An exploration of degree apprentice perspectives: a Q methodology study

Abstract

Degree apprenticeships in the UK represent a shift in approach to degreelevel study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices' perspectives to research and practice, as apprenticeship models expand in the UK and beyond.

Understanding the challenges of rapid digital transformation: the case of COVID-19 pandemic in higher education

“…The approach is suitable for abductive reasoning when formulating propositions based on observing the identified patterns of viewpoints Watts and Stenner 2005;Ramlo 2016). Therefore, for this study, we argue that the Q methodology can provide a better understanding, through a deeper analysis of prioritization, individualization, competing concerns, and rationale for subjectivity, of challenges among various stakeholders in HE (Fabian et al 2021;Godor 2021).…”

Integrating higher degree education with practice: exploring the value proposition of executive MBA apprenticeships

“…The dual identity (Fabian et al. , 2022) requires the apprentice to balance the demand of their job and the nature of a part-time student, resulting in a lack of belonging and a potential negative impact on their studies (Fabian et al. , 2022).…”

“…The introduction of higher degree apprenticeships (HDAs) in the UK represented a new educational model that has disrupted the more traditional approach to higher education postgraduate degrees (Bravenboer, 2019; Fabian et al. , 2022).…”

“…The introduction of higher degree apprenticeships (HDAs) in the UK represented a new educational model that has disrupted the more traditional approach to higher education postgraduate degrees (Bravenboer, 2019;Fabian et al, 2022). HDAs offer a government funded levy (Skills Funding Agency (SFA), 2022) programme of academic learning on a parttime student basis, but where a significant part of the learning and application is undertaken in the workplace as work-based learning (WBL), and where mentorship is provided by the employer (Quality Assurance for Higher Education, 2019).…”

Exploring current undergraduate student perspectives on the introduction of the degree apprenticeship scheme in diagnostic radiography – a single institution study

“…17e20 The radiography degree apprenticeship delivery model is significantly different to full time and part time university based pre-registration programmes as a significant amount of the learning for the final award takes place in the workplace. 20 This may, therefore, allow better access to the profession from both widening participation and social mobility perspectives. This also enables employers to take control of the future recruitment and retention of their workforce; for example, by recruiting degree apprentices from the local area who they feel have the aptitude to become competent, caring Diagnostic Radiographers.…”