Purpose This study aims to examine how the senior leader apprenticeship (SLA) programme, designed to train future leaders, supports the development of self-confidence of learners who have completed the programme and how the apprenticeship pedagogy facilitates such development. Design/methodology/approach The methodological approach taken combines group concept mapping (GCM), a mixed methods-based approach, and qualitative data analysis methods. Senior leader apprentices who completed the programme participated in the study and their perspective is represented. Findings Leadership progression develops from relationships between three concepts – personal development from learning, communication with others and the development of self-confidence. Work-based learning (WBL) makes a significant contribution towards improving self-confidence through the integration of theory and practice. The application of reflective/reflexive practice requires support for personal transformation, providing a more in-depth understanding of the broader business process combined with experience. Practical implications The development of self-confidence supports personal and professional development and is a core element required for effective leadership. A WBL pedagogy provides opportunities for leadership development in a higher education and organisational setting. Originality/value There is no SLA-specific research with participants’ content data that uses both GCM, a bottom-up approach, with qualitative data analysis, a top-down approach, towards a co-construction of knowledge for understanding the achievement of greater self-confidence. The findings obtained from this original approach provide an alternative method for future research.
Evans et al. (Tue,) studied this question.
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