Our book, Approaches to Work-Based Learning in Higher Education, is out now!
My own chapter, The Design and Delivery of Work-Based Degree Programmes, offers a range of insights from practitioners involved in the design and delivery of university-level apprenticeships (degree apprenticeships in England and graduate apprenticeships in Scotland).
Below is a summary of the chapter, which should be available via most university libraries, or from all the usual outlets, including Amazon.
Work-based degree programs, also known as degree apprenticeships, offer compelling benefits for students, employers, and society. However, their successful delivery presents unique challenges for higher education institutions. This chapter draws on both existing literature and interviews with experienced practitioners to explore these challenges and propose practical solutions.
The chapter identifies four key areas that institutions must address:
Alignment Between Academic and Workplace Learning A fundamental challenge is connecting what students learn in class with their workplace experiences. Traditional university curricula often need significant adaptation to align with workplace needs. Success requires close collaboration between universities and employers, with industry actively involved in program design. Regular communication channels, such as employer advisory boards and tripartite reviews, help maintain this alignment over time.
Ensuring Appropriate Work Institutions must ensure apprentices engage in meaningful work that supports their learning. This involves identifying suitable workplace tasks, providing adequate mentoring, and maintaining quality across different employer contexts. The chapter emphasizes the importance of clear communication between universities and employers to ensure work assignments align with learning objectives.
Adapting Assessment Approaches Traditional assessment methods often need significant modification for work-based programs. The chapter advocates for authentic assessment methods that draw on real workplace activities while ensuring consistency across different employer contexts. Flexible assessment strategies and robust quality assurance frameworks are essential.
Academic and Pastoral Support With apprentices spending limited time on campus, providing effective support requires careful consideration. The chapter highlights the importance of the tripartite relationship between apprentice, employer, and university. Regular check-ins, clear communication channels, and the use of technology help maintain engagement and provide necessary support.
Beyond these operational challenges, the chapter also identifies important institutional considerations. Universities must position apprenticeships as a strategic priority and be prepared to invest in necessary systems and processes. The regulatory and reporting requirements can be substantial, requiring robust institutional support.
The chapter concludes that successful delivery of work-based degrees requires institutions to be both strategic and adaptable. While the challenges are significant, they can be addressed through careful planning, strong partnerships with employers, and a commitment to supporting apprentices’ unique needs.
