47Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Jooyoung Voeller"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113900","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Witt, Allison","Jacobs, Ron","Kuchinke, Peter","Hamilton, Setephen"]},{"key":"dc:creator","label":"Author","values":["Voeller, Jooyoung"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:47Z","2021-12","2021-12-02"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Jooyoung Voeller"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113900"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Jooyoung Voeller, accepted the attached license on 2021-12-02 at 09:05.","The student, Jooyoung Voeller, submitted this Dissertation for approval on 2021-12-02 at 09:06.","This Dissertation was approved for publication on 2021-12-02 at 16:36.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17352 on 2022-04-06 at 17:10:41","Made available in DSpace on 2022-04-29T21:34:47Z (GMT). No. of bitstreams: 2 VOELLER-DISSERTATION-2021.pdf: 2444005 bytes, checksum: 231d538e779e465f95d3384cc1df5738 (MD5) LICENSE.txt: 4213 bytes, checksum: e4513ad1079adbffea2e2a168d374c35 (MD5) Previous issue date: 2021-12-02","Driven by the forces of globalization and technology innovation, the 21st-century workplace has become much more complex, marked by the closely related trends of automation, digitalization, and robotification (CEDEFOP, 2018). This requires more skills and education for young adults to be successful in the workplace. For these reasons, young people spend most of their time in school preparing for their future (Larson, 2002) and pursue higher education, expecting that more academic achievement will enhance career preparedness (Lerman, 2013). However, employers often find it difficult to hire suitable candidates with the right soft and technical skills (Hart Research Associates, 2015; SHRM, 2019). In the midst of this, apprenticeships have re-emerged as an effective means of preparing young people for work, and especially, community colleges have been actively implementing apprenticeships within their degree programs by offering degree apprenticeships (DAs). The purpose of this qualitative case study is to explore the opportunities and challenges of DAs perceived by three primary stakeholder groups -- a community college, employers, and students. Additionally, this study explores the processes for designing and delivering DAs from four inter-connected dimensions of apprenticeships – occupational, pedagogical, relational, and aligned. By doing so, this study provides practical insights into designing and delivering such programs for the interested higher education institution. It also raises awareness among scholars and policy-makers about the recent movement to design better career pathways through DAs and suggests implications for apprenticeship research and policy. Harper College was chosen as the research site for this qualitative case study due to its well-established DA programs in modern occupations, such as insurance, banking, nursing, and IT. A total of twelve people participated in interviews, including initial members of the Harper apprenticeship team, faculty members, program coordinator, workplace mentors, and graduates. The study findings indicate that DAs present a win-win-win opportunity for all the stakeholder groups: DAs serve as a better tool for Harper to fulfill its core mission as a vocational education provider, while enabling employers to develop their own long-term talent acclimated to their own culture. For students, DAs provide real-world work experience, especially offering a tangible opportunity for those who do not thrive in academic schooling. However, implementing DAs comes with challenges since they require a paradigm shift for all stakeholders to participate in this non-traditional degree pathway. Designing and delivering DAs is summarized as the process of reconfiguration and coordination. 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The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Jooyoung Voeller, accepted the attached license on 2021-12-02 at 09:05.","The student, Jooyoung Voeller, submitted this Dissertation for approval on 2021-12-02 at 09:06.","This Dissertation was approved for publication on 2021-12-02 at 16:36.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17352 on 2022-04-06 at 17:10:41","Made available in DSpace on 2022-04-29T21:34:47Z (GMT). No. of bitstreams: 2 VOELLER-DISSERTATION-2021.pdf: 2444005 bytes, checksum: 231d538e779e465f95d3384cc1df5738 (MD5) LICENSE.txt: 4213 bytes, checksum: e4513ad1079adbffea2e2a168d374c35 (MD5) Previous issue date: 2021-12-02","Driven by the forces of globalization and technology innovation, the 21st-century workplace has become much more complex, marked by the closely related trends of automation, digitalization, and robotification (CEDEFOP, 2018). This requires more skills and education for young adults to be successful in the workplace. For these reasons, young people spend most of their time in school preparing for their future (Larson, 2002) and pursue higher education, expecting that more academic achievement will enhance career preparedness (Lerman, 2013). However, employers often find it difficult to hire suitable candidates with the right soft and technical skills (Hart Research Associates, 2015; SHRM, 2019). In the midst of this, apprenticeships have re-emerged as an effective means of preparing young people for work, and especially, community colleges have been actively implementing apprenticeships within their degree programs by offering degree apprenticeships (DAs). The purpose of this qualitative case study is to explore the opportunities and challenges of DAs perceived by three primary stakeholder groups -- a community college, employers, and students. Additionally, this study explores the processes for designing and delivering DAs from four inter-connected dimensions of apprenticeships – occupational, pedagogical, relational, and aligned. By doing so, this study provides practical insights into designing and delivering such programs for the interested higher education institution. It also raises awareness among scholars and policy-makers about the recent movement to design better career pathways through DAs and suggests implications for apprenticeship research and policy. Harper College was chosen as the research site for this qualitative case study due to its well-established DA programs in modern occupations, such as insurance, banking, nursing, and IT. A total of twelve people participated in interviews, including initial members of the Harper apprenticeship team, faculty members, program coordinator, workplace mentors, and graduates. The study findings indicate that DAs present a win-win-win opportunity for all the stakeholder groups: DAs serve as a better tool for Harper to fulfill its core mission as a vocational education provider, while enabling employers to develop their own long-term talent acclimated to their own culture. For students, DAs provide real-world work experience, especially offering a tangible opportunity for those who do not thrive in academic schooling. However, implementing DAs comes with challenges since they require a paradigm shift for all stakeholders to participate in this non-traditional degree pathway. Designing and delivering DAs is summarized as the process of reconfiguration and coordination. 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