How do Apprentice Painters and Decorators on the Irish Standards Based Apprenticeship

103 Pages·2017·0.74 MB·English

TTeecchhnnoollooggiiccaall UUnniivveerrssiittyy DDuubblliinn
AARRRROOWW@@TTUU DDuubblliinn
Theses LTTC Programme Outputs
2011-09-19
HHooww ddoo AApppprreennttiiccee PPaaiinntteerrss aanndd DDeeccoorraattoorrss oonn tthhee IIrriisshh
SSttaannddaarrddss BBaasseedd AApppprreennttiicceesshhiipp EExxppeerriieennccee tthheeiirr LLeeaarrnniinngg??
Eric Bates
Technological University Dublin, [email protected]
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Bates, E.: How do Apprentice Painters and Decorators on the Irish Standards Based Apprenticeship
Experience their Learning? Dissertation. Technological University Dublin, 2011.
This Dissertation is brought to you for free and open
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Dublin Institute of Technology
ARROW@DIT
Masters Built Environment
2011-09-19
How do apprentice painters and decorators on the
Irish standards based apprenticeship experience
their learning?
Eric Bates
This Theses, Masters is brought to you for free and open access by the Built
Environment at ARROW@DIT. It has been accepted for inclusion in
Masters by an authorized administrator of ARROW@DIT. For more
information, please [email protected], [email protected].
How do apprentice painters and decorators on the Irish standards
based apprenticeship experience their learning?

Eric Bates

M.A. (Third Level Learning and Teaching) 2011

i
Declaration

I hereby certify that the material, which is submitted in this thesis towards the
award of Masters (M.A.) in Third Level Learning and Teaching, is entirely my
own work and has not been submitted for any academic assessment other than part-
fulfilment of the above named award.

Future students may use the material contained in this thesis provided that the
source is acknowledged in full.

Signed…………………………………………….
Date………………………………………………

ii
Abstract.
This thesis research set out to examine the learning experience of
apprentice painters and decorators on the Irish Standards Based
Apprenticeship. It focussed on three painting and decorating apprentices
from the Dublin Institute of Technology who were coming towards the
end of their four year apprenticeship. As such the participants had
experienced the full range of possible learning on the programme. The
main aim of the study was to explore the learning experiences of
apprentices on the standards based apprenticeship in their own words.
This would provide for unique insights into that learning experience.
The research design was interprtivism informed by a constructionist
epistemology. As it was exploring the real life experience of the
participants it was phenomenological in nature. The research method
was one on one semi structured interviews and the data was analysed
using interpretative phenomenological analyses. An extensive literature
review of college based modules and work based modules was
conducted as these form the two primary aspects of the Irish standards
based apprenticeship.
The findings reveal the multi-faceted aspects of the learning experience
that apprentices undergo with three strong themes emerging from the
analysis. Firstly, it is clear that the apprentices engage in a complex
relationship with their employer. Secondly, there is a perception among
the participants that the college based modules are where learning
occurs. Lastly, the participants revealed the transformative power of
learning as it helped to transform their sense of self.
The study concludes with recommendations for policy makers with
regards to improving the future learning experiences of apprentices.

iii
Acknowledgements.
I would like to acknowledge and thank the following people for all their help over
the last number of years while I was carrying out this research.
I would like to thank my supervisor, Dr. Marian Fitzmaurice for all her help and
sage advice throughout this research. It brought great peace of mind to know that I
could always call upon you for any help that I needed.
I would like to thank all the staff at the DIT Learning, Teaching and Technology
Centre for all the help and constructive feedback provided to me during this
research. Over the course of the last two years you were all a fantastic support and it
made this path so easy knowing I had such a wealth of experience to call upon.
I would like to thank all of the staff in the library in Bolton Street especially the
staff of the LTTC library whose assistance in sourcing relevant readings was most
welcome.
I would like to offer my sincere and grateful thanks to my family. To my wonderful
children Grainne, Eric and Caitlinn I would like to extend my most sincere thanks
for your patience and understanding while I was locked in the library!
Finally, the very last word goes to my most beautiful wife Caitriona. You have
walked beside me for many years and without your support this would never have
happened. I am grateful beyond measure for the patience and understanding you
have shown during this course of study.
iv
Table of Contents.

Preliminary Pages
Declaration ....................................................................................................................... ii
Abstract. .......................................................................................................................... iii
Acknowledgements. ........................................................................................................ iv
Table of Contents. ............................................................................................................ v
List of Abbreviations ...................................................................................................... ix
List of Appendices ........................................................................................................... x
Chapter One – Context of the Research
1.1 Introduction ................................................................................................. 1
1.2 Evolution of the Irish Apprenticeship System ................................................. 3
1.3. The Standards Based Apprenticeship ............................................................. 6
1.4 Motivation for the Research ............................................................................. 7
1.5 Aim of the research .......................................................................................... 8
1.6 Ethical Considerations ..................................................................................... 9
1.7 Organisation of Chapters ............................................................................... 11

Chapter Two – Literature Review

2.1 Introduction .................................................................................................... 12
2.2 College Based Modules ................................................................................. 13
2.2.1 Time Restrictions .................................................................................... 15
2.2.2 Approaches to Learning .......................................................................... 16
2.2.3 College Based Teaching ......................................................................... 17
2.3 Work Based Modules ..................................................................................... 20
2.3.1 Situated Learning .................................................................................... 21
2.3.2 Power in the Work Place......................................................................... 22
2.3.3 Work Place Standards ............................................................................. 25
2.4 Summary ........................................................................................................ 26
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Chapter Three – Research Design

3.1 Introduction .................................................................................................... 27
3.2 Ontology and Epistemology .......................................................................... 28
3.2.1 Objectivism ............................................................................................. 29
3.2.2 Subjectivism ............................................................................................ 30
3.2.3 Constructionism ...................................................................................... 30
3.3 Theoretical Perspective .................................................................................. 31
3.4 Methodology .................................................................................................. 31
3.4.1 Case study ............................................................................................... 32
3.4.2 Phenomenology....................................................................................... 33
3.4.3 Interpretative Phenomenological Analysis ............................................. 33
3.5 Research Methods .......................................................................................... 35
3.5.1 Interviews ................................................................................................ 36
Summary .............................................................................................................. 37

Chapter Four – Presentation of Findings

4.1 Introduction .................................................................................................... 38
4.2 IPA Analysis .................................................................................................. 39
4.3 The participants .............................................................................................. 40
4.4 Overview of super-ordinate themes ............................................................... 41
4.5 Complex relationship with the employer ....................................................... 43
4.6 College is for learning .................................................................................... 48
4.7 Transformative power of learning ................................................................. 52
4.8 Summary ........................................................................................................ 56

Chapter Five – Discussion of Findings

5.1 Introduction .................................................................................................... 57
5.2 College is for Learning .................................................................................. 58
5.3 Complex relationship with employer ............................................................. 60
5.4 Transformative power of learning ................................................................. 62
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Chapter Six – Conclusions and Recommendations

6.1 Introduction .................................................................................................... 66
6.3 Conclusions .................................................................................................... 67
6.3 Recommendations .......................................................................................... 70
6.4 Reflection ....................................................................................................... 72
6.5 Concluding remarks ....................................................................................... 72

References. ................................................................................................................. 73

Bibliography ............................................................................................................. 83

Appendices ................................................................................................................ 85

vii
List of Tables and Figures

Table 4.4 Overview of super-ordinate themes ............................................................... 42
Table 4.4 Complex relationship with employer super-ordinate theme .......................... 47
Table 4.5 College is for learning super-ordinate theme ................................................ 51
Table 4.5 Transformative power of learning super-ordinate theme .............................. 55

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