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The purpose of this paper is to review a range of mechanisms used by universities to support employers to facilitate effective “on the job learning” for apprentices. It reflects on how these mechanisms can be used to address some of the challenges, reported in the literature that employers face to in supporting apprentices in the workplace.

A short questionnaire administered to colleagues prior to attendance at a workshop, identified a range of activities, at various stages of engagement with employers that were used by universities to facilitate effective workplace learning and also to address some of the challenges faced by employers. These activities were then discussed and explored within the workshop to identify areas of best practice from the HEI sector to promote effective workplace learning.

Engagement with employers needs to occur from the outset of the development of the apprenticeship. Embedding the on the job learning within the design of the academic programme, with explicit links between the theoretical learning (knowledge element of the apprenticeship standard) and practical application of learning (skills and behaviours within the apprenticeship standard). Regular interactions with a range of staff within the employer ensure that there is a clear understanding throughout the apprentice’s journey, of how to promote an effective learning environment for the apprentice within the context of the organisation. The role of the workplace facilitator/mentor key. A range of approaches to providing training and ongoing support for facilitators/mentors was identified.

The study was limited to the participants within the workshop at the conference, a self-selecting group from a relatively small number of HE providers. The HEIs represented provided apprenticeships in a range of subject areas, working with both public sector and private sector providers. Further studies are required to encompass a broader range of providers, including drawing on best practice from the FE and independent sector, and applying principles used there in the context of HE.

Engagement with employers from an early stage of the development of the apprenticeship is imperative, viewing the apprenticeship holistically, rather than as an academic programme with some work-based activities. Resources need to be devoted to regular and frequent contact with a range of personnel within the employer organisation, so that a partnership approach to supporting learning is developed. Training and ongoing support for work-based mentors/facilitators continues to be a key success factor. This needs to be managed to balance the learning needs of the mentors with the potential impact on workplace productivity.

The paper identifies a range of approaches that will enhance the effectiveness of learning in the workplace. This will both enhance the apprentice’s learning experience and ensure that higher and degree apprenticeships are developed holistically, meeting the academic requirements of the university and the workplace needs of the employer. This, in turn, will enhance success rates and reduce attrition rates from apprenticeships, which, in turn, may encourage more employers to engage with higher and degree apprenticeships.

The paper collates a range of best practice from the sector to promote effective workplace learning.

The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to examine whether demand‐led higher education work‐based learning programmes can help nurture a supportive culture of learning and continuous improvement that helps companies to become learning organisations.

An analysis of students’ work‐based negotiated projects was undertaken to determine the extent to which their projects facilitated organisational learning. The analysis was carried out using an organisational learning checklist, developed through reference to the literature and research on organisational learning and learning organisations.

The study highlights the fact that although work‐based learning programmes can facilitate some aspects of organisational learning, the principles of organisational learning are not necessarily embedded in work‐based programme design.

Although the results cannot be considered generalisable because they are based on a single case, further analysis of a greater range of work‐based learning programmes could establish external validity of the findings. Further research could include the development of an organisational learning taxonomy or action research to develop a work‐based programme that embeds organisational learning principles.

The principles of organisational learning should be considered when designing work‐based learning programmes.

The study highlights the importance of considering organisational learning when designing demand‐led, higher education work‐based learning programmes and outlines a method for analysing the extent to which existing programmes embed organisational learning principles.

The purpose of this paper is to provide an overview of the national policy context for the development of higher apprenticeships (HAs) and discuss the initial vision and rationale for the University of Derby Corporate's (UDC) High Impact Apprenticeship project.

A critical evaluation of historical policy developments is undertaken outlining the potential for the development of a highly skilled workforce for businesses across all sectors. An embedded case study articulates the application of this learning to emergent thinking on the evolution of a framework and infrastructure to support the development of HAs.

Initial findings discuss the challenges to be faced when developing flexible and sustainable frameworks and highlight areas of good practice encountered to date. UDC's recognised expertise in work‐based learning is applied in the context of curriculum development and specifically the development of the capacity and capability of work based tutors to support learners in the workplace.

Key areas for further investigation within a longitudinal study are identified, which will contribute to the academic discourse in the area and offer insights into the perspectives of the key stakeholders involved in HAs, with a view to identifying and disseminating best practice for all parties.

The paper will be of value to all key stakeholders in the HA partnership: providers, tutors, employers, as well as those charged with the governance of such developments, including Sector Skills councils and NAS.