Writing from practice: turning degree apprenticeship experience into publishable research

Abstract

This editorial advocates for recognising and publishing the rich insights generated through Degree Apprenticeships. Positioned within a wider special issue on vocational research, it explores how apprentices' lived, work-integrated learning experiences yield practical and theoretical value. Degree Apprentices create actionable knowledge by integrating academic theory with workplace practice, solving real problems and fostering professional growth. Yet these valuable insights often remain unshared. This editorial calls on educators and employers to support apprentices in capturing and communicating these experiences through accounts of practice. Such accounts, though not traditional research papers, offer reflective, meaningful narratives grounded in real-world contexts. They can take the form of case studies, project evaluations, or critical reflections. The article outlines accessible frameworks to support apprentices in writing for publication and encourages a culture of reflective inquiry. Ultimately, it champions practitioner-led knowledge creation that enriches vocational pedagogy and contributes to a growing body of work-based learning literature.