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The paper draws upon autoethnographic accounts from two academic staff in a private higher education institution (HEI) in London, UK who try to make sense of their teaching and learning practices during the pandemic. Even though studies have looked into the impact of Covid-19 on teaching and learning and on students, this paper reflects on the experience of lecturers with a focus on their emotional labour and stressors during remote teaching and working.

This is a small case study of two colleagues from a small private institution in London, UK, which is based on autoethnography. The authors draw on personal notes, emails and other written artefacts alongside our memories of our lived experiences of the pandemic.

The authors’ reflections focus on the need for institutional collegiality as avenues to network and collaborate beyond institutions which have been limited (despite the increased interactions online) and the need to acknowledge emotional labour while providing spaces for staff to discuss their everyday experiences. The authors argue for a renewed importance for creating a sense of community during times of uncertainty and beyond. If these structures are put into place, the conditions to support teaching and learning will also strengthened.

There is a dearth in research which discusses emotional labour and the importance of community and collegiality on campuses and in the new way of working remotely. This paper adds to the empirical basis of such research and hopes to encourage others to share their experiences of emotional labour in the academy.

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.

The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.

Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.

Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

The authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning allows them to become aware of the overlaps in skills required to succeed between the two sites of learning.

This case study of a self-managed learning module uses a workshop methodology to understand the ways 61 undergraduate business management apprentices in the UK navigate the boundaries between work and learning and develop skills across both domains.

The authors' findings suggest that degree apprentices do not always perceive the two sites as overlapping in terms of what skills are required and how learning takes place. However, WBL modules have the potential to make them aware of how one informs and reinforces the other. Students identified teamwork, communication and reflection as necessary at the workplace and in their studies. They also viewed learning agility at critical, especially in the time of coronavirus disease 2019.

The paper adds to the existing literature exploring how WBL learning can help minimise the gap between the classroom and the workplace by adding the analysis of the case study. Those interested in developing modules which embed theory and practice can benefit from the discussion on how such modules enable students to reflect on the crossover between the two sites, not only on degree apprenticeships but higher education degrees broadly.

Previous research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.

This paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.

The authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.

This paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.