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Students can benefit from applying their emerging skillsets through a work placement, both in terms of consolidating their learning and in gaining a better appreciation of their subject area. However, the main motivation for students in completing a work placement is in their increased employability skills. The aim of this study is to identify the core issues underpinning the ‘paid versus unpaid’ student work debate through a unique opportunity to access student and employer experiences. The study explores motivations, experiences and outcomes from different placement models – both paid and unpaid – for students and employers. Using separate surveys for students and employers, drivers, motivations and experiences were explored. Employers from large multi-nationals to small- and medium-sized enterprises, from profit-making organisations to the third sector, took part in the study. Overall, the data support the argument that placements should be paid, highlighting the benefits accruing both to students and to employers from payment being a component of the placement experience. This is particularly the case when a placement is for an extended period of time and the work being undertaken is equivalent to that of a regular employee. However, the value of work experience to students, paid or unpaid, emerges strongly from the study, and so, finally, the article highlights issues and questions arising for the higher education sector.

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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