Research Partnerships

Skills Summit: Insights and reflections on integrating degree apprenticeships into a Russell Group University 

The landscape of higher education in the UK is witnessing a notable rise in the popularity of degree apprenticeships due to the positive impact these programmes have. This qualitative study, conducted at a Russell Group institution, explores the experiences of students enrolled in degree apprenticeships (n=26) compared to their counterparts in traditional programs. Findings support that apprenticeship students, leveraging their work experience, bring advanced skills such as team management and communication into the academic environment. However, they encounter challenges in acquiring academic skills, notably with IT systems and referencing. Conversely, traditional students emphasise the value of theoretical learning in their programs. Both groups express a complex, often blurred identity straddling student and employee roles, with apprentices sometimes feeling out of place within academic settings. The study concludes with recommendations urging universities to facilitate collaboration between program types, harnessing the diverse skills of their student populations. The need to create supportive learning communities to navigate these complexities is underscored, highlighting the evolving nature of educational needs and identities.  

 

Bluetooth for better health: using tech to support student well-being

This research explores innovative approaches to supporting student mental health and well-being within higher education. It highlights a pilot initiative by the University of Exeter’s degree apprenticeship department, where the use of Bluetooth headsets was introduced to encourage movement and self-regulated learning among online students. The study involved collecting feedback from participants, with findings indicating that using these headsets increased students’ autonomy, engagement, and overall well-being. Students reported that integrating movement into their learning routines helped reduce cognitive load, alleviate stress, and improve focus, especially when balancing multiple responsibilities such as work and home duties.

The article emphasises the importance of normalising physical activity during learning by setting clear expectations and promoting reflective practices, such as considering how movement impacts learning and well-being. It advocates for educators to model movement-friendly behaviours, including conducting meetings while walking, to further embed these practices within academic culture. Ultimately, the study underscores that targeted initiatives encouraging physical activity and self-regulation are vital for fostering resilient, self-reliant students who can better manage their mental health and academic success in an increasingly dynamic world.

 

From tacit to told: Degree Apprenticeship educators’ perspectives on essential teaching skills

This work examines the essential skills required by teaching staff to effectively support degree apprenticeship (DA) students at a Russell Group university. Based on a survey of 13 educators, findings underscore the importance of linking theoretical knowledge to industry practice through applied examples such as case studies and industry-linked assessments. These methods challenge students to integrate theory with real-world organisational challenges and promote reflective learning by encouraging questions like “why” and “what next.”

The study highlights the critical role of empathy and flexibility in DA teaching, recognizing that students often balance multiple responsibilities and external pressures. Faculty members adopt flexible approaches, such as providing pre-reading materials in advance, to accommodate students’ schedules and enhance engagement. Additionally, community building through group discussions and peer-support initiatives was identified as vital for fostering a collaborative learning environment that positively influences student outcomes.

Importantly, the research points to the tacit, experiential knowledge that underpins effective teaching—skills such as empathy, flexibility, and community facilitation—that are often developed informally rather than through formal training. Some staff, for example, engage in reflective practices like journaling to improve their teaching. The article concludes that formalising and managing this tacit knowledge—by promoting self-awareness and peer learning—could significantly enhance teaching effectiveness and responsiveness, ultimately supporting better student success in apprenticeship programs.

 

Three alternative assessments that build managerial skills

This article highlights innovative assessment approaches in management degree apprenticeships to develop key skills like feedback, self-evaluation, and presentation. At the University of Exeter, students completed structured personal development discussions and self-evaluations, fostering metacognitive skills and confidence, despite requiring more time than traditional methods. Peer coaching and assessment centre masterclasses built trust, teamwork, and practical skills across tasks such as data communication, analysis, and reflection, with linking activities and clear timescales boosting engagement. Additionally, narrated PowerPoint presentations helped students develop authentic reflection and presentation skills, encouraged creative approaches like visual representations, and emphasized the importance of critical evidence and self-awareness. These alternative assessments promote deeper learning and professional growth, demonstrating how innovative evaluation methods enhance student engagement and success.

 

Investigating the experiences of the many stakeholders of degree apprenticeships

Degree apprentices have dual identities as both employees and students, which can affect their sense of belonging to their university. The findings from our study funded by a Centre for Social Mobility small grant on apprentice identity were presented at the Society for Research in Higher Education in July 2024.

 

From Climate Anxiety to Action

Increasing degree apprenticeship students’ knowledge about the Sustainable Development Goals (SDGs) is important for Exeter with its greener, fairer, healthier strategy. Degree apprentices are also uniquely placed to effect positive change within their organisations. However, the SDGs can bring up feelings of anxiety about the current climate crisis and these resources co-created with Exeter Science Centre and Natural England are designed to tackle eco-anxiety.

 

Top Banana Transformed by Mindfulness & Resilience?: Tackling Maths Anxiety and Boosting Maths Self-Concept for University Students and Hoping to Grow a Top Banana: Reducing Maths Anxiety and Promoting a Positive Maths Self Concept

Maths anxiety can involve experiencing a fight or flight reaction, anxiety, frustration or worry that interferes with maths performance. Degree apprentices are required to engage with maths differently depending which degree apprenticeship they are enrolled on, but all need maths level 2. There are a substantial number of degree apprentices needing functional maths, possibly linking to the so-called “mathematics crisis” in the UK, with functional maths skills worsening amongst working age adults and maths anxiety being a potential cause. Working with Exeter Science Centre we have created resources on maths anxiety for students and teachers/lecturers, including infographics and videos.