Journal of Vocational Research and Practice

Welcome to JVRP: introducing the journal and its mission

Kieron Chadwick; Karen Castle — Sat, 31 May 2025 00:00:00 +0000

This first editorial article introduces the Journal of Vocational Research and Practice (JVRP), a new platform dedicated to bridging the gap between academic research and industry practice. Stemming from research conducted at the University of Staffordshire, the journal responds to the need for accessible, practitioner-informed dissemination of work-based learning outcomes, particularly those from Higher and Degree Level Apprenticeships. The paper explores the evolving scope of vocational research, emphasising its potential to inform policy and address productivity challenges within the UK and beyond. JVRP advocates for interdisciplinary collaboration, and values contributions from all vocational levels and sectors, including apprentices, degree students, and professionals undertaking practice-based qualifications. This article sets the scene for the editorial issue, which introduces the diverse editorial board, outlines article submission formats, and includes guidance to support first-time authors. Ultimately, JVRP aims to create a community of inquiry where practitioners can share innovations with academic and industry audiences.

The purpose and power of vocational research

Trevor Gerhardt — Sat, 31 May 2025 00:00:00 +0000

As the second editorial in the inaugural issue of the Journal of Vocational Research and Practice (JVRP), this article explores two central commitments shaping the journal’s identity: challenging disciplinary boundaries and fostering radical inclusivity. It critiques the dominance of academic singulars and the exclusion of applied, work-based, and practitioner knowledge, positioning Work-Based Learning (WBL) and Work-Integrated Learning (WIL) as legitimate, interdisciplinary fields. Drawing on Bernstein’s concepts of classification and framing, the piece exposes the structural barriers that marginalise non-traditional voices and epistemologies. It advocates for a publishing space where pracademics, early career researchers, and professionals outside the academy can share critical, contextual insights without compromising rigour. Indigenous Knowledge and bricolage, as concepts, are highlighted as examples of alternative, valid epistemologies often excluded from dominant academic discourse. This editorial invites readers and contributors to help reframe knowledge legitimacy and embrace a more porous, practitioner-informed research landscape.

Writing from practice: turning degree apprenticeship experience into publishable research

Rebecca Quew-Jones — Sat, 31 May 2025 00:00:00 +0000

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.

Methodologies in work-based research: finding the right fit

Joanne Gosling — Sat, 31 May 2025 00:00:00 +0000

This editorial article introduces a practical toolkit to support researchers in selecting appropriate methodologies for work-based inquiry. Emphasising the importance of aligning research methods with research aims, the article explores key methodological paradigms - qualitative, quantitative, interpretivist, ethnographic, case study, action research, and positivist approaches - highlighting their relevance and application in workplace contexts. The toolkit uses visual aids and practical examples to help practitioners conceptualise research designs that reflect real-world complexities, including change management scenarios. It also stresses the value of reflective practice and adaptability in the research process, particularly within collaborative, iterative frameworks such as action research. Methodological choices are made simple and thoughtful selection is encouraged, based on context, purpose, and desired output. This resource ultimately equips vocational and professional researchers with accessible guidance for effective research design and data collection, offering a foundation for deeper insight and meaningful organisational improvement through tailored research strategies.

Ethical considerations in vocational and work-based research: a scoping review

Dilrukshi Dimungu Hewage — Sat, 31 May 2025 00:00:00 +0000

Workplace-based research (WBR) becomes a vital aspect for trainees to learn through inquiry within their professional settings. However, WBR presents unique ethical challenges due to several contextual factors. This study explores the ethical principles and dilemmas involved in WBR, focusing on informed consent, confidentiality, autonomy, and power dynamics in the workplace. Using desk-based research, the study identified conceptual background for ethical practice in WBR. It argues that ethics in WBR must go beyond standard protocols, adopting a context-sensitive approach that protects both researcher and participant welfare. While the study is theoretical in scope, it recommends an operational ethical frameworks for future empirical research in vocational and workplace-based research.

Supporting first-time authors: a culture of encouragement

Sofija Venckute — Sat, 31 May 2025 00:00:00 +0000

First-time academic writers often face challenges such as fear, perfectionism, and lack of confidence, which can hinder the expression of their authentic voice. This article explores how authenticity in vocational and practice-based writing is not only valuable but essential for producing credible, impactful research. While tools and academic conventions are designed to prevent bias and improve clarity, they can sometimes suppress individuality. To address this, the article offers practical guidance on using grammar, structure, and accountability tools that support, not stifle, original expression. It also discusses the role of mindset, resilience, and peer support in helping beginner writers grow their skills without compromising their voice. Finally, it outlines how the Journal of Vocational Research and Practice (JVRP) actively fosters a culture of encouragement, supporting writers through developmental feedback, mentorship, and inclusive practices. The goal is to empower new authors to publish confidently, authentically, and with academic integrity.

Call to action: shape the future of JVRP

Karen Castle; Kieron Chadwick — Sat, 31 May 2025 00:00:00 +0000

As we bring our editorial issue towards a gentle close, this article invites readers to actively shape the journal through meaningful engagement beyond authorship. We emphasise the value of becoming a peer reviewer and highlight how dialogue and diverse perspectives enhance academic and practice-based contributions alike. The piece outlines accessible submission pathways including research articles, accounts of practice / reflections, poster presentations, and hackathon-inspired special issues designed to encourage participation from a broad community of work-based learners and practitioners. Particularly through the latter, JVRP aims to serve as a dynamic, collaborative platform that supports professional growth and sector-wide innovation. With storytelling, emotional reflection, and narrative clarity at its core, this article offers practical guidance for prospective contributors. It sets the stage for the two example submissions that follow - one written and one visual - intended to inspire readers to find their voice and contribute to this evolving, inclusive community.

Ambassador programme: a reflective analysis of a work-based project (example submission)

Yasmin Deter — Sat, 31 May 2025 00:00:00 +0000

This paper explores the creation and impact of an Ambassadors Programme within the youth development charity Seas Your Future. Triggered by sector pressures, the programme aimed to boost brand visibility, stakeholder engagement, and organisational resilience amid economic uncertainty. After an initial unsuccessful ambassador recruitment in 2021, a renewed approach in 2023, informed by motivational theories such as Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory, successfully recruited 28 diverse ambassadors across the UK and internationally. Despite organisational challenges including voluntary liquidation and structural changes, ambassador commitment remained strong, underscoring the programme’s effectiveness in fostering shared values and community alignment. The project enhanced the author’s leadership, communication, and strategic skills while highlighting the importance of authenticity, transparency, and value alignment in sustaining engagement. Lessons learned emphasise the need for clearer long-term structures and risk management. This case illustrates how mission-driven ambassador initiatives can strengthen small charities’ resilience and growth.

Factors driving achievement and retention rates of apprentices in the casual dining sector (example submission)

Alexia Seabrook — Sat, 31 May 2025 00:00:00 +0000

This study investigates factors influencing achievement and retention rates among apprentices within an employer-provider in the casual dining sector. Using a mixed-methods approach, data was collected from company records and a learner survey to identify challenges and enablers of success across 150 sites. Four key factors were identified: workplace support, completion of functional skills, method of employment, and access to off-the-job training. Findings revealed that learners with strong managerial support and pre-apprenticeship recruitment were more likely to complete their programmes, while inadequate time for functional skills and limited access to resources hindered progress. Six targeted recommendations were implemented, including improved induction packs, enhanced recruitment screening, and IT upgrades. One year post-implementation, the organisation reported a 14% increase in achievement rates and significant improvements in learner satisfaction and progression. These results support the organisation’s ambition to expand its training provision and reinforce the importance of structured support in vocational education.