The Chartered Manager Degree Apprenticeship: trials and tribulations

Abstract

Purpose In 2014, the UK Government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and master’s degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it. Design/methodology/approach This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within higher education institutes (HEIs) and considers the implications of this upon current and emerging HEI practice and research. Findings There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work-based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body. Research limitations/implications As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two. Practical implications There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources and networks. Originality/value This paper is one of the first published accounts of the development of a Degree Apprenticeship within the new policy context in the UK.

Competencies for fresh graduates’ success at work: Perspectives of employers

“…Apprenticeship training in the United Kingdom is delivered at three different levels -'foundation', 'advanced' and 'higher'. Introduced in 2015, 'degree apprenticeships' are higher apprenticeships which allow participants to earn a bachelor's or master's degree while being employed fulltime and securing at least an apprentice's minimum wage (Bishop and Hordern, 2017;Rowe et al, 2016). Importantly, the government funds apprenticeship training in England.…”

Degree and Higher Level Apprenticeships: an empirical investigation of stakeholder perceptions of challenges and opportunities

“…Such factors have resulted in Universities restricting entry to apprenticeship programmes with some offering entries once a year whilst others have moved to entries at the start of each semester. Whilst flexibility of approach was previously highlighted by Carter (2010), Bravenboer (2016) and Rowe, Perrin, and Wall (2016) as a key factor for success, respondents from the University sector suggested that flexibility and being responsive to employer needs are two of the main challenges and opportunities facing Universities wishing to deliver D&HLAs.…”

“…If D&HLAs require apprentices to be registered on an undergraduate or postgraduate programme this may limit, or exclude, many independent training providers from delivering these qualifications; unless the qualifications they deliver are integrated and accredited as part of a degree award. Rowe, Perrin, and Wall (2016) concluded that a critical success factor for D&HLAs is that University infrastructures acknowledge and respond to the nuances of work-based programmes. They recommend that in general University structures need to become more flexible in terms of collaborative provision and the way in which resources are allocated, arranged and assessed when delivering D&HLAs.…”

“…Infilling students into a full-time programme over two semesters was seen to be undesirable as it disadvantages apprenticeship students who must also work full time. Reflecting the recommendations of Carter (2010), Bravenboer (2016) and Rowe, Perrin, and Wall (2016), respondents generally agreed that, at a minimum, providers must design flexible structures and teaching learning and assessment strategies. There was general agreement that students should be able to complete the academic component of the apprenticeship in a similar timeframe to full-time students but with an option to extend the period by allowing them to register on a part-time route:…”

Developing a Work-based Software Engineering Degree in Collaboration with Industry

“…In the UK, one study reviews the development of a Chartered Manager Degree Apprenticeship from the perspective of the programme designers, citing misinformation about the value of the degree, grappling with standards bodies and internal institutional resistance as challenges faced [16]. Rowe et al later break down several challenges in the areas of skills development, mentoring and employer-driven pedagogic approach, and collected qualitative data about these challenges from managerial positions in companies [15].…”