Assessing Degree Apprenticeships: University and Employer Collaboration for Workforce Development in the UK

Assessing Degree Apprenticeships: University and Employer Collaboration for Workforce Development in the UK

Updated at:19/01/2025

Document information

Author

Jane Welbourn

School

Leeds Beckett University

Major Business
Year of publication 2019
Place Leeds
Document type article
Language English
Number of pages 31
Format
Size 325.69 KB
  • Degree Apprenticeships
  • Workforce Development
  • University-Employer Partnerships

Summary

I. Introduction to Degree Apprenticeships

The concept of Degree Apprenticeships (DAs) has emerged as a significant response to the evolving needs of the UK workforce. This initiative aims to bridge the gap between higher education institutions (HEIs) and businesses, fostering a collaborative environment for workforce development. The UK Government has set ambitious targets, aiming for 3 million apprenticeships by 2020. However, the actual uptake has fallen short of these expectations. The authors highlight the institutional 'stickiness' within HEIs, which often hinders rapid adaptation to new educational models. The paper emphasizes the importance of understanding the dynamics of HEI practices in relation to government policies. As noted, "the issues seem to be related to matters of institutional ‘stickiness’ in HEIs and implementation practicalities for businesses." This underscores the need for a more agile approach to curriculum design and delivery, aligning educational outcomes with industry requirements.

1.1 Government Policy and Workforce Development

The UK Government's commitment to workforce development through DAs reflects a broader strategy to enhance the skills of the workforce. The Augar Report (2019) indicates that a significant portion of apprenticeships is undertaken by individuals aged 25 and over, suggesting a shift in demographic engagement with higher education. The report also highlights the necessity for flexibility in educational offerings to meet the diverse needs of learners. The authors argue that DAs can play a crucial role in widening participation in higher education and improving social mobility. The integration of work-based learning with academic study is a fundamental aspect of DAs, providing students with practical experience while pursuing their degrees. This dual approach not only enhances employability but also addresses skills shortages in key sectors.

II. Institutional Dynamics and Collaboration

The paper delves into the institutional dynamics that influence the collaboration between HEIs and businesses. The authors adopt an auto-ethnographic perspective, drawing on their experiences to illustrate the challenges and opportunities presented by the DA model. The introduction of the Training Levy in 2017 has been a pivotal factor in encouraging collaboration. This funding mechanism aims to incentivize businesses to invest in apprenticeships, yet it has also introduced complexities in its implementation. The authors note, "the Training Levy has the potential to encourage HEIs to see DA activity as a future source of mainstream funding." However, the administrative burden associated with the Levy has raised concerns, particularly among small and medium-sized enterprises (SMEs). The paper argues for a more streamlined approach to funding that alleviates these pressures while promoting effective partnerships.

2.1 Curriculum Innovation and Workforce Needs

The shift towards curriculum innovation is essential for the success of DAs. HEIs have historically been slow to adapt their curriculum models, often prioritizing traditional academic pathways over work-based learning. The DA initiative presents an opportunity for universities to rethink their educational offerings, aligning them more closely with industry needs. The authors emphasize the importance of co-designing programs with employers to ensure that graduates possess the skills required in the workforce. As stated in the document, "HEIs are notoriously slow in changing their curriculum models; it is interesting to see how the DA initiative has engaged universities in shifting traditional degree designs towards ones anchored in work-based learning." This highlights the potential for DAs to drive meaningful change in higher education, fostering a more responsive and relevant educational landscape.

III. Conclusion and Future Directions

The assessment of Degree Apprenticeships reveals both challenges and opportunities for HEIs and businesses. The authors conclude that while the initial uptake of DAs has been lower than anticipated, there is significant potential for growth and innovation. The collaborative model of DAs can serve as a blueprint for future workforce development initiatives. The paper calls for ongoing research and evaluation to better understand the impact of DAs on both educational outcomes and workforce readiness. As the authors reflect, "we critically reflect on our own experiences of introducing DAs in an English medium-sized, post-92 university." This introspection is vital for refining the DA model and ensuring its alignment with the evolving demands of the labor market. The future of DAs hinges on the ability of HEIs to embrace change and foster partnerships that enhance the educational experience while addressing critical skills gaps.

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