Using strength-based approaches to fulfil academic potential in degree apprenticeships

Abstract

Purpose The purpose of this paper is to highlight the positive academic and professional outcomes for students who undertake degree apprenticeships which use strength-based approaches in their curriculum and assessment. The design and implementation of programmes of work-based study which focus on an individual’s inherent talents are a new lens for higher education (HE), one that enables institutions to see diverse groups of students fulfil their potential and gain academic qualifications. Strength-based degree apprenticeships offer an effective way to align the needs of industry with the ambitions of individuals who wish to gain university level qualifications whilst in the workplace. Design/methodology/approach The research adopted a mixed-methods approach. Semi-structured interviews with stakeholders in industry and HE were undertaken and thematically analysed. Student data were analysed quantitatively for students in the degree apprenticeship programmes which incorporate a strength-based approach to learning and assessment. Findings The findings from this study highlight that the degree apprenticeships’ strength-based curriculum and assessment have spearheaded its success. On average, degree apprentices attain 10 per cent higher grades than students undertaking the same programme through the traditional degree route. Moreover, the module design and tailored support has contributed to over 91 per cent of apprentices graduating with a 2:1 or above. Research limitations/implications This research is exploratory in nature, focusing on one university’s experiences and outcomes regarding a strength-based approach curriculum and assessment on degree apprenticeships. Originality/value The findings describe how the knowledge exchange and culture of the HE sector has shifted, and the university’s efforts to make progressive relationships with employers. Moreover, this paper describes the challenges in designing curricula and assessing students based on the strengths and skills required for their employment, rather than university mandated learning outcomes. The findings of this paper could influence a strength-based framework for the development of degree apprenticeships in the UK.

Degree apprenticeships in the UK higher education institutions – are they viable?: Integrative literature review

“…Through good curriculum design for non-traditional students, there is potential to build students' confidence by navigating their education. Saville et al. (2019) recommended curriculum design is based on students' strengths, not weaknesses.…”

“…Through good curriculum design for non-traditional students, there is potential to build students' confidence by navigating their education. Saville et al (2019) recommended curriculum design is based on students' strengths, not weaknesses. Konstantinou and Miller (2020) and Schedlitski (2019) proposed reflection improves professionalism, professional identity (Leek, 2020), and HESWBL 13,6 apprentice identity, as it requires practitioners to keep challenging existing practices.…”

Creating conditions for sustainable degree apprenticeships in England

“…For recruitment, two practices have emerged that appear to be well-matched to the purpose of DAs. One is the use of "recognitional" (Bravenboer, 2012) or "strengths-based" (Saville et al, 2019) recruitment, where the emphasis is on potential to succeed rather than qualifications; there is currently a limited amount of evidence that this is a better predictor of success than certificates gained from school or college (Saville et al, 2019). The other is including recruitment decision-making within the institution-employer agreement, so that a single decision is made that satisfies the needs of the employer, institution and where relevant professional body (Bravenboer, 2011;Lillis, 2018).…”

The impact of disruptive events on built environment degree apprenticeship delivery – a case study of COVID-19

“…To boost the supply of skilled workers, several programmes are being implemented across the globe. These include the Enhanced Construction Manpower Training Scheme of Hong Kong (Chung et al, 2019), degree apprentice courses in the UK (Saville et al, 2020), World Skills Programme South Africa (Construction Industry Development Board, 2017), European alliance for Apprentice in Europe (European Commission, 2013) and co-op degree courses in North America (Ingram et al, 2013). These programmes are designed to support work-based learning, which has been proven to bring a number of benefits such as improved academic performance, satisfaction and employability (Hegarty and Johnson, 2008;Doss et al, 2021, Mohamed, et al2017.…”