Purpose Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required. Design/methodology/approach A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels. Findings The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed. Originality/value Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

This paper presents the innovative approach being taken by the University of Wolverhampton to create an Apprenticeship Hub through which the regional offer for Intermediate, Advanced, Higher and Degree Apprenticeships can be accessed. Readers can review the approach taken and consider the possibilities of a similar approach in their own context.

Purpose -Research into skills level of the workforce in the West Midlands in England has identified a shortage of graduate skills and that these are needed for the region to regain its competitiveness in the national and international markets of the twenty-first century. The purpose of this paper is to explore the practices that enabled collaboration between higher education organisations to meet the needs of local industries and businesses through work-place learning. Design/methodology/approach -The objectives of the case study are to review the background to the initiative described and the organisation and the activities undertaken. The paper reflects on the factors that enabled the collaboration to be effective and on those that jeopardised the potential success of the group. First, an overview of the case is given, starting with the concept for the project that was the focus of the collaboration. Next the organisation of the partnership is outlined and then the process of the development of the foundation degrees. Factors that impact on the effectiveness of the collaboration are explored drawing on illustrative extracts selected from the data. Findings -Key findings corroborate previous research that posited that success, or failure, of collaboration is due to a number of factors: mutual benefit, a change in product, process or output, stated, emergent and unstated aims, perceived benefits and mutual trust. Originality/value -The paper demonstrates that even where all these factors exist there may be unanticipated events that impact on the success of the project.

The case study presented in this paper gives a successful example of how universities can work with business to identify and address skills needs through a context-engaged approach to developing learning to meet the needs identified. Design/methodology/approach (mandatory) Using a case study approach the business-university collaboration to introduce work-based learning programmes is explained. The paper sets out how learning interventions were researched, designed and introduced to meet identified skills needs throughout the organisation. It highlights the practicalities of the management approach adopted and the benefits achieved through partnership working. Findings (mandatory) Key to the success of the collaboration was the recruitment of a 'Training Centre Facilitator'(TCF) who was co-managed by the company and the University and who was located within the company. The TCF was able to fully understand the company's and learners' requirements and thus propose a context-engaged solution that met the needs of the individuals and the organisation. The work-based learning programmes introduced reflected the organisational requirements, individuals' needs and took into account constraints and restraints on their design and implementation.