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End User License Agreement
by Jean-Luc Cerdin, Jean-Marie Peretti
The Success of Apprenticeships
Cover
Foreword – ESSEC Business School: The Pioneering Spirit
Foreword – Learning by Doing
Introduction
PART 1: The Challenges of Apprenticeships in the Training System
1 Apprenticeship Training: A Dedicated Educational Engineering
1.1. Introduction
1.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior?
1.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge
1.4. The French model: economic balances and their complexity
1.5. The governance of an apprenticeship program: power issues?
2 Apprenticeships: The First Learning Experience
2.1. Introduction
2.2. The apprentice in the 70/20/10 apprenticeship model
2.3. Towards a permanent learning dynamic
2.4. From learning to the ability to act
2.5. Conclusion
2.6. References
3 Innovation at the Heart of the Company and Apprenticeship Methods
3.1. Introduction
3.2. An apprentice entrepreneur
3.3. A new product in a present but immature market
3.4. As a result, an innovative approach
3.5. Conclusion
3.6. References
4 The Leader-Entrepreneur in an Apprenticeship Position
4.1. Introduction
4.2. Realities of competence approaches in SMEs and VSEs
4.3. In SMEs and VSEs, apprenticeship along the way
4.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills
4.5. Conclusion
4.6. References
5 Reinventing the Promise of Work-linked Training… Or an Initiatory Journey Towards Agile Professionalism and Postural Learning
5.1. A study of the efficiency of French post-baccalaureate business schools
5.2. Methodology
5.3. Conclusion
5.4. References
6 Apprenticeships, a “Springboard” to Professional Integration?
6.1. Introduction
6.2. Work-linked training
6.3. Follow-up and role of the tutor or apprenticeship manager
6.4. Autonomy and confidence building?
6.5. Better professional integration
6.6. Managing the pace of the work-linked training
6.7. Conclusion
6.8. References
7 Reflexivity and Management Apprenticeships
7.1. Introduction
7.2. From reflexivity to reflexive manager?
7.3. Initial training: from a “classical” learning posture to a reflective posture
7.4. In continuous training: a pre-existing professional activity to facilitate the reflective process
7.5. APEL: strong reflexivity in the “being” dimension
7.6. References
PART 2: Perspectives of Apprenticeship Actors
8 The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC
8.1. Introduction
8.2. A favorable educational context
8.3. The genesis of the idea of apprenticeships and the results observed three months later
8.4. Monitoring and controlling the progress of apprentices
8.5. Conclusion
8.6. References
9 Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway
9.1. Introduction
9.2. Context
9.3. Conclusion
9.4. References
10 Beneficiaries of the Apprenticeship Process
10.1. Introduction
10.2. Benefits for the apprentice
10.3. Benefits for the company
10.4. Benefits for the CFA
10.5. Other beneficiaries
10.6. Conclusion
11 The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective
11.1. Introduction
11.2. Apprenticeship, an increasingly conscious and deliberate choice
11.3. The benefits of choosing an apprenticeship for Business School students
11.4. References
12 Reflections on “Apprenticeships”
12.1. Introduction
12.2. Apprenticeships: multiple realities
12.3. Apprenticeships in the higher education system
13 Apprenticeships at ESSEC: Practice
13.1. Introduction
13.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School
13.3. Students’ motivations for getting involved in the scheme
13.4. Organization over time
13.5. The geographical and intercultural dimension
13.6. The experience of trust in the professional environment
13.7. Challenges to consider
13.8. Conclusion
14 Sandwich Course Training in Higher Education in an Island Territory
14.1. Introduction
14.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy
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
14.4. Conclusion
15 Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company?
15.1. Introduction
15.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg
15.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company
15.4. Apprenticeships, a lever for developing the company’s dynamic capabilities
15.5. Conclusion
15.6. References
PART 3: Elsewhere in the World
16 German Dual Training through Apprenticeships: An Exportable Model?
16.1. Introduction
16.2. Main features of dual German learning
16.3. Conditions for the success of the dual German training model
16.4. Conclusion
16.5. References
17 Apprenticeships in England
17.1. Introduction
17.2. The apprenticeship system in England
17.3. The evolution of apprenticeship numbers
17.4. What is the value of an apprenticeship?
17.5. Conclusion
17.6. References
18 Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience
18.1. Apprenticeships to help industrialization
18.2. Apprenticeships for development and culture
18.3. Reform training policies and better response to needs
18.4. Population and youth: an opportunity and a challenge
18.5. The implementation of the apprenticeship system
18.6. Some concrete examples
19 Apprenticeship Management in Africa: The Case of Madagascar
19.1. Introduction
19.2. Higher education in management sciences in Madagascar
19.3. Legal framework: apprenticeship in Madagascar on the basis of the French model
19.4. What added value does an apprenticeship with continuous management training bring?
19.5. Conclusion
19.6. References
20 Training African Managers and Combating the “Brain Drain”
20.1. Introduction
20.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience
20.3. Apprenticeships and competitiveness: the example of the DRC
20.4. References
21 Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management
21.1. Defining apprenticeships
21.2. Internships in a company in Japan
21.3. Analysis of the situation in Japan
21.4. Conclusion
22 The Chinese Apprenticeship Model: The Spirit of Craftsmanship
22.1. A historical overview
22.2. Cultural elements: morality and the profession
22.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government
22.4. Implications for France
22.5. References
PART 4: Perspectives on Apprenticeships
23 Apprenticeship Reform: An Asset for Renewing Our Social Model
23.1. Introduction
23.2. Conditions for facilitating access to apprenticeships
23.3. Securing the apprentice’s career path to reduce contract breaches
23.4. Conclusion
23.5. References
24 Thinking About an Ecology of Learning, from People to the Organization
24.1. Introduction
24.2. Six keys to developing learning as an evolution of people’s behavior
24.3. A facilitating environment and a learning organization: the example of the insurance sector
24.4. Conclusion
24.5. References
25 Apprenticeships: Conversation as a Lever
25.1. Introduction
25.2. Overrated talent
25.3. Mission contract and feedback
25.4. Projection outside the scope of the current field experience
25.5. Conclusion
25.6. References
26 Paradigm Shift: All Learners
26.1. Introduction
26.2. Escaping narrow rationalism
26.3. The immensity of the cyberspace of knowledge
26.4. A new way of thinking
26.5. Developing critical thinking skills
26.6. Solving problems
26.7. References
27 Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships
27.1. Introduction
27.2. Job quality: a multidimensional concept
27.3. Job quality: a real expectation of apprentices
27.4. Quality of employment: which strategic choices do companies make?
27.5. Conclusion
27.6. References
28 All Apprentices: A Necessity
28.1. Introduction
28.2. The challenges of the learning curve: the structural ambivalence of competencies
28.3. The vital nature of the integration by all of a learning position
28.4. Conclusion
29 Research on Apprenticeships
29.1. Introduction
29.2. First theme: understanding apprenticeships
29.3. Second theme: the effects of apprenticeships
29.4. Third theme: apprenticeships as part of CSR
29.5. Fourth theme: apprenticeships in an international context
29.6. Conclusion
29.7. References
List of Authors
Index
End User License Agreement
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