How does participant experience of work-based learning shape a professional identity?

This article explores how professional identity is shaped through experiences on a work-based learning programme. In this context, professional identity is defined as a range of beliefs and attitudes about the professions for which an individual is preparing themselves. Set within the current Higher and Degree Apprenticeships agenda, the research has been framed using a constructivist approach involving the collection of qualitative data. The data draws on an inductive thematic analysis of oral narrative reflections, generated through semi-structured interviews. Research participants were sourced from two work-based learning programmes (WBLP’s) over a period of four years. The development of professional identity was researched within a conceptual framework adapted from Canrinus et al., (2012) and Puurala and Löfströme (2003). Findings show that experiences of professional frustration have an impact on an individual’s professional identity. This links with job satisfaction and commitment to the organisation, as experience of professional frustration can contribute to negative feelings towards the organisation. The study showed that Investment of an organisation into work-based learning can help develop an individual’s sense of professional identity. However, if the organisations commitment to the individual is not played out in real terms, their sense of professional identity can be affected detrimentally