The Chartered Manager Degree Apprenticeship: trials and tribulations

Abstract

Purpose

In 2014, the UK Government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and master’s degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it.

Design/methodology/approach

This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within higher education institutes (HEIs) and considers the implications of this upon current and emerging HEI practice and research.

Findings

There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work-based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body.

Research limitations/implications

As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two.

Practical implications

There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources and networks.

Originality/value

This paper is one of the first published accounts of the development of a Degree Apprenticeship within the new policy context in the UK.

Citation

Rowe, L., Perrin, D. and Wall, T. (2016), "The Chartered Manager Degree Apprenticeship: trials and tribulations", Higher Education, Skills and Work-Based Learning, Vol. 6 No. 4, pp. 357-369. https://doi.org/10.1108/HESWBL-05-2016-0034