Degree Apprenticeships: All the Benefits, Very Little Disadvantage

What is so good about the new degree apprenticeships? Alison Bragg, associate professor and academic director for degree apprenticeships at Leicester Castle Business School, De Montfort University (DMU), explains in a recent issue of Public Sector Excellence (PSE) Magazine.

(PSE) Magazine.In the 80s, day release was the favoured way of developing people. More recently, the government reinvented this model and called it degree apprenticeships. During this period, social and economic change has also led to the disappearance of ‘jobs for life’ and a new approach of ‘talent management.’ Nowadays, young millennials seek benefits rather than loyalty, often leading to a high turnover of staff.

During my 30+ employed years in construction and then higher education (HE), I can safely say that I have learnt two valuable things: a student without work experience is generally not at the top of the list of candidates for any role, and many bright, intelligent people are blocked from progressing to more senior roles because they don’t have a degree. This begs the question as to why the era of ‘day release’ nearly died when it offers a solution to both of those problems.

Degree apprenticeships are, to my mind, the best thing to happen to the UK for a long time.

I also think that the funding model is ideal. Employers often complain that what students learn at university is “irrelevant at work.” When asked questions about why we don’t do more practical-based activities that are meaningful to their role, I reply that universities welcome the input from industry.

However, the employers are often too busy to be able to put time into ideology which is not chargeable. At the same time, it is difficult for universities to give students with little work experience the skills that they need when they have no idea what type of role they would like.

Degree apprenticeships offer all the benefits with very little disadvantage. Both on- and off-the-job training and education develop the knowledge, skills and behaviours needed for specific job roles. Apprenticeship programmes can be flexed and tailored to suit the needs of the business, or can be delivered more generally to ‘open’ cohorts, as long at the ‘apprenticeship standard’ is adhered to.

The standards have been developed by businesses, so should align to business needs. In the case of the Chartered Manager Degree Apprenticeship (CMDA) at DMU, the apprentices develop knowledge in strategy building, project management, finances, sales and marketing, and digital technology.

Through the learning provider and the business, they develop skills in communication, leading and managing people, developing collaborative relationships, a deeper awareness of themselves and others, decision-making and self-management.

In the workplace, they develop lasting changes in behaviour which include taking responsibility and professionalism. Research by the Chartered Management Institute suggests that management and leadership development can account for 23% improvement in organisational performance measures and 32% in people performance, so it makes sense to invest in this.

The academic learning is funded through the apprenticeship levy, which the government charges to businesses to encourage them to be more involved in the holistic development of the apprentice. The system relies on a strong tripartite relationship with the apprentice, the learning provider and the employer, and will only be successful if they all work as a team.

DMU is currently delivering both the CMDA and the Senior Leader Master’s Degree Apprenticeship to a variety of organisations, including local councils and the NHS, with new cohorts of both starting in September/October 2018. Why would you not choose a debt-free degree for your employees?