A Comparative Case Study of Nuclear Apprenticeship Participants’ Perceptions of Self-Confidence in the Nuclear Workforce in South Carolina and Georgia
Loading...
Authors
Drayton, Aherial
Issue Date
2026-01-07
Type
Dissertation
Language
en_US
Keywords
Educational leadership , Educational evaluation , Education, Higher , Apprenticeship programs , Case studies , Self-confidence , Dissertations, Academic
Alternative Title
Abstract
The purpose of this study is to provide feedback about confidence-building and retention factors to institutions and businesses as they create programs to hire employees and help close the skills and labor gap in the nuclear industry. The United States currently suffers from a labor and skills shortage that has impacted several industries. The shortage resulted from increased Baby Boomer retirements (A.B. Krueger, 2017) and a lack of sufficient training programs to replace those vacancies (Christo-Baker et al., 2017; Lucas et al., 2018). Although many industries are affected, the nuclear field is of concern because of upcoming missions spearheaded by the U.S. government (National Nuclear Security Administration, n.d.; O’Sullivan, 2023; Trum, 2021; Volpe, 2015). Employers have partnered with local colleges to train new workers through apprenticeship programs that provide academic and workplace support for apprentices as they complete on-the-job and classroom training requirements. Program graduates must feel confident enough to thrive in the nuclear field, remain employed, and close the labor gap. For this study, a Comparative Case Study was conducted comparing nuclear apprenticeship graduates from schools and employers in Georgia and South Carolina to learn about their apprenticeship experiences. After analyzing the individual and focus group interviews, the findings revealed that the former apprentices were satisfied with their growth in confidence. Still, they sought increased financial stability, consistent instruction with hands-on learning opportunities, and a mentorship program during their training. These suggestions for improvements will be provided to higher education institutions, employers, and other stakeholders in the apprenticeship development process.
Description
Citation
Publisher
License
This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.