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The Chartered Manager Degree Apprenticeship (CMDA) was approved for delivery in the UK in 2015 (IfATE, 2023). The CMDA offers future managers the opportunity to gain a recognised degree as well as the practical skills to thrive in today's competitive job market. A number of studies have been written on the development phase of the CMDA in various institutions, but to date no systematic review exists to provide an overview of commonalities and insights gained across these studies. This review aims to fill this gap.

A systematic literature review (SLR) was used to identify studies written on the CMDA since its introduction. In total, 12 papers met the authors' selection criteria, and thematic coding was used to analyse and present the findings.

Findings were grouped into five themes: (1) curriculum design; (2) programme delivery and support for apprentices; (3) portfolio of evidence and End Point Assessment (EPA); (4) working with employers and (5) recruitment and onboarding.

This review is the first synthesis to date of literature written on the CMDA. The authors' analysis has allowed them to formulate recommendations for future practice that will be of use to providers in the next phase of the CMDA's development.

By combining manifold approaches from migrant entrepreneurship and family business studies, the purpose of the paper is to shed some light upon the contextual features of motivation, resources, generational pathways of Turkish migrant family entrepreneurs in Berlin – through the lens of a mixed and multiple embeddedness approach.

An explorative research design, based on an eclectic theoretical framework and on purposive sampling, combines qualitative in-depth interviews/content analysis and on-site observation resulting in an almost ethnographic assessment of selected case studies of Turkish migrant family entrepreneurs (concerning age (min. 20 years), size (15+ employees) and currently at a stage of succession).

The results show that despite specific strategies vary – four circumstances hold true for all cases: (1) firm trajectories were characterized by little strategic planning and mostly trail-and error processes in the past and business survival is highly dependent on owner families; (2) owner families heavily relied on personal, family and collective resources, not benefiting from promotion programmes or micro-funding measures for SMEs; (3) owner families have actively developed their (mixed) embeddings during the growth of their migrant business beyond the single ethnic group at various spatial scales; (4) succession adds another layer of context – what we call here multiple embeddedness – with ambivalent effects: emerging potentials and conflicts between the preceding and succeeding generation.

Results have shown that is it necessary to set up both: customized funding opportunities for migrant start-ups in general and succession consulting for migrant family entrepreneurs in particular. Given the magnitude of family migrant entrepreneurs and the accelerating migration patterns in most Western European countries, there is urgent need for such measures.

Family entrepreneurship has been often discussed without a migration perspective, neither taking a systematic look at pertinent motivation, resources, and future trajectories nor context. Migrant entrepreneurship studies barely take the family or family-specific issues (e.g. succession) into account, and mainly deal with the integration or economic aspects. Our mixed and multiple embeddedness approach allows for a holistic view on transgenerational migrant family entrepreneurship by integrating both socio-spatial (actor, family, network, micro, meso, macro) and multi-generational contexts (preceding, succeeding).

The purpose of this study is to identify the business strategies that entrepreneurs have formulated to establish the business with the intention of scaling up in the information technology (IT) sector in Chile, given that they have managed to scale up sustainably at an average annual rate of 73.3% and an average annual employee growth rate of 37% for four consecutive years after an establishment period of 25 months.

Three methodological steps were used to identify which strategic initiatives are relevant to the establishment of small- and medium-sized enterprises (SMEs) on the path to scaling up. The first part consisted of identifying the literature and defining the research propositions and research questions. The second part was to prepare, collect and analyse the data to conduct the research by applying, transcribing, reviewing and coding the sources of evidence to explore how SMEs are able to develop strategic initiatives for the start-up process. The final stage was to validate the research proposal to identify potential strategic initiatives identified during the multi-case study.

As a result of the data analysis and empirical findings, three deliberate strategic initiatives were identified: staying engaged with customers, delivering successful business solutions and articulating social capital. However, in crisis situations, entrepreneurs readjust their strategies based on their management skills and an emergent strategic initiative was identified as securing the financial structure and revolutionising change. While this research was not designed to identify personal attributes, it did highlight the importance of adaptation and learning as a skill to drive the business model for scaling up during the establishment of their business.

It is clear that the study focused on Chile and cannot be replicated in other regions or sectors due to the characteristics of the sample itself, but it provides empirical evidence that there are cycles prior to scale up that need to be understood. The findings were empirically validated during the establishment phase, but the deliberate and emergent strategic initiatives that consolidated the SME to prepare for its scale-up process are not evident in the theory.

The IT sector will continue to grow and change after the pandemic, and the global economy will use more digital systems, creating new ways of working with the use of IT. This context will impact on SMEs where strategies, whether deliberate or emergent, will need to be part of the new business models, and therefore, caution should be exercised when using the results of this study. Public and private institutions should educate and guide entrepreneurs for the potential scaling up of their SMEs without having to wait 42 months, according to Global Entrepreneurship Monitor 2021-2022 (Hill et al., 2022). Scaling up can begin as early as 25 months after establishment, breaking the paradigm of the theory that the SME must be established in a period of 3.5 years. This period cannot be generalised as business opportunities in the IT sector are faster. The research also contributes by reporting that contingency planning is relevant during the establishment phase.

Educational institutions and the public sector have made efforts to change business cultures regarding the importance of strengthening entrepreneurship, but teaching the emergent strategies that often challenge SME creation is not yet widespread in educational formats. This is a challenge not only for institutions but also for entrepreneurs trying to anticipate the constant changes in the global economy. This research provides an opportunity to create more dynamic business models with more conscious risk planning.

Although the literature has confirmed the findings, this research has provided a pre-scaling picture that links these two important stages on the axis of deliberate and emergent strategies. The findings confirm the importance of correctly embedding five strategic initiatives for the establishment of the SME if it is to continue on its journey towards business scale-up. However, there is a lack of empirical evidence in emerging economies on how entrepreneurs have found the right path to scale-up.

This study aimed to develop and test the impact of a social media-based intervention for improving the business skills and income of young smallholder farmers.

First, the researchers used an exploratory approach to develop a social media-based intervention for acquiring business skills and improving income. Second, the researchers tested the effectiveness of the developed programme on a sample of 506 young smallholder farmers. Finally, the intervention and data collection took place over five years (2017–2021).

The result showed steady improvements in business skills and income from 2017 to 2021 for the treatment group, unlike the control group. Also, improvements in business skills led to a reduction in expenses and an increase in profit from 2017 to 2021. A further evaluation of the result showed that an addition of 5.1 mean scores in business skills led to the addition of $91 income between 2017 and 2018; for 2018–2019, 2.6 improvements in business skills increased income by $123. For 2019–2020, a 2.7 improvement increased income by $209, whilst for 2020–2021, a 1.6 improvement increased income by $320.

The results of this study could help explore ways of using social media to change behaviour aimed at improving income amongst young smallholder farmers.

This study aims to examine the association between apprenticeship training and self-employment and how gender moderates the association.

Secondary data from the World Bank’s Skills Towards Employment and Productivity (STEP) survey on Ghana were analysed using a binary choice (logit regression) model. The STEP survey drew its nationally representative sample from the working-age population (15–64 years) in urban areas.

After controlling for several factors identified in the literature as determinants of self-employment, the results indicate that completing apprenticeship training increases the likelihood of being self-employed. However, women who have completed apprenticeship training are more likely to be self-employed than men.

By examining the moderating effect of gender on the association between apprenticeship training and self-employment, this study has offered new evidence that policymakers can use to promote self-employment, especially among women, to reduce the entrepreneurial gap between men and women.

This study aims to understand the impact of the Covid-19 pandemic disruptive event on delivery of the built environment degree apprentice programme in higher education in the UK and identify the key strategies to minimise the effect.

A qualitative approach was used to collect and analyse data from a sample set of built environment degree apprenticeship stakeholders. Semi-structured interviews were conducted with 17 key stakeholders to collate emerging themes on their perceptions of the impacts of the pandemic and strategies to adopted to minimise it.

The investigation reveals that the core impacts of Covid-19 on the apprentices training programme are lack of access to the site, furlough, limited access to off the job training, limited interaction with tutors and peers, too much time on the screen, limited pastoral care and lack of contact with a mentor. The census from the research participants is that despite the development and gain with the various virtual platform used during pandemic physical meetings with their mentor remain pivotal to the built environment apprentices learning and training.

The results provide relevant stakeholders and actors supporting degree apprentices training programmes (training providers and employers, among others) with the information needed to improve the delivery of built environment degree apprenticeship training programmes during a disruptive event Covid-19. The study identifies various strategies to minimise the impact of disruptive events on the apprentices training, including technology, regular meeting with mentors online, and personal and pastoral care.

The study is the first to document the impact of the Covid-19 pandemic on degree apprenticeship programs in the built environment. This study provides an in-depth understanding of how these programs have been affected and offers potential solutions to reduce or mitigate potential damage. The research will inform future policy decisions related to degree apprenticeship programs in the built environment.

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender equality and social mobility in Ireland. This study also offers valuable insights as to the gendered nature of these “new” apprenticeships and examine whether these programmes provide opportunities for social mobility.

Implementing a quantitative approach, underpinned by a positivist stance, this study analyses Irish national apprenticeship data relating to IFS programmes (n = 1118). Non-parametric tests were applied in the analysis of the gender dimension, while to analyse social mobility, the socio-economic status and spatial profile of candidates were compiled and analysed using the Pobal HP Deprivation Index (SA).

The findings revealed more women are undertaking non-traditional apprenticeship programmes as compared with traditional craft apprenticeships. Within the IFS context, while female participation was seen to be growing, gender divergence was observed in terms of programme level, with a greater number of men, as compared with women, engaging in higher-level degree apprenticeship programmes. The findings also show that IFS apprentices are primarily from socio-economic areas that are above average. This trend indicates a distinctive candidate who is more aligned with the sectoral profile of IFS than that of traditional apprenticeship programmes. Such findings reveal that the “widening participation” aim of IFS apprenticeships is not yet fully realised with issues of gender inequality and social mobility persistent within the wider IFS sector.

This study provides an important dimension to both academic and practitioner literature concerning apprenticeships. To date, there has been a proliferation of publications concerning the beneficial impact of skills and vocational-led apprenticeships. However, limited attention has been directed to non-traditional apprenticeships and even less still within the setting of IFS. This research initiates the process of addressing that gap within an Irish context. This study also adds to the existing apprenticeship discourse regarding issues of gender and social mobility by examining the gendered nature of IFS apprenticeships and well as assessing whether these apprenticeships aid social mobility.

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Site supervision features largely influence the productivity status of construction operational processes. This study aims to use a case study containing mixed methods to test the site supervisory traits in applying mathematical theories to construction operations for directing supervisory capabilities under various operational characteristics.

A total of 62 construction site supervisors were trained as part of a new apprenticeship programme. Through literature reviews and expert consultations, grading criteria were designed with various degrees of descriptions and score ratings. The supervisory attributes were evaluated under seven competency element characteristics mapped with the relevant learning domains.

The results demonstrate a detailed sectional view of performance ratings of supervisors under different characteristics of competency factors with the validity, reliability, applicability and generalisability assurance of the research findings using relevant statistical tests and expert evaluations.

Though the research applications were engaged directly with the construction industry in the Sri Lankan setting, other developing countries and emerging industries can also employ equivalent tactics to attain similar outcomes in their industry-based operations.

The research findings have led to producing a new guide that makes significant impacts on deciding the capability levels in construction supervisory attributes while executing problem-solving applications in construction planning and operational processes. Accordingly, the findings push to open a gate to intake advanced cognitive attributes towards addressing the industry's knowledge gap on how the problem-solving-based apprenticeship protocols need to be linked with the supervision features.

As families engage in entrepreneurship, particularly in developing economies, women's engagement in such activities is subject to the traditional cultures, norms and values of the communities to which they belong. This paper aims to investigate how the socio-cultural context influences women's entrepreneurship as women engage in “family entrepreneuring”.

The study draws on an inductive qualitative approach to explore how multiple cultural, social and economic contexts encourage women's entrepreneurship and, thus, position them at the centre of family entrepreneuring within this community. Using snowballing techniques, we analyse narratives from 51 women entrepreneurs, generated through semi-structured interviews, to reveal key insights into the practice of family entrepreneuring.

The findings reveal the complex socio-cultural context within the “Adja” community, where polygamy, a traditional and cultural practice, enables the transfer of culturally and socially embedded informal knowledge. The study explains how women's entrepreneuring activities are supported by informal in-family apprenticeships, resulting in family members learning specific skills while also experiencing the feeling of belonging to the family. Showcasing the heterogeneity of contexts, particularly those found in Africa, this study challenges the normative view within the Global North and the dominance of the “heroic male” in entrepreneurship by showcasing how women (especially matriarchs) are significant actors in training other women, co-wives, daughters and relatives in family entrepreneuring.

Thus, this study contributes to the extant literature on family entrepreneuring by revealing an unusual case of women from polygamous families becoming the focal actors in family entrepreneuring activity and challenging the culturally ascribed gender roles to evolve into the breadwinners in their households, as well as focusing on how this process is driven by endogenous knowledge exchange.