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1 – 10 of over 4000Chioma Ifeanyichukwu, King Carl Tornam Duho and Carine Charlie Senan Bonou
There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international…
Abstract
There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).
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The purpose of this paper is to position the business apprenticeship model (a work-based learning model where student managers alternate between academic and workplace learning…
Abstract
Purpose
The purpose of this paper is to position the business apprenticeship model (a work-based learning model where student managers alternate between academic and workplace learning) at a political, institutional and student level in order to explain how it fits within the French business education landscape and how it is considered as a viable business model in management education.
Design/methodology/approach
Business apprenticeship is analysed through the prism of Osterwalder and Pigneur’s (2010) Business Model Canvas to evaluate the nine dimensions of the business model: customer segments, value proposition, customer channels, customer relationships, revenue streams, key resources, key activities, key partners and cost structure.
Findings
Two major advantages of the model are identified, namely, the potential for widening participation and affordability and three concerns are outlined: the corporate vision of the apprentice, the recent governmental reforms on funding this model, and the potential synergies between theory and practice.
Research limitations/implications
This paper is useful for all those who wish to develop an apprenticeship track within their business schools and for employers who are considering the development of apprenticeship partnerships with business schools.
Originality/value
This paper provides insight into business apprenticeship as a work-based learning model.
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The purpose of this paper is to identify the needs and receptiveness of the creative industry sectors, in particular small and micro businesses, in respect of the adoption and…
Abstract
Purpose
The purpose of this paper is to identify the needs and receptiveness of the creative industry sectors, in particular small and micro businesses, in respect of the adoption and development of degree apprenticeships. In addition, the paper aims to identify employers' barriers to entry into such programmes.
Design/methodology/approach
Due to the lack of knowledge of degree apprenticeships, an ‘explain and respond’ method was adopted, where a comprehensive explanation of degree apprenticeships and the process for delivery was given to respondents. This enabled them to ask questions and give informed and knowledgeable response to interview questions.
Findings
Participants in this research were generally positive about the integration and adoption of degree apprenticeships into their businesses. However, they suggest that the rigid procedure set by the Institute for Apprenticeships makes embarking on the process of developing standards and adopting degree apprenticeships difficult, time-consuming and impracticable for businesses of their size and in these sectors. This has implications for addressing skills shortages and diversity that stands to endanger the continued success of the creative industries.
Originality/value
Little research has been conducted into the viability of degree apprenticeships for creative industries, particularly non-levy paying small and micro businesses.
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Apprenticeship is an ageless method of transferring knowledge of a particular trade or business from a master to an inexperienced apprentice. Africans employed various…
Abstract
Apprenticeship is an ageless method of transferring knowledge of a particular trade or business from a master to an inexperienced apprentice. Africans employed various apprenticeship methods to transfer their traditions, customs, and trades to successive generations. In Nigeria, various tribes have different methods of practising apprenticeship. This study, therefore, examines apprentice training and mastership as procedures that Igbo entrepreneurs of South-East Nigeria deploy to develop their management skills. A multi-case study approach of Igbo entrepreneurs was adopted for the study. The data were collected through face-to-face interviews, and a narrative approach was used for the analysis. Findings reveal that Igbo entrepreneurs achieve managerial development through apprentice training and mastership. The chapter recommends that aspiring entrepreneurs undergo apprentice training and mastery before investing in any business. Finally, the government and its citizens can adapt the Igbo apprenticeship model to reduce unemployment and increase business ownership across Africa.
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This paper seeks to present the Apprenticeships Task Force's (ATF's) evaluation of the business case for recruiting and training apprentices. The focus is on whether they provide…
Abstract
Purpose
This paper seeks to present the Apprenticeships Task Force's (ATF's) evaluation of the business case for recruiting and training apprentices. The focus is on whether they provide employers in the UK with a positive return on investment in key performance areas.
Design/methodology/approach
The ATF asked nine members, senior executives of large and smaller companies across various sectors in the economy, to provide evidence that their apprentices add value to business performance. Their information was based on company research, including financial and other performance data comparing apprentices with non‐apprentices.
Findings
The case studies provide compelling evidence that apprenticeships deliver strong business benefits such as increased productivity and staff retention, reduced costs and a more diverse workforce. Other benefits include: increased profits – BT estimated they gained a higher annual net profit of over £1,300 per apprentice when compared with non‐apprentices; higher quality of work – at BAE Systems apprentices fulfilled tasks correctly at a rate of 85 per cent right first time after completing their training; external recruits had a rate of 60 per cent; and career progression – over 90 per cent of line managers in British Gas's engineering operations trained as apprentices.
Originality/value
The case studies offer employers without apprentices a real insight into the apprentices’ enhancement of skills within an economy. They also provide a unique contribution to the body of knowledge used to assess the value of apprenticeships to employers.
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Prisca Chidiogor Ezekafor, Uchenna David Nwoye, Ogechi Adeola and Isaiah Adisa
This chapter documents business ethics and value orientation of the Igbo business model of southeastern Nigeria. The case study method was employed with two purposively selected…
Abstract
This chapter documents business ethics and value orientation of the Igbo business model of southeastern Nigeria. The case study method was employed with two purposively selected Igbo enterprises based in Lagos, Nigeria, to provide insights into the model. The chapter reveals that business ethics and values constitute key components of indigenous business success and survival. The identified business ethics and values include diligence, trust, prudence, unity, honesty, integrity, cordial relationships with customers and suppliers, perseverance and patience. Furthermore, the Igbo apprenticeship system facilitates the transfer of business knowledge, practices and principles from one generation to another. Notably, one of the cases focuses on a female-owned enterprise, emphasizing that the issues raised are applicable to both genders. The chapter concludes with recommendations for business actors in Africa.
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Heinz Weihrich, Kai‐Uwe Seidenfuss and Volker Goebel
Introduces the traditional German apprenticeship training approach which has been received favourably in US governments (federal and state) and in industry, but suggests that…
Abstract
Introduces the traditional German apprenticeship training approach which has been received favourably in US governments (federal and state) and in industry, but suggests that certain conditions in America do not favour heavy investment in such training. Shows that the educational transfer of the apprenticeship model may be facilitated by German firms investing and operating in the United States, as proved by the electronic giant Siemens which is committed to implementing the proven apprenticeship model in its US subsidiaries. Shows that the apprenticeship model alone may be insufficient, and may need to be supplemented by a higher level, dual system education which integrates theory and practice. Proposes that the Vocational Academy programme, illustrated by the Mercedes‐Benz experience, may fill this gap ‐ not to supplant the apprenticeship training, but to supplement it. Suggests that both the apprenticeship model and the Vocational Academy model, may fill an important need for an educational joint venture approach, not only in the United States but also in other countries, by making business and government organizations more competitive in the global market.
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Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current…
Abstract
Purpose
Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current government policy, and explore current issues around the further development of apprenticeships.
Design/methodology/approach
Desk research, including reviewing other research articles and labour market intelligence has been carried out to provide a general overview of the issues.
Findings
Apprenticeships have traditionally been regarded as the vocational route to stable employment. Although they have sometimes suffered from a poor reputation they are now becoming an increasingly popular option for both younger and older people. The knowledge economy is driving up the demand for higher level skills and concurrent with this is the notion that, in today's competitive labour market, experience is vital. Not only has this impacted on the popularity of apprenticeships but also upon more traditional “academic” routes such as higher education (HE). In addition it has raised questions about higher level skills and vocational education. The introduction of Higher Apprenticeships and work experience/real world interactions built into HE courses are establishing synergies between the two elements of the skills/education system; however, developing these synergies further is a critical issue for future consideration.
Originality/value
There is a proliferation of publications tracking the nature and value of apprenticeships. This paper traces apprenticeships and their evolution and examines how practices adopted can be applied to newer vocational options being integrated into HE. The paper considers apprenticeships and other vocational options, building on the author's own discussions with employers and recent graduates.
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The purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher…
Abstract
Purpose
The purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher education to operate degree apprenticeships (DAs) on a sustainable basis.
Design/methodology/approach
The study, conducted in 2019–2020, took the form of a literature review, semi-structured interviews with employers, institutional staff members and apprentices in three fields, and an open online survey.
Findings
This study illustrates a high level of support for DAs amongst those who are involved in them, whether as educators, employers or apprentices. Degree Apprenticeships aid public-sector recruitment, support progression routes and social mobility within the existing workforce, and contribute to recruitment and productivity in public services and economically critical industries. Practices in the organisation and delivery of apprenticeships are variable, but a clear need is illustrated for strong institution–employer partnerships, integration between on- and off-the-job learning, expansive workplace learning environments, and co-ordination of assessment and quality assurance. There is also a need for external bodies to provide a consistent policy and funding environment.
Practical implications
The findings illustrate the need for strong partnerships, for programmes that are designed from the ground up as apprenticeships, and for effective integration of apprentices into the organisation's working environment.
Originality/value
This study updates and adds to the literature on DAs and work-integrated higher education. It emphasises three aspects that have hitherto been given little attention: the value of DAs for public-sector recruitment and for creating social mobility within the existing workforce, and the importance of ensuring apprenticeships are aligned with organisational objectives.
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