The creative disruption of degree apprenticeships in the UK

Bravenboer, Darryll (2019) The creative disruption of degree apprenticeships in the UK. In: Global Perspectives on Work-Based Learning Initiatives. Talbot, Jon, ed. Advances in Educational Technologies and Instructional Design (AETID) . IGI Global, pp. 57-83. ISBN 9781522569770, pbk-ISBN 9781522587453, e-ISBN 9781522569787. [Book Section] (doi:10.4018/978-1-5225-6977-0.ch003)

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Abstract

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the-job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

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