Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- 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? -- 1.2.1. The approach, the creative process, the pillar: the change in power -- 1.2.2. The choice of pace of work-linked training and duration: tailor-made

1.2.3. International experience -- 1.2.4. The individualization of courses -- 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 -- 5.1.1. Introduction -- 5.1.2. Student satisfaction through apprenticeship training -- 5.2. Methodology -- 5.2.1. Using the DEA method in measuring the efficiency of higher education institutions -- 5.2.2. Presentation of the DEA method -- 5.2.3. Application of the DEA method to business schools in France -- 5.2.4. Result of the DEA method -- 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

Includes bibliographical references and index.

Online resource; title from digital title page (viewed on May 18, 2020).

Apprenticeships can offer apprentices, their teacher-tutors and business apprenticeship supervisors experiences that are rich in knowledge. The Success of Apprenticeships presents the observations and opinions of 48 actors regarding apprenticeships. These testimonies recount how apprenticeships allowed them to improve their expertise, their professional practices and their organization skills. This book also examines how their interactions in the work/study process allowed them not only to develop the skills of apprentices, but also the skills of those who accompanied them - the teacher-tutors and the business apprenticeships supervisors. The creation of an authentic community of apprentices subscribes to the formation of an ecosystem of learning, in which each individual harvests fruits in terms of the development of their personal abilities.

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