Introduction

Apprenticeships are now widely accepted by all stakeholders as a means of enabling the development of young people’s skills and ensuring their successful integration into companies. The scope of apprenticeship training has gradually broadened and, since the 1990s, has developed in higher education. In France, the ESSEC Business School introduced apprenticeships in 1993, with a knock-on effect in higher education. At the beginning of 2018, 166,000 apprenticeship contracts concluded in France concerned higher education diplomas, representing 38% of the total, a percentage that has been steadily increasing in recent years.

A large number of executives have thus benefited from apprentice status. Many managers have acted as apprenticeship managers in companies. Many teachers have been involved in the follow-up of the apprenticeship pathway as tutors. Surveys show that the experiences of apprentices, their tutors and apprenticeship managers have made a real contribution to each of these actors and contributed to the development of their respective professional skills.

This book aims to cross-reference the views of each of these stakeholders on the basis of their experiences of learning as apprentices, teacher-tutors or apprenticeship managers. The testimonies of the 48 co-authors highlight how an apprenticeship has enabled them to improve their professional skills and practices and advanced their organization.

The interaction between these three actors in the work/study ...

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