TY  - JOUR
AB  - Purpose The purpose of this paper is to highlight the positive academic and professional outcomes for students who undertake degree apprenticeships which use strength-based approaches in their curriculum and assessment. The design and implementation of programmes of work-based study which focus on an individual’s inherent talents are a new lens for higher education (HE), one that enables institutions to see diverse groups of students fulfil their potential and gain academic qualifications. Strength-based degree apprenticeships offer an effective way to align the needs of industry with the ambitions of individuals who wish to gain university level qualifications whilst in the workplace.Design/methodology/approach The research adopted a mixed-methods approach. Semi-structured interviews with stakeholders in industry and HE were undertaken and thematically analysed. Student data were analysed quantitatively for students in the degree apprenticeship programmes which incorporate a strength-based approach to learning and assessment.Findings The findings from this study highlight that the degree apprenticeships’ strength-based curriculum and assessment have spearheaded its success. On average, degree apprentices attain 10 per cent higher grades than students undertaking the same programme through the traditional degree route. Moreover, the module design and tailored support has contributed to over 91 per cent of apprentices graduating with a 2:1 or above.Research limitations/implications This research is exploratory in nature, focusing on one university’s experiences and outcomes regarding a strength-based approach curriculum and assessment on degree apprenticeships.Originality/value The findings describe how the knowledge exchange and culture of the HE sector has shifted, and the university’s efforts to make progressive relationships with employers. Moreover, this paper describes the challenges in designing curricula and assessing students based on the strengths and skills required for their employment, rather than university mandated learning outcomes. The findings of this paper could influence a strength-based framework for the development of degree apprenticeships in the UK.
VL  - 10
IS  - 4
SN  - 2042-3896
DO  - 10.1108/HESWBL-02-2019-0024
UR  - https://doi.org/10.1108/HESWBL-02-2019-0024
AU  - Saville Kelly-Mae
AU  - Birdi Gurkiran
AU  - Hayes Sarah
AU  - Higson Helen
AU  - Eperjesi Frank
PY  - 2019
Y1  - 2019/01/01
TI  - Using strength-based approaches to fulfil academic potential in degree apprenticeships
T2  - Higher Education, Skills and Work-Based Learning
PB  - Emerald Publishing Limited
SP  - 659
EP  - 671
Y2  - 2024/05/06
ER  -