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Article
Publication date: 19 February 2019

Alison Felce

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management…

1262

Abstract

Purpose

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.

Design/methodology/approach

A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.

Findings

The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.

Originality/value

Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 September 2012

Anthea Hollist

In 2011, Skills CFA was successful in gaining funding to develop two Higher Apprenticeships in Human Resource Management (HRM) and Project management. The purpose of this paper is…

277

Abstract

Purpose

In 2011, Skills CFA was successful in gaining funding to develop two Higher Apprenticeships in Human Resource Management (HRM) and Project management. The purpose of this paper is to present case studies of how these apprenticeship frameworks have been developed and future benefits.

Design/methodology/approach

Information presented in the paper is drawn from the organisation's own work in developing two Higher Apprenticeship programmes. It builds on information incorporated in the original bid and project plan, as well as on‐going evaluation of how the programme is progressing.

Findings

Recent studies undertaken by CIPD and CFA show that employers are becoming more accepted in the HR and professional sector, with a number of respondents feeling that the development of such frameworks will help attract good quality candidates to the profession. Within the sector there are very few graduate training schemes and limited funds to support the development of individuals. The paper highlights how the two schemes have been created in response to these issues and also how it can support development of the sector.

Originality/value

The paper is based on the author's own experience and employer consultation. It presents a case study of an apprenticeship programme specific to the author's organisation.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 November 2016

Darryll Bravenboer

The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to…

Abstract

Purpose

The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to align the higher-level skills needs of employers with the aspirations of individuals who wish to gain university qualifications in the workplace. In mapping the fluctuations of UK higher-level skills policy through workforce development to degree apprenticeships it is argued that the facility for employers and universities to co-design and develop degree apprenticeship standards should be extended to the development of Higher Apprenticeships in England.

Design/methodology/approach

The paper provides an analysis of a broad range of higher education (HE) skills related UK policy documents to map the fluctuations in policy that underpin the opportunities for employers and universities to collaborate in the design and delivery of HE programmes in England, including degree apprenticeships.

Findings

It is noted that the approach to collaborative employer-university development signalled for degree apprenticeships described in policy documents unhelpfully perpetuates the presumed distinction between “academic learning” and “on the job training”. However, it is also concluded that despite this, the rationale for co-design and delivery should equally apply to the development of all higher apprenticeships to ensure that the expertise that universities can bring in designing and assessing higher-level learning is not unnecessarily excluded from the process.

Originality/value

This paper provides value through its analysis of how the fluctuations of HE and skills policy has affected the basis upon which employers and universities can collaborate in the design and delivery of work-based HE including higher and degree apprenticeships in England. It also seeks to inform HE policy and practice in the development of employer-responsive provision.

Details

Higher Education, Skills and Work-Based Learning, vol. 6 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 November 2016

Arti Saraswat

The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of apprenticeships

1236

Abstract

Purpose

The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of apprenticeships. The purpose of this paper is to draw on an exploratory study on English further education (FE) colleges and highlight some of the key drivers of delivery, and possible challenges that can be faced by the providers in any expansion of this provision. Staff perceptions on the new apprenticeship standards are also presented in the paper.

Design/methodology/approach

This paper draws on a qualitative exploratory study with ten FE colleges in England. As part of the study, 19 in-depth semi-structured interviews were conducted with college staff and managers.

Findings

Higher apprenticeships have the potential to offer work-focussed alternatives to the conventional full-time degree models of higher education, however, the paper sheds light on a number of factors can limit the uptake of higher and degree apprenticeships.

Practical implications

The paper presents some practical challenges in developing higher apprenticeships and outlines some successful instances of higher apprenticeships which will be useful for those involved in the design and delivery of apprenticeships at FE colleges as well as at other providers.

Originality/value

This paper draws on research with FE colleges and will be of particular significance to FE colleges and universities that may consider delivering higher apprenticeships. The paper presents insights into institutional experiences and decision-making associated with higher and degree apprenticeships and, in doing so, the paper offers valuable contributions to the body of knowledge in this under-researched area.

Details

Higher Education, Skills and Work-Based Learning, vol. 6 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 September 2012

Adrian Anderson, Darryll Bravenboer and David Hemsworth

To date, few universities have been involved in the Government‐funded drive to expand higher apprenticeships across England. Universities have a track record of expertise and…

Abstract

Purpose

To date, few universities have been involved in the Government‐funded drive to expand higher apprenticeships across England. Universities have a track record of expertise and innovation in professional and work‐based learning that can significantly contribute to the higher‐level skills agenda and could have a pivotal role in the rapidly growing initiative to develop higher apprenticeship programmes. The purpose of this paper is to outline the potential contribution universities could make to higher apprenticeship and the potential barriers to university engagement.

Design/methodology/approach

The paper provides an analysis of skills and higher education policy, initiatives and related research in England as the context for university involvement in higher apprenticeship. A case study is used to illustrate the benefits of and barriers to university involvement, including an uneven funding policy playing field for universities and misconceptions regarding professional competence and practice‐based higher‐level learning.

Findings

The paper illustrates the potential benefits university involvement in higher apprenticeship could deliver for employers and learners by supporting individual career progression and social mobility, and by providing employers and employees with clear and cost effective work‐based pathways to management roles. It concludes that the current barriers to university involvement may result in a missed opportunity to maximise value from public investment in the workforce development expertise of universities, redeployed to realise higher apprenticeship innovation.

Originality/value

The authors believe this paper is the only academic analysis of the value of and barriers to university involvement in the current Westminster Government flagship Higher Apprenticeship programme. The case study included has not featured in any other academic journal.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 September 2012

Matt Bromley, Ann Minton and Conor Moss

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 September 2012

Dionne Lee

Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current…

1062

Abstract

Purpose

Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current government policy, and explore current issues around the further development of apprenticeships.

Design/methodology/approach

Desk research, including reviewing other research articles and labour market intelligence has been carried out to provide a general overview of the issues.

Findings

Apprenticeships have traditionally been regarded as the vocational route to stable employment. Although they have sometimes suffered from a poor reputation they are now becoming an increasingly popular option for both younger and older people. The knowledge economy is driving up the demand for higher level skills and concurrent with this is the notion that, in today's competitive labour market, experience is vital. Not only has this impacted on the popularity of apprenticeships but also upon more traditional “academic” routes such as higher education (HE). In addition it has raised questions about higher level skills and vocational education. The introduction of Higher Apprenticeships and work experience/real world interactions built into HE courses are establishing synergies between the two elements of the skills/education system; however, developing these synergies further is a critical issue for future consideration.

Originality/value

There is a proliferation of publications tracking the nature and value of apprenticeships. This paper traces apprenticeships and their evolution and examines how practices adopted can be applied to newer vocational options being integrated into HE. The paper considers apprenticeships and other vocational options, building on the author's own discussions with employers and recent graduates.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 2 July 2018

Mandy Samantha Crawford-Lee and Tony Wall

The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which…

Abstract

Purpose

The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning.

Design/methodology/approach

This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled.

Findings

This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces.

Practical implications

This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning.

Originality/value

The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

Details

Higher Education, Skills and Work-Based Learning, vol. 8 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 10 September 2020

Jonathan Garnett

The article identifies and examines key elements of a work-based learning framework to consider their use as part of the higher education response to the apprenticeship agenda for…

Abstract

Purpose

The article identifies and examines key elements of a work-based learning framework to consider their use as part of the higher education response to the apprenticeship agenda for the public sector in England.

Design/methodology/approach

This article draws upon work-based learning academic literature and the authors 28 years’ experience of the development and implementation of work-based learning at higher education level in the UK and internationally.

Findings

The article suggests that while the experience of work-based learning at higher education level appears to offer many ready-made tools and approaches for the development and delivery of higher and degree apprenticeships, these should not be adopted uncritically and in some cases may require significant repurposing.

Research limitations/implications

This article is intended to inform practitioners developing degree apprenticeships. Given the degree apprenticeship is still at a relatively early stage in its implementation, this has limited the extent to which it has been possible to review entire degree implementation to the point of participant graduation.

Practical implications

The article draws upon real-life implementation of innovative curriculum design and is of direct practical relevance to the design and operation of work-based learning for degree apprenticeships.

Social implications

Degree apprenticeships have the potential to increase productivity and enhance social mobility. Effective design and implementation of degree apprenticeships in the public sector has the potential to make a significant impact on the quality of public services.

Originality/value

The article provides an informed and sustained examination of how degree apprenticeships, especially those designed for public sector employees, might build upon previous higher education experience in work-based learning.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 22 March 2019

Stella McKnight, Sarah-Louise Collins, David Way and Pam Iannotti

The government’s ambition is to have three million more apprentices by 2020. The newness of degree apprenticeships and insufficient data make it difficult to assess their relative…

Abstract

Purpose

The government’s ambition is to have three million more apprentices by 2020. The newness of degree apprenticeships and insufficient data make it difficult to assess their relative importance in boosting the UK economy, meeting higher skills needs of employers, closing educational attainment gaps, increasing social mobility and supporting under-represented groups into professional employment. The purpose of this paper, led by the University of Winchester and delivered by a new collaboration of private and public sector partners, is to build a pipeline between those currently failing to progress to, or engage with, degree apprenticeships and employers seeking higher skills and a broader pool of applicants.

Design/methodology/approach

The paper provides an analysis of collaborative initiatives and related research in England as the context for university involvement in degree apprenticeships. The case study illustrates the benefits of collaboration in targeted outreach initiatives within the local region to address gaps in progression to degree apprenticeships.

Findings

This paper illustrates how establishing a regional picture of degree apprenticeship provision, access and participation can inform effective partnerships and build capacity locally to deliver the higher skills employers need, further demonstrating the potential benefits of university involvement in degree apprenticeship provision in contributing to local and national policy ambition. It also shows how effective targeted interventions can help under-achieving groups, including those in social care and women in digital enterprises.

Originality/value

The authors believe this paper is the only academic analysis of the impact of Degree Apprenticeship Development Fund activity in the region.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

1 – 10 of over 5000