Exploring design and delivery of mentoring in degree apprenticeships at a U.S. community college: primary stakeholders’ perspectives

In recent years, U.S. community colleges have seen a surge in implementing apprenticeships, particularly within their degree programs in the form of degree apprenticeships (DAs) (Browning and Nickoli, Supporting Community College Delivery of Apprenticeships. Jobs for the Future, 2017). Despite their role as champions of vocational education, the school-based nature of existing vocational programs at these institutions often lacks employer involvement. DAs engage employers as primary stakeholders, creating a robust form of work-based learning. This qualitative case study explores mentoring in DAs, a crucial component for apprentice success. Harper College, known for its DA programs in modern occupations in the greater Chicago area, serves as the research site. Findings reveal Harper’s two-tier mentoring approach: First, Harper provides coaching for apprentices, ensuring academic success and bridging school-to-work learning. Second, employers also provide mentoring in the workplace, but this experience varies greatly based on the company’s resources, size, and culture. A recurring theme for effective workplace mentoring is that it involves a collective effort, encompassing both formal and informal mentoring. Finally, Harper, as an apprenticeship sponsor, supports new employers by offering workplace mentor training—an essential service, given that most U.S. employers are relatively new to apprenticeships. This case study provides valuable insights into structuring mentoring in DAs to create an integrated learning experience within the U.S. context. However, due to the inherent limitations of a case study for generalizing findings, future research is recommended to encompass a broader range of cases, thus generating more comprehensive strategies and best practices for mentoring within DAs.