Leading through ambiguity: motivating teams amid apprenticeship policy reform in Higher Education
Tina Allen
Apprenticeship policy in England continues to evolve rapidly, with training providers facing ambiguity, and being tasked with maintaining compliance while sustaining quality and motivation among staff. This paper presents findings from a qualitative pilot study conducted at one of the UK’s largest providers of higher and degree apprenticeships. Drawing upon semi-structured interviews with three apprenticeship leaders and supported by extensive secondary research, the study explores how leaders navigate ambiguity, motivate teams, and sustain organisational performance during policy reform.
Findings reveal that transformational leadership, psychological safety, and transparent communication are essential in mitigating uncertainty, while leaders who cultivate a growth mindset and distribute decision-making, foster resilience and autonomy within their teams. The study concludes with practical recommendations for higher-education institutions, further-education providers, and independent training organisations seeking to strengthen agility and morale amid policy-driven change.
Leading through ambiguity: motivating teams amid apprenticeship policy reform in Higher Education (PDF, 70KB)
Employer Forums on Degree Apprenticeship programmes: facilitating stakeholder engagement and learning
Sarah Bloomfield, Fran Myers, Fiona Harrison, Anna Winter, Christine Prudhoe
Success in apprenticeship programmes is a collective endeavour. This paper presents an initiative which supports work-based mentors working alongside The Open University on the Chartered Manager Degree Apprenticeship (CMDA).
Through a regular programme of online meetings – which we term ‘Employer Forums’ – we provide work-based mentors with a community of practice to share and develop knowledge together. Feedback gathered from the nearly 200 mentors who have attended sessions to date confirm that they value the opportunity to attend and contribute. Attendance benefits carry over into the tripartite relationship between apprentice, workplace mentor and HEI Tutor, furthering confidence, and effective working relationships.
Employer Forums on Degree Apprenticeship programmes: facilitating stakeholder engagement and learning (PDF, 57KB)
ADHD in Action - Practical support for apprentices who think differently
Heather Campbell
Apprentices with Attention-Deficit/Hyperactivity Disorder (ADHD) remain under-supported within education systems that prioritise standardisation over flexibility. Drawing on lived experience, policy analysis, and interdisciplinary evidence, this paper examines the gap between legal entitlement to reasonable adjustments and the realities experienced by neurodivergent apprentices. Existing support models are shown to be generic, inconsistently applied, and overly reliant on surface-level fixes such as deadline extensions, which fail to address executive dysfunction, cognitive overload, and fluctuating energy levels.
The analysis highlights structural barriers including limited staff training, weak enforcement of adjustments, and assessment practices that privilege recall over applied skill. The paper argues for a shift from compliance-driven accommodation towards an inclusive culture that embeds neurodiversity into teaching design, assessment, and organisational values.
Practical, scalable recommendations are presented, emphasising executive-function coaching, flexible pedagogy, and impact-focused support planning. Improving support for ADHD apprentices is positioned not as a special provision, but as a catalyst for more effective and equitable education for all learners.
ADHD in Action - Practical support for apprentices who think differently (PDF, 149KB)
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Implementation of Simulation-Focused, Problem-Based Learning in Engineering Apprenticeships
Muhammad Fahad, Mohammad Moghimi Ardekani, Debi Marie Roberts, Masum Billah, Sheikh Islam
Simulation-focused Problem-Based Learning (SF-PBL) integrates immersive simulation tools with problem-based methodologies to support engineering apprentices in developing a deep understanding, real-world application, and reflective capacity. Rooted in cognitive, constructivist, and experiential learning theories, SFPBL provides realistic, safe environments where learners can explore complex scenarios, test hypotheses, and reflect on outcomes.
This paper evaluates the implementation of Simulation-Focused Problem-Based Learning (SF-PBL) within a UK Engineering Degree Apprenticeship programme, using ANSYS as a core simulation tool. In that regard, a Computational Fluid Dynamics module has been picked and mixed sets of performance data and module evaluation feedback from two cohorts were analysed to explore the educational impact of embedding simulation-led problem tasks across the proposed module.
Findings show notable improvements in learners’ average marks (+8 marks out of 100) and first-attempt pass rates (increased by 20%), alongside substantial increases in perceived challenge, engagement, and workplace relevance which leads to 95% in overall students’ satisfaction in the module feedback (22% enhancement in compare with previous cohorts). Analysis of student feedback indicates that SF-PBL enhanced conceptual understanding, confidence, and the ability to integrate theory with practice.
These outcomes strongly align with established pedagogical frameworks including experiential learning, constructivism, adult learning theory, and cognitive load theory, demonstrating that simulation-driven inquiry provides an effective bridge between academic learning and professional engineering practice. The study concludes that SF-PBL represents a robust and scalable approach for strengthening the capability, readiness, and applied problem-solving skills of engineering apprentices.
Implementation of Simulation-Focused, Problem-Based Learning in Engineering Apprenticeships (PDF, 140KB)
Learning alone: how isolation and peer absence weaken Degree Apprentice identity
Joshua Farrall-Jones
This reflective paper examines how being the sole degree apprentice within my organisation shaped the development of my Degree Apprenticeship Identity. With no internal peers, the social component of this identity had limited opportunity to develop, while my professional identity dominated through daily workplace reinforcement.
The reflection explores three interconnected themes: the fragility of social identity under peer absence; isolation as a fluctuating condition that intensified around assessment deadlines and required greater reliance on emotional intelligence; and the influence of organisational micro-cultures, where employer-based groups strengthened belonging for some but positioned me on the periphery. Online learning reduced visible grouping yet provided fewer opportunities for informal peer connection.
The paper concludes by recommending cross-organisational study structures, purposeful use of in-person learning, and strengthened peer networks to reduce isolation and enhance belonging. These insights illustrate how relational conditions shape identity formation for degree apprentices navigating academic and professional demands.
Learning alone: how isolation and peer absence weaken Degree Apprentice identity (PDF, 54KB)
Supporting all students (traditional and apprentices) in a digital age
Mehak Memon, Duncan Hindmarch, Christopher Howard, Denis Reilly
Inclusive education is paramount as part of DEI (Diversity, Equity, and Inclusion). We address concerns related to creating support mechanisms for diverse students, its impact on staff and the student cohort. The impact on staff is related to the increased person hours and funds allocated for HE to incorporate National DEI guidelines, along with the effect on staff emotional wellbeing.
An inclusive environment is suggested; challenges include language barriers, attention spans, and time taken to comprehend difficult topics. An innovative framework based on integration of UDL (Universal Design of Learning) and LIDA (Learning in Digital Age) called SSIL – Support Spectrum for Inclusive Learning. SSIL discusses a suggested staff skillset plan for UDL readiness and adoption, and an understanding of the different student needs to promote inclusivity along with the effect upon staff. The pilot as conducted with Level 4 Computing students, the results are exclusively focused considering prior knowledge of the digital tools.
The results showed positive student feedback, and an approved framework/guidelines with benefit academics. Future work will add extended UDL practices multiple ways of action/expression, flexible assessment approaches enabling students to choose modes of assessment submission, for example, by video, audio, or written submissions.
Supporting all students (traditional and apprentices) in a digital age (PDF, 413KB)