This mixed-method study at six universities asked degree apprentices about their trajectories into the apprenticeship, to better understand the social mobility potential of apprenticeships. The degree apprenticeship offers a route to a degree for apprentices, who are employees studying for a degree. As a new model, little is known about the apprentices: who they are, their journey towards this degree, and whether they fulfil the social mobility aspirations expressed by apprenticeship policymakers. Computing and IT apprentices at six universities in Scotland, UK, were surveyed (n = 160) to ask about their background and previous experience. Interviews (n = 28) were carried out with apprentices studying with one of the institutions, to enquire how their backgrounds impacted on their journey to this point. By taking a multi-institutional approach, the study reports findings across different degree apprenticeships and geographical locations. Apprentices were found to be drawn from all socioeconomic groups and represented those new to work and upskillers, already in work. For upskillers, the degree apprenticeship offered a belated opportunity for degree-level study. However, young people recruited into the apprenticeship were disproportionally from more privileged groups. We make recommendations for recruitment and selection processes to increase equality of access to degree apprenticeship places.
Degree apprenticeships in the UK represent a shift in approach to degreelevel study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices' perspectives to research and practice, as apprenticeship models expand in the UK and beyond.
This study explores student transitions from further (FE) to higher (HE) education through the Associate Student Project (ASP) and examines the effectiveness of this enhanced transition programme for direct entry students. Universities are expected to plan transitions for young people, ensuring courses support articulation and provide seamless progression (Scottish Government, 2014). The Access in Scotland Report (Hunter Blackburn, Kadar-Satat, Riddell, & Weedon, 2016) called for further research into retention strategies for disadvantaged students and the development of appropriate support methods. Through the ASP, Edinburgh Napier University has introduced targeted learning opportunities to enhance student progression and attainment, by addressing barriers to success in the different HE environment, creating opportunities for students to develop their confidence and the academic skills which will help them to succeed at university.For some, the journey to university is seen as a 'rite of passage ' (Giddens, 1991); others have no family history of university study and the journey from college to university is an unknown path. This research makes use of focus groups involving articulating students, both before and after transitions from college into adjacent degree courses, to examine their experience of the transition, combined with data from large scale surveys of all undergraduate students in the School of Computing and the associate students currently studying in college and, importantly, the university's retention and attainment data.
This article compares policy aims with experiences following the introduction of a new model for STEM apprenticeships in the UK. Degree apprentices work while studying for a degree, undertaking work-based learning and attending on-campus classes. Specifically, this study explores an implementation in Scotland, where computing degrees are designed and delivered through partnerships between employers, universities, and the Scottish Government's skills agency, Skills Development Scotland. This collaboration is designed to bridge employer-reported skills gaps and to bring about an increase in highly-skilled workers. To examine the policy implementation behind the new degrees, a review was conducted of the policy documents that framed their introduction, including texts from university and employer websites promoting apprenticeships. The apprentices' perspectives, barely addressed in the policy documents, were examined through surveys and narrative interviews. The policy documents positioned the new degrees as a 'winwin' opportunity for employer-led higher education, and the apprentices recognised and valued the opportunity to undertake a work-based degree. However, underneath the superficial win-win narrative a complex implementation landscape was observed for employers, apprentices, and universities. Understanding these stakeholder contexts is essential for the longer term sustainability of degree apprenticeships.
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