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In 2011, Skills CFA was successful in gaining funding to develop two Higher Apprenticeships in Human Resource Management (HRM) and Project management. The purpose of this paper is to present case studies of how these apprenticeship frameworks have been developed and future benefits.

Information presented in the paper is drawn from the organisation's own work in developing two Higher Apprenticeship programmes. It builds on information incorporated in the original bid and project plan, as well as on‐going evaluation of how the programme is progressing.

Recent studies undertaken by CIPD and CFA show that employers are becoming more accepted in the HR and professional sector, with a number of respondents feeling that the development of such frameworks will help attract good quality candidates to the profession. Within the sector there are very few graduate training schemes and limited funds to support the development of individuals. The paper highlights how the two schemes have been created in response to these issues and also how it can support development of the sector.

The paper is based on the author's own experience and employer consultation. It presents a case study of an apprenticeship programme specific to the author's organisation.

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.

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.

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.

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.

A discussion piece of how apprenticeships can be used by HEIs as employers.

The paper explores the current apprenticeship landscape; what HEIs are already doing with apprenticeships; the arguments for using apprenticeships in the sector. There is then a case study on how the University of Birmingham uses apprenticeships before a discussion about future directions.

The paper reports that although there are a range of advantages for using apprenticeships, HEIs could still use apprenticeships more.

This paper uses a range of sources as detailed in the reference.

This paper outlines the UK Government's move to increase the numbers of apprentices. It explores how employers are looking to increase take up of apprenticeships with focus on Black, Asian and Minority Ethnic (BAME) communities, the solutions they have identified and the role of higher education institutions (HEIs).

This is the viewpoint of the BAME Apprenticeship Alliance and its Director through engaging with BAME apprentices and collecting a variety of research to show the benefit of recruiting from BAME backgrounds for individuals and organisations. Examples of good practices are included.

This paper shows there has been an increased effort from UK Government to increase apprenticeship representation from BAME communities. The UK Government has supported the role of apprentices in raising awareness of apprenticeships through recognition of their work.

This research is limited to the last five years from when the first degree apprenticeship was announced in 2015. Its real impact must be measured after a degree apprentice graduates finding what influence this has on job role, salary and subsequently promoting it to prospective apprentices from under-represented communities.

Practical implications include promoting apprentices as role models for the community and engaging with regional and stakeholder networks between HEIs, employers and the Government to share best practice.

Initiatives mentioned within this paper are original to the BAME Apprenticeship Alliance.

The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020.

Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships.

The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision.

Reflects the ambition and mission of the University Vocational Awards Council.

This viewpoint explores strategic lessons for wider higher education (HE) practices from university business and management apprenticeships in England. The paper highlights parallels between the challenges in apprenticeships and those confronting HE leaders and managers, especially regarding rising regulatory pressures, financial constraints and the need for innovation. The authors present how collaboration and adaptive practices from university apprenticeships might inform broader institutional approaches.

The paper draws on autoethnographic experiences of business and management apprenticeship leaders to characterise the current state of the HE sector. Drawing together successful collaborative apprenticeship practices, the authors narrate how their own interactions have supported innovation in the face of resource constraints, regulatory compliance and a complex stakeholder context.

Intense regulatory scrutiny and resource limitations have driven innovation and collaboration within business school apprenticeships, which could offer valuable strategies for the wider HE sector. Insights include enhanced personalised student support, proactive progress monitoring, and effective partnership. Collaborative approaches developed amongst apprenticeship providers have driven continuous improvement, highlighting potential benefits to traditional HE programmes of cross-institutional collaboration and the adoption of new practices in response to rapidly changing conditions.

Contributing to the discourse on HE resilience, the authors reflect on how innovations within HE apprenticeship practice offer potential solutions to wider challenges. The paper emphasises that addressing current and future challenges in the UK HE context requires shifting from competitive isolation to cross-institutional collaboration and from top-down to bottom-up innovation.

Degree apprenticeships are becoming more established within the higher education sector, however within England there are growing concerns around the completion rates of apprentices. Whilst there are a number of factors which could be impacting this, the support structure surrounding apprentices throughout their programme is a key consideration. This study aims to investigate the support relationship between construction degree apprentices and their work-based mentors through the lived experiences of both the apprentice and the mentor.

This study adopted a qualitative cross-sectional approach, collecting data from three focus groups involving Level 6 apprentices from a higher education institution and their work-based mentors based in England. The data was analysed inductively using NVivo 12 software to identify codes and key themes.

The relationship between the apprentice and their work-based mentor is key to the success of degree apprenticeships. The data analysis recognised three key themes: knowledge of the apprenticeship process, support structure and employer provider relationship.

This study is an original contribution addressing a gap in the literature around higher-level apprentices and their work-based mentors, generating and analysing new primary data, identifying ongoing issues and formulating subsequent recommendations for practice. There are also implications for the current English apprenticeship model and those seeking to adopt or adapt it more widely.

The research presented in this paper deepens our understanding of the experience of apprentices and employers engaged in degree apprenticeships.

The research is focused upon ten in depth interviews. Data collection and analysis was undertaken following a grounded theory approach.

The data analysis identified broad themes relating to original motivation, experience and outcomes of the degree apprenticeship. Apprentices and their employers highlighted the potential of real-life work-based projects undertaken as part of the degree apprenticeship to be of direct value not only to the apprentice but also to the employer organisation.

The study was exploratory in nature and based upon ten interviews across five different organisations. Although the methodology followed a grounded theory approach to data collection and analysis, it is not claimed that there was the data saturation required as the basis to generate theory. The research provides insight to inform how apprentices, employers and degree apprenticeship providers might effectively work together.

The study is based on authentic first-hand accounts from apprentices and their employers. It identifies key themes of common interest, which suggest how future practice may be improved. The research suggests that work-based projects conducted as part of the degree apprenticeship have the potential to make a wider contribution to the employer organisation by increasing productivity.

Studies show that apprenticeships can enhance skills development and economic growth. There is a paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction artisans’ skills, especially regarding achieving Sustainable Development Goal 8 (Decent Work and Economic Growth). Thus, this study aims to appraise the role of apprenticeship in developing construction artisans’ skills and suggest measures to improve skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.

Given the unexplored nature of the problem, the study utilised face-to-face data collection via a qualitative research approach. It covered two major cities in Nigeria and achieved saturation at the 29th chosen interviewee. Also, the study adopted a thematic method to analyse the data from selected construction artisans, construction firm management staffers and consultant experts in skills matters.

Enhancing skills development, replacing the ageing workforce through practical broad-based skills training, bridging skills gaps, enhancing work-integrated learning and economic upliftment emerged as apprenticeship’s role in developing artisans’ skills in the Nigerian built environment if well implemented. Apprenticeship to develop skills in the built environment is not without hindrances. The perceived 34 barriers were re-clustered into employee, employer and government-related. Findings show that achieving Goal 8 may be threatened if these hindrances are not mitigated. They suggest improving skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.

This study demonstrates that apprenticeship’s role in developing construction artisans’ skills should be all-inclusive. Also, the three stakeholders must do more concerning training programmes to improve artisans’ skills development to achieve Goal 8.