Date of Award

2026

Degree Name

Leadership Studies

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Eugenia Lambert

Second Advisor

Dr. Ron Childress

Third Advisor

Dr. Matthew Messer

Abstract

Despite substantial policy investment in apprenticeship expansion, fewer than 0.4% of the American workforce participates in registered apprenticeship programs, with adoption rates remaining particularly low among small and medium-sized enterprises (SMEs). This qualitative multiple-case study examined the rationale, structure, implementation, and sustainability of formal apprenticeship programs across 11 SMEs representing manufacturing, woodworking, healthcare, energy, and food processing sectors. Three supplemental interviews with workforce development intermediaries and state-level apprenticeship support organizations provided contextual insight into regulatory processes and institutional supports. Data were collected through semi-structured interviews and document analysis, and analyzed using iterative thematic coding in MAXQDA. Findings reveal that SME apprenticeship adoption was driven primarily by workforce stabilization, succession planning, and alignment with organizational values, emphasizing employee investment and community engagement rather than formal return-on-investment calculations. While federal and state requirements shaped core program structures, SMEs exercised significant agency in learning delivery and oversight, relying heavily on mentorship relationships, socially embedded recruitment networks, and locally anchored talent pipelines. Resource demands, including direct financial investment, administrative burden, and supervisory time, persisted well beyond initial program setup and required dedicated HR infrastructure for regulatory adherence. Apprenticeship effectiveness was most commonly assessed through retention rates and workforce stability rather than formal productivity metrics, revealing a misalignment between policy-driven evaluation frameworks and SME managerial cognition. Cross-case analysis identified five evidence-based best practices: relational and cultural investment, intentional curriculum customization, strategic use of external infrastructure, selective recruitment strategies, and context-appropriate program management systems. Findings are interpreted through Human Capital Theory, Social Learning Theory, Labor Market Segmentation Theory, the Skill Ecosystems Framework, and Comparative Institutional Analysis. Implications for SME leaders, intermediaries, policymakers, and educational institutions are discussed, with recommendations for reducing administrative barriers, strengthening intermediary infrastructure, and expanding awareness of available supports to increase apprenticeship accessibility for smaller enterprises.

Subject(s)

Education.

Continuing education.

Educational leadership.

Apprenticeship programs.

Employees -- Training of.

Occupational training.

Career development.

Small business.

Business enterprises.

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