Jean-Luc Cerdin is Professor of Human Resource Management and Academic Director of the apprenticeships at ESSEC Business School, France. He is also a Doctor of Science Management.Jean-Marie Peretti is Professor at ESSEC Business School. He is also the current holder of the ESSEC Chair of Change and the ESSEC Chair of Managerial Innovation.

• Foreword – ESSEC Business School: The Pioneering Spirit xvForeword – Learning by Doing xixIntroduction xxiiiJean-Luc CERDIN and Jean-Marie PERETTIPart 1. The Challenges of Apprenticeships in the Training System 1Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3Florence LE FIBLEC and Michel GORDIN1.1. Introduction 31.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 41.2.1. The approach, the creative process, the pillar: the change in power 41.2.2. The choice of pace of work-linked training and duration: tailor-made 51.2.3. International experience 51.2.4. The individualization of courses 61.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 61.4. The French model: economic balances and their complexity 81.5. The governance of an apprenticeship program: power issues? 9Chapter 2. Apprenticeships: The First Learning Experience 11Soufyane FRIMOUSSE and Jean-Marie PERETTI2.1. Introduction 112.2. The apprentice in the 70/20/10 apprenticeship model 112.3. Towards a permanent learning dynamic 132.4. From learning to the ability to act 142.5. Conclusion 162.6. References 16Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19Véronique BILLAT and Mireille BLAESS3.1. Introduction 193.2. An apprentice entrepreneur 193.3. A new product in a present but immature market 203.4. As a result, an innovative approach 213.5. Conclusion 253.6. References 25Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27Pierre-Yves SANSÉAU and Christian DEFÉLIX4.1. Introduction 274.2. Realities of competence approaches in SMEs and VSEs 274.3. In SMEs and VSEs, apprenticeship along the way 284.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 294.5. Conclusion 314.6. References 31Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL5.1. A study of the efficiency of French post-baccalaureate business schools 335.1.1. Introduction 335.1.2. Student satisfaction through apprenticeship training 385.2. Methodology 395.2.1. Using the DEA method in measuring the efficiency of higher education institutions 395.2.2. Presentation of the DEA method 405.2.3. Application of the DEA method to business schools in France 425.2.4. Result of the DEA method 435.3. Conclusion 455.4. References 46Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51Sana HENDA6.1. Introduction 516.2. Work-linked training 526.3. Follow-up and role of the tutor or apprenticeship manager 536.4. Autonomy and confidence building? 546.5. Better professional integration 556.6. Managing the pace of the work-linked training 566.7. Conclusion 576.8. References 57Chapter 7. Reflexivity and Management Apprenticeships 59Sandrine ANSART and Pierre-Yves SANSÉAU7.1. Introduction 597.2. From reflexivity to reflexive manager? 597.3. Initial training: from a “classical” learning posture to a reflective posture 617.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 627.5. APEL: strong reflexivity in the “being” dimension 647.6. References 65Part 2. Perspectives of Apprenticeship Actors 67Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69Alain BERNARD8.1. Introduction 698.2. A favorable educational context 738.3. The genesis of the idea of apprenticeships and the results observed three months later 748.4. Monitoring and controlling the progress of apprentices 768.5. Conclusion 778.6. References 77Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79Nathalie MONTARGOT and Dominic DRILLON9.1. Introduction 799.2. Context 799.3. Conclusion 849.4. References 85Chapter 10. Beneficiaries of the Apprenticeship Process 87Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ10.1. Introduction 8710.2. Benefits for the apprentice 8810.3. Benefits for the company 9210.4. Benefits for the CFA 9510.5. Other beneficiaries 9610.6. Conclusion 97Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99Mirella BLAISE and Sophie RIVIÈRE11.1. Introduction 9911.2. Apprenticeship, an increasingly conscious and deliberate choice 9911.3. The benefits of choosing an apprenticeship for Business School students 10111.3.1. Mirella’s testimony: getting to know each other better 10111.3.2. Sophie’s testimony: easier access to employment 10311.3.3. Financing your training and student life 10411.4. References 105Chapter 12. Reflections on “Apprenticeships” 107Bruno BOUNIOL12.1. Introduction 10712.2. Apprenticeships: multiple realities 10712.3. Apprenticeships in the higher education system 109Chapter 13. Apprenticeships at ESSEC: Practice 111Wolfgang DICK13.1. Introduction 11113.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 11113.3. Students’ motivations for getting involved in the scheme 11213.4. Organization over time 11213.4.1. Apprenticeships in two distinct periods 11313.4.2. Continuous learning 11313.5. The geographical and intercultural dimension 11413.6. The experience of trust in the professional environment 11513.7. Challenges to consider 11513.8. Conclusion 116Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117Soufyane FRIMOUSSE and Christophe STORAÏ14.1. Introduction 11714.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 11714.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 11814.3.1. A specific methodology 11914.4. Conclusion 122Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO15.1. Introduction 12515.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 12515.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 12615.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 12815.5. Conclusion 13015.6. References 131Part 3. Elsewhere in the World 133Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135Éric DAVOINE and Ludger DEITMER16.1. Introduction 13516.2. Main features of dual German learning 13616.3. Conditions for the success of the dual German training model 13816.4. Conclusion 14016.5. References 140Chapter 17. Apprenticeships in England 143Sandra MCNALLY17.1. Introduction 14317.2. The apprenticeship system in England 14417.3. The evolution of apprenticeship numbers 14517.4. What is the value of an apprenticeship? 14717.5. Conclusion 15317.6. References 153Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155Mouloud MADOUN18.1. Apprenticeships to help industrialization 15518.2. Apprenticeships for development and culture 15618.3. Reform training policies and better response to needs 15718.4. Population and youth: an opportunity and a challenge 15718.5. The implementation of the apprenticeship system 15818.6. Some concrete examples 16018.6.1. The Rhino experience 16018.6.2. Interview with GS, Flowlink company Coimbatore 16218.6.3. Abandonment of training by some 16318.6.4. L&T Mumbai Group is the leader in construction and public works 164Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167Lovanirina RAMBOARISON-LALAO and Landisoa RABESON19.1. Introduction 16719.2. Higher education in management sciences in Madagascar 16819.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 17019.4. What added value does an apprenticeship with continuous management training bring? 17219.5. Conclusion 17319.6. References 173Chapter 20. Training African Managers and Combating the “Brain Drain” 175Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD20.1. Introduction 17520.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 17620.3. Apprenticeships and competitiveness: the example of the DRC 17720.4. References 178Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181Junko TAKAGI21.1. Defining apprenticeships 18121.2. Internships in a company in Japan 18221.3. Analysis of the situation in Japan 18421.4. Conclusion 186Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187Kate-Yue ZHANG and Jean-Luc CERDIN22.1. A historical overview 18722.2. Cultural elements: morality and the profession 18822.2.1. Morality 18822.2.2. Profession 18822.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 18922.4. Implications for France 19122.5. References 192Part 4. Perspectives on Apprenticeships 193Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195Sylvie BRUNET23.1. Introduction 19523.2. Conditions for facilitating access to apprenticeships 19623.3. Securing the apprentice’s career path to reduce contract breaches 19923.4. Conclusion 20123.5. References 201Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203Corinne FORASACCO and Sylvie CHARTIER-GUEUDET24.1. Introduction 20324.1.1. Learning as metanoia: a behavioral transformation 20324.1.2. Learning in a systems approach: the learning organization 20324.2. Six keys to developing learning as an evolution of people’s behavior 20424.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 20524.2.2. Creating a virtuous circle of trust for quality apprenticeships 20624.2.3. Strengthening your attention span 20724.2.4. Restructuring emotions and emotional intelligence to better adapt 20924.2.5. Favoring letting go and renouncing perfection 21024.2.6. The virtues of systemic learning in the face of complexity and uncertainty 21124.3. A facilitating environment and a learning organization: the example of the insurance sector 21224.3.1. The timescale requiring a new learning framework 21224.3.2. Daily learning: a construction through a new social dialog 21324.3.3. A favorable working environment for learning differently 21324.3.4. The evolution of managerial positions in the service of the development of learning 21524.3.5. Open apprenticeship approaches for sustainable learning 21624.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 21724.4. Conclusion 21724.5. References 219Chapter 25. Apprenticeships: Conversation as a Lever 221Olivier FOURCADET25.1. Introduction 22125.2. Overrated talent 22425.3. Mission contract and feedback 22525.4. Projection outside the scope of the current field experience 22525.5. Conclusion 22625.6. References 226Chapter 26. Paradigm Shift: All Learners 22François SILVA and Marie PERETTI-NDIAYE26.1. Introduction 22726.2. Escaping narrow rationalism 22926.3. The immensity of the cyberspace of knowledge 23026.4. A new way of thinking 23026.5. Developing critical thinking skills 23126.6. Solving problems 23226.7. References 233Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235Abdelwahab AIT RAZOUK and Anne HERVEOU27.1. Introduction 23527.2. Job quality: a multidimensional concept 23627.3. Job quality: a real expectation of apprentices 23727.4. Quality of employment: which strategic choices do companies make? 23827.5. Conclusion 24027.6. References 241Chapter 28. All Apprentices: A Necessity 243Laurent BIBARD28.1. Introduction 24328.2. The challenges of the learning curve: the structural ambivalence of competencies 24428.3. The vital nature of the integration by all of a learning position 24728.4. Conclusion 249Chapter 29. Research on Apprenticeships 25Kushal SHARMA and Jean-Luc CERDIN29.1. Introduction 25129.2. First theme: understanding apprenticeships 25229.2.1. Defining apprenticeships 25229.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 25329.3. Second theme: the effects of apprenticeships 25329.3.1. The contribution of apprenticeships to the career development of young individuals 25329.3.2. The effect of apprenticeship management on the development of training organizations 25429.3.3. Apprenticeships within a broader talent management program within organizations 25429.4. Third theme: apprenticeships as part of CSR 25429.4.1. Intergenerational transmission of knowledge through apprenticeships 25529.4.2. The company’s formative roles 25529.5. Fourth theme: apprenticeships in an international context 25529.5.1. The German model 25629.5.2. The British model 25629.5.3. The French model 25729.5.4. International mobility in apprenticeships 25729.6. Conclusion 25829.7. References 259List of Authors 261Index 265

Jean-Luc Cerdin is Professor of Human Resource Management and Academic Director of the apprenticeships at ESSEC Business School, France. He is also a Doctor of Science Management.Jean-Marie Peretti is Professor at ESSEC Business School. He is also the current holder of the ESSEC Chair of Change and the ESSEC Chair of Managerial Innovation.

• Foreword – ESSEC Business School: The Pioneering Spirit xvForeword – Learning by Doing xixIntroduction xxiiiJean-Luc CERDIN and Jean-Marie PERETTIPart 1. The Challenges of Apprenticeships in the Training System 1Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3Florence LE FIBLEC and Michel GORDIN1.1. Introduction 31.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 41.2.1. The approach, the creative process, the pillar: the change in power 41.2.2. The choice of pace of work-linked training and duration: tailor-made 51.2.3. International experience 51.2.4. The individualization of courses 61.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 61.4. The French model: economic balances and their complexity 81.5. The governance of an apprenticeship program: power issues? 9Chapter 2. Apprenticeships: The First Learning Experience 11Soufyane FRIMOUSSE and Jean-Marie PERETTI2.1. Introduction 112.2. The apprentice in the 70/20/10 apprenticeship model 112.3. Towards a permanent learning dynamic 132.4. From learning to the ability to act 142.5. Conclusion 162.6. References 16Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19Véronique BILLAT and Mireille BLAESS3.1. Introduction 193.2. An apprentice entrepreneur 193.3. A new product in a present but immature market 203.4. As a result, an innovative approach 213.5. Conclusion 253.6. References 25Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27Pierre-Yves SANSÉAU and Christian DEFÉLIX4.1. Introduction 274.2. Realities of competence approaches in SMEs and VSEs 274.3. In SMEs and VSEs, apprenticeship along the way 284.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 294.5. Conclusion 314.6. References 31Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL5.1. A study of the efficiency of French post-baccalaureate business schools 335.1.1. Introduction 335.1.2. Student satisfaction through apprenticeship training 385.2. Methodology 395.2.1. Using the DEA method in measuring the efficiency of higher education institutions 395.2.2. Presentation of the DEA method 405.2.3. Application of the DEA method to business schools in France 425.2.4. Result of the DEA method 435.3. Conclusion 455.4. References 46Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51Sana HENDA6.1. Introduction 516.2. Work-linked training 526.3. Follow-up and role of the tutor or apprenticeship manager 536.4. Autonomy and confidence building? 546.5. Better professional integration 556.6. Managing the pace of the work-linked training 566.7. Conclusion 576.8. References 57Chapter 7. Reflexivity and Management Apprenticeships 59Sandrine ANSART and Pierre-Yves SANSÉAU7.1. Introduction 597.2. From reflexivity to reflexive manager? 597.3. Initial training: from a “classical” learning posture to a reflective posture 617.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 627.5. APEL: strong reflexivity in the “being” dimension 647.6. References 65Part 2. Perspectives of Apprenticeship Actors 67Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69Alain BERNARD8.1. Introduction 698.2. A favorable educational context 738.3. The genesis of the idea of apprenticeships and the results observed three months later 748.4. Monitoring and controlling the progress of apprentices 768.5. Conclusion 778.6. References 77Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79Nathalie MONTARGOT and Dominic DRILLON9.1. Introduction 799.2. Context 799.3. Conclusion 849.4. References 85Chapter 10. Beneficiaries of the Apprenticeship Process 87Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ10.1. Introduction 8710.2. Benefits for the apprentice 8810.3. Benefits for the company 9210.4. Benefits for the CFA 9510.5. Other beneficiaries 9610.6. Conclusion 97Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99Mirella BLAISE and Sophie RIVIÈRE11.1. Introduction 9911.2. Apprenticeship, an increasingly conscious and deliberate choice 9911.3. The benefits of choosing an apprenticeship for Business School students 10111.3.1. Mirella’s testimony: getting to know each other better 10111.3.2. Sophie’s testimony: easier access to employment 10311.3.3. Financing your training and student life 10411.4. References 105Chapter 12. Reflections on “Apprenticeships” 107Bruno BOUNIOL12.1. Introduction 10712.2. Apprenticeships: multiple realities 10712.3. Apprenticeships in the higher education system 109Chapter 13. Apprenticeships at ESSEC: Practice 111Wolfgang DICK13.1. Introduction 11113.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 11113.3. Students’ motivations for getting involved in the scheme 11213.4. Organization over time 11213.4.1. Apprenticeships in two distinct periods 11313.4.2. Continuous learning 11313.5. The geographical and intercultural dimension 11413.6. The experience of trust in the professional environment 11513.7. Challenges to consider 11513.8. Conclusion 116Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117Soufyane FRIMOUSSE and Christophe STORAÏ14.1. Introduction 11714.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 11714.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 11814.3.1. A specific methodology 11914.4. Conclusion 122Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO15.1. Introduction 12515.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 12515.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 12615.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 12815.5. Conclusion 13015.6. References 131Part 3. Elsewhere in the World 133Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135Éric DAVOINE and Ludger DEITMER16.1. Introduction 13516.2. Main features of dual German learning 13616.3. Conditions for the success of the dual German training model 13816.4. Conclusion 14016.5. References 140Chapter 17. Apprenticeships in England 143Sandra MCNALLY17.1. Introduction 14317.2. The apprenticeship system in England 14417.3. The evolution of apprenticeship numbers 14517.4. What is the value of an apprenticeship? 14717.5. Conclusion 15317.6. References 153Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155Mouloud MADOUN18.1. Apprenticeships to help industrialization 15518.2. Apprenticeships for development and culture 15618.3. Reform training policies and better response to needs 15718.4. Population and youth: an opportunity and a challenge 15718.5. The implementation of the apprenticeship system 15818.6. Some concrete examples 16018.6.1. The Rhino experience 16018.6.2. Interview with GS, Flowlink company Coimbatore 16218.6.3. Abandonment of training by some 16318.6.4. L&T Mumbai Group is the leader in construction and public works 164Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167Lovanirina RAMBOARISON-LALAO and Landisoa RABESON19.1. Introduction 16719.2. Higher education in management sciences in Madagascar 16819.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 17019.4. What added value does an apprenticeship with continuous management training bring? 17219.5. Conclusion 17319.6. References 173Chapter 20. Training African Managers and Combating the “Brain Drain” 175Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD20.1. Introduction 17520.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 17620.3. Apprenticeships and competitiveness: the example of the DRC 17720.4. References 178Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181Junko TAKAGI21.1. Defining apprenticeships 18121.2. Internships in a company in Japan 18221.3. Analysis of the situation in Japan 18421.4. Conclusion 186Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187Kate-Yue ZHANG and Jean-Luc CERDIN22.1. A historical overview 18722.2. Cultural elements: morality and the profession 18822.2.1. Morality 18822.2.2. Profession 18822.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 18922.4. Implications for France 19122.5. References 192Part 4. Perspectives on Apprenticeships 193Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195Sylvie BRUNET23.1. Introduction 19523.2. Conditions for facilitating access to apprenticeships 19623.3. Securing the apprentice’s career path to reduce contract breaches 19923.4. Conclusion 20123.5. References 201Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203Corinne FORASACCO and Sylvie CHARTIER-GUEUDET24.1. Introduction 20324.1.1. Learning as metanoia: a behavioral transformation 20324.1.2. Learning in a systems approach: the learning organization 20324.2. Six keys to developing learning as an evolution of people’s behavior 20424.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 20524.2.2. Creating a virtuous circle of trust for quality apprenticeships 20624.2.3. Strengthening your attention span 20724.2.4. Restructuring emotions and emotional intelligence to better adapt 20924.2.5. Favoring letting go and renouncing perfection 21024.2.6. The virtues of systemic learning in the face of complexity and uncertainty 21124.3. A facilitating environment and a learning organization: the example of the insurance sector 21224.3.1. The timescale requiring a new learning framework 21224.3.2. Daily learning: a construction through a new social dialog 21324.3.3. A favorable working environment for learning differently 21324.3.4. The evolution of managerial positions in the service of the development of learning 21524.3.5. Open apprenticeship approaches for sustainable learning 21624.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 21724.4. Conclusion 21724.5. References 219Chapter 25. Apprenticeships: Conversation as a Lever 221Olivier FOURCADET25.1. Introduction 22125.2. Overrated talent 22425.3. Mission contract and feedback 22525.4. Projection outside the scope of the current field experience 22525.5. Conclusion 22625.6. References 226Chapter 26. Paradigm Shift: All Learners 22François SILVA and Marie PERETTI-NDIAYE26.1. Introduction 22726.2. Escaping narrow rationalism 22926.3. The immensity of the cyberspace of knowledge 23026.4. A new way of thinking 23026.5. Developing critical thinking skills 23126.6. Solving problems 23226.7. References 233Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235Abdelwahab AIT RAZOUK and Anne HERVEOU27.1. Introduction 23527.2. Job quality: a multidimensional concept 23627.3. Job quality: a real expectation of apprentices 23727.4. Quality of employment: which strategic choices do companies make? 23827.5. Conclusion 24027.6. References 241Chapter 28. All Apprentices: A Necessity 243Laurent BIBARD28.1. Introduction 24328.2. The challenges of the learning curve: the structural ambivalence of competencies 24428.3. The vital nature of the integration by all of a learning position 24728.4. Conclusion 249Chapter 29. Research on Apprenticeships 25Kushal SHARMA and Jean-Luc CERDIN29.1. Introduction 25129.2. First theme: understanding apprenticeships 25229.2.1. Defining apprenticeships 25229.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 25329.3. Second theme: the effects of apprenticeships 25329.3.1. The contribution of apprenticeships to the career development of young individuals 25329.3.2. The effect of apprenticeship management on the development of training organizations 25429.3.3. Apprenticeships within a broader talent management program within organizations 25429.4. Third theme: apprenticeships as part of CSR 25429.4.1. Intergenerational transmission of knowledge through apprenticeships 25529.4.2. The company’s formative roles 25529.5. Fourth theme: apprenticeships in an international context 25529.5.1. The German model 25629.5.2. The British model 25629.5.3. The French model 25729.5.4. International mobility in apprenticeships 25729.6. Conclusion 25829.7. References 259List of Authors 261Index 265

Jean-Luc Cerdin is Professor of Human Resource Management and Academic Director of the apprenticeships at ESSEC Business School, France. He is also a Doctor of Science Management.Jean-Marie Peretti is Professor at ESSEC Business School. He is also the current holder of the ESSEC Chair of Change and the ESSEC Chair of Managerial Innovation.

• Foreword – ESSEC Business School: The Pioneering Spirit xvForeword – Learning by Doing xixIntroduction xxiiiJean-Luc CERDIN and Jean-Marie PERETTIPart 1. The Challenges of Apprenticeships in the Training System 1Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3Florence LE FIBLEC and Michel GORDIN1.1. Introduction 31.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 41.2.1. The approach, the creative process, the pillar: the change in power 41.2.2. The choice of pace of work-linked training and duration: tailor-made 51.2.3. International experience 51.2.4. The individualization of courses 61.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 61.4. The French model: economic balances and their complexity 81.5. The governance of an apprenticeship program: power issues? 9Chapter 2. Apprenticeships: The First Learning Experience 11Soufyane FRIMOUSSE and Jean-Marie PERETTI2.1. Introduction 112.2. The apprentice in the 70/20/10 apprenticeship model 112.3. Towards a permanent learning dynamic 132.4. From learning to the ability to act 142.5. Conclusion 162.6. References 16Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19Véronique BILLAT and Mireille BLAESS3.1. Introduction 193.2. An apprentice entrepreneur 193.3. A new product in a present but immature market 203.4. As a result, an innovative approach 213.5. Conclusion 253.6. References 25Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27Pierre-Yves SANSÉAU and Christian DEFÉLIX4.1. Introduction 274.2. Realities of competence approaches in SMEs and VSEs 274.3. In SMEs and VSEs, apprenticeship along the way 284.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 294.5. Conclusion 314.6. References 31Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL5.1. A study of the efficiency of French post-baccalaureate business schools 335.1.1. Introduction 335.1.2. Student satisfaction through apprenticeship training 385.2. Methodology 395.2.1. Using the DEA method in measuring the efficiency of higher education institutions 395.2.2. Presentation of the DEA method 405.2.3. Application of the DEA method to business schools in France 425.2.4. Result of the DEA method 435.3. Conclusion 455.4. References 46Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51Sana HENDA6.1. Introduction 516.2. Work-linked training 526.3. Follow-up and role of the tutor or apprenticeship manager 536.4. Autonomy and confidence building? 546.5. Better professional integration 556.6. Managing the pace of the work-linked training 566.7. Conclusion 576.8. References 57Chapter 7. Reflexivity and Management Apprenticeships 59Sandrine ANSART and Pierre-Yves SANSÉAU7.1. Introduction 597.2. From reflexivity to reflexive manager? 597.3. Initial training: from a “classical” learning posture to a reflective posture 617.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 627.5. APEL: strong reflexivity in the “being” dimension 647.6. References 65Part 2. Perspectives of Apprenticeship Actors 67Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69Alain BERNARD8.1. Introduction 698.2. A favorable educational context 738.3. The genesis of the idea of apprenticeships and the results observed three months later 748.4. Monitoring and controlling the progress of apprentices 768.5. Conclusion 778.6. References 77Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79Nathalie MONTARGOT and Dominic DRILLON9.1. Introduction 799.2. Context 799.3. Conclusion 849.4. References 85Chapter 10. Beneficiaries of the Apprenticeship Process 87Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ10.1. Introduction 8710.2. Benefits for the apprentice 8810.3. Benefits for the company 9210.4. Benefits for the CFA 9510.5. Other beneficiaries 9610.6. Conclusion 97Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99Mirella BLAISE and Sophie RIVIÈRE11.1. Introduction 9911.2. Apprenticeship, an increasingly conscious and deliberate choice 9911.3. The benefits of choosing an apprenticeship for Business School students 10111.3.1. Mirella’s testimony: getting to know each other better 10111.3.2. Sophie’s testimony: easier access to employment 10311.3.3. Financing your training and student life 10411.4. References 105Chapter 12. Reflections on “Apprenticeships” 107Bruno BOUNIOL12.1. Introduction 10712.2. Apprenticeships: multiple realities 10712.3. Apprenticeships in the higher education system 109Chapter 13. Apprenticeships at ESSEC: Practice 111Wolfgang DICK13.1. Introduction 11113.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 11113.3. Students’ motivations for getting involved in the scheme 11213.4. Organization over time 11213.4.1. Apprenticeships in two distinct periods 11313.4.2. Continuous learning 11313.5. The geographical and intercultural dimension 11413.6. The experience of trust in the professional environment 11513.7. Challenges to consider 11513.8. Conclusion 116Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117Soufyane FRIMOUSSE and Christophe STORAÏ14.1. Introduction 11714.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 11714.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 11814.3.1. A specific methodology 11914.4. Conclusion 122Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO15.1. Introduction 12515.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 12515.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 12615.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 12815.5. Conclusion 13015.6. References 131Part 3. Elsewhere in the World 133Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135Éric DAVOINE and Ludger DEITMER16.1. Introduction 13516.2. Main features of dual German learning 13616.3. Conditions for the success of the dual German training model 13816.4. Conclusion 14016.5. References 140Chapter 17. Apprenticeships in England 143Sandra MCNALLY17.1. Introduction 14317.2. The apprenticeship system in England 14417.3. The evolution of apprenticeship numbers 14517.4. What is the value of an apprenticeship? 14717.5. Conclusion 15317.6. References 153Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155Mouloud MADOUN18.1. Apprenticeships to help industrialization 15518.2. Apprenticeships for development and culture 15618.3. Reform training policies and better response to needs 15718.4. Population and youth: an opportunity and a challenge 15718.5. The implementation of the apprenticeship system 15818.6. Some concrete examples 16018.6.1. The Rhino experience 16018.6.2. Interview with GS, Flowlink company Coimbatore 16218.6.3. Abandonment of training by some 16318.6.4. L&T Mumbai Group is the leader in construction and public works 164Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167Lovanirina RAMBOARISON-LALAO and Landisoa RABESON19.1. Introduction 16719.2. Higher education in management sciences in Madagascar 16819.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 17019.4. What added value does an apprenticeship with continuous management training bring? 17219.5. Conclusion 17319.6. References 173Chapter 20. Training African Managers and Combating the “Brain Drain” 175Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD20.1. Introduction 17520.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 17620.3. Apprenticeships and competitiveness: the example of the DRC 17720.4. References 178Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181Junko TAKAGI21.1. Defining apprenticeships 18121.2. Internships in a company in Japan 18221.3. Analysis of the situation in Japan 18421.4. Conclusion 186Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187Kate-Yue ZHANG and Jean-Luc CERDIN22.1. A historical overview 18722.2. Cultural elements: morality and the profession 18822.2.1. Morality 18822.2.2. Profession 18822.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 18922.4. Implications for France 19122.5. References 192Part 4. Perspectives on Apprenticeships 193Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195Sylvie BRUNET23.1. Introduction 19523.2. Conditions for facilitating access to apprenticeships 19623.3. Securing the apprentice’s career path to reduce contract breaches 19923.4. Conclusion 20123.5. References 201Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203Corinne FORASACCO and Sylvie CHARTIER-GUEUDET24.1. Introduction 20324.1.1. Learning as metanoia: a behavioral transformation 20324.1.2. Learning in a systems approach: the learning organization 20324.2. Six keys to developing learning as an evolution of people’s behavior 20424.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 20524.2.2. Creating a virtuous circle of trust for quality apprenticeships 20624.2.3. Strengthening your attention span 20724.2.4. Restructuring emotions and emotional intelligence to better adapt 20924.2.5. Favoring letting go and renouncing perfection 21024.2.6. The virtues of systemic learning in the face of complexity and uncertainty 21124.3. A facilitating environment and a learning organization: the example of the insurance sector 21224.3.1. The timescale requiring a new learning framework 21224.3.2. Daily learning: a construction through a new social dialog 21324.3.3. A favorable working environment for learning differently 21324.3.4. The evolution of managerial positions in the service of the development of learning 21524.3.5. Open apprenticeship approaches for sustainable learning 21624.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 21724.4. Conclusion 21724.5. References 219Chapter 25. Apprenticeships: Conversation as a Lever 221Olivier FOURCADET25.1. Introduction 22125.2. Overrated talent 22425.3. Mission contract and feedback 22525.4. Projection outside the scope of the current field experience 22525.5. Conclusion 22625.6. References 226Chapter 26. Paradigm Shift: All Learners 22François SILVA and Marie PERETTI-NDIAYE26.1. Introduction 22726.2. Escaping narrow rationalism 22926.3. The immensity of the cyberspace of knowledge 23026.4. A new way of thinking 23026.5. Developing critical thinking skills 23126.6. Solving problems 23226.7. References 233Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235Abdelwahab AIT RAZOUK and Anne HERVEOU27.1. Introduction 23527.2. Job quality: a multidimensional concept 23627.3. Job quality: a real expectation of apprentices 23727.4. Quality of employment: which strategic choices do companies make? 23827.5. Conclusion 24027.6. References 241Chapter 28. All Apprentices: A Necessity 243Laurent BIBARD28.1. Introduction 24328.2. The challenges of the learning curve: the structural ambivalence of competencies 24428.3. The vital nature of the integration by all of a learning position 24728.4. Conclusion 249Chapter 29. Research on Apprenticeships 25Kushal SHARMA and Jean-Luc CERDIN29.1. Introduction 25129.2. First theme: understanding apprenticeships 25229.2.1. Defining apprenticeships 25229.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 25329.3. Second theme: the effects of apprenticeships 25329.3.1. The contribution of apprenticeships to the career development of young individuals 25329.3.2. The effect of apprenticeship management on the development of training organizations 25429.3.3. Apprenticeships within a broader talent management program within organizations 25429.4. Third theme: apprenticeships as part of CSR 25429.4.1. Intergenerational transmission of knowledge through apprenticeships 25529.4.2. The company’s formative roles 25529.5. Fourth theme: apprenticeships in an international context 25529.5.1. The German model 25629.5.2. The British model 25629.5.3. The French model 25729.5.4. International mobility in apprenticeships 25729.6. Conclusion 25829.7. References 259List of Authors 261Index 265