Getting in, getting on, going further: Exploring the role of employers in the degree apprentice to graduate transition

Abstract

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of 'degree apprentices'. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: 'getting in', 'getting on' and 'going further', and that employers-at both strategic and relational levels-shape experiences at each stage.

Managing Uncertainty and Risk in Access to the Solicitors’ Profession in England: Classed Pathways?

“…Further empirical research tracking aspiring solicitors' trajectories through a longitudinal research design would be beneficial and could be applied to other competitive professions and contexts where degree apprenticeships have recently been introduced (e.g. Jones et al, 2023). Notes 1.…”

Irish apprenticeships in financial services: negotiating gender and navigating social justice

“…To date, there has been a proliferation of publications concerning the positive impact of skills and vocational-led apprenticeships (Evans and Cloutier, 2023;Hughes and Saieva, 2019). However, limited attention has been paid to nontraditional apprenticeships and even less still within the setting of IFS (Crawford-Lee and Moorwood, 2019;Jones et al, 2023). This research starts the process of addressing that gap.…”

“…In the UK, the Institute for Apprenticeships and Technical Education (IFATE), who is responsible for all new apprenticeships has observed an ongoing increase in graduate (degree) apprenticeships in recent years. In 2018, over half of all of those enrolled on apprenticeships were degree apprentice enrolments which reflects their importance in addressing skills gaps in the economy (Senior et al, 2020;Jones et al, 2023). In Ireland, the government agency responsible for apprenticeships is SOLAS.…”

“…Similarly, they have also observed increasing enrolments for degree apprenticeships. Such programmes which are designed around a framework that meets both the needs of academic accreditation bodies as well as industry considerations are essential in ensuring the widest talent pool for the labour market (Jones et al, 2023). Curricula on these programmes are developed such that apprentices graduate with a set of practical competencies as well as academic knowledge (Helyer and Lee, 2012;Senior et al, 2020).…”

“…In 2018, over half of all of those enrolled on apprenticeships were degree apprentice enrolments which reflects their importance in addressing skills gaps in the economy (Senior et al. , 2020; Jones et al. , 2023).…”