Theme: Collaborating with industry for teaching and learning

Authors: Dr Goudarz Poursharif (Aston University), Dr Panos Doss (Aston University) and Bill Glew (Aston University)

Keywords: WBL, Degree Apprenticeship, Engineering

Abstract: This case study presents our approach in the design, delivery, and assessment of three UG WBL Engineering Degree Apprenticeship programmes launched in January 2020 at Aston University’s Professional Engineering Centre (APEC) in direct collaboration with major industrial partners. The case study also outlines the measures put in place to bring about added value for the employers and the apprentices as well as the academics at Aston University through tripartite collaboration opportunities built into the teaching and learning methods adopted by the programme team.

This case study is presented as a video which you can view below: 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Research, Collaborating with industry for teaching and learning, Graduate employability and recruitment

Authors: Associate Prof Graeme Knowles (Director of Education Innovation, WMG), Dr Jane Andrews (Reader in STEM Education Research) and Professor Robin Clark (Dean WMG)

Keywords: Transformational Change, Industry-Education Partnerships, Educational Research, Scholarship

Abstract: The ‘Transforming Tomorrow’ Project is an example of how educational research may be used to inform and underpin change in engineering education. Building on previous research, the project provides an example of how research and scholarship may be used to effect transformational change by linking industrial requirements with educational strategy and practice. Bringing together theoretically grounded curriculum design with two years of educational research, mainly conducted during the pandemic, the primary output thus far is the development of a series of professional development workshops. Such workshops are aimed at preparing engineering educators to make sure that as WMG emerges out of the pandemic and into a time of unprecedented uncertainty and change, we continue to produce high quality graduates able to ‘hit the ground running’ upon entering employment. This short paper summarises the background to the project, discussing the methodology and providing exemplar data whilst also outlining the content of the workshops.



WMG has a strong history of providing both practically relevant education and producing graduates who are able to impact the companies they work for from the earliest point of employment. The Department’s experience, built up over many years, has come about through the development of strong relationships between WMG colleagues and industry, through mutual understanding and the co-creation of relevant courses. However, as with the whole of the Higher Education Sector, WMG cannot afford to stand still. With the ever-increasing and dynamic demands of the Engineering Sector there is a constant need to reflect and consider whether impactful outcomes are still being realised.

The ‘Transforming Tomorrow’ Project is about taking a holistic view of the Department’s educational provision in order to understand the effectiveness of the provision from students’ perspective, whilst also taking account of the views and experiences of staff and industry employers. With the research underway, a number of datasets collected and emergent findings analysed, WMG has the basis with which to begin to affect transformational change both in our educational offerings and also in how we  better meet the needs of industry. This paper reports the first part of the Project.


For many, the pace of change since the onset of Covid19 has been challenging. In WMG, having to completely reconfigure what is an exceptionally industrially focused curriculum and teach online took many by surprise. At the beginning of the Pandemic a critical literature review was undertaken looking at blended and  online learning; five key themes were identified:

  1. The need to adopt  a design approach to curriculum development
  2. The quality of the student experience
  3.  Student engagement
  4. The challenges and benefits of blended learning
  5. Student and academic perceptions of online learning

Each of these themes have in common the fact that the virtual learning approaches analysed and  discussed were developed over a significant period of time.   

Method and Findings

A mixed methodological approach was utilised starting with a quantitative survey of first year students and staff. This first survey, which took place in October 2021, focused on students’ perceptions of what types of learning approaches and techniques they expected to encounter whilst at university. Comprising a mixture of Degree Apprentices and Traditional Engineering undergraduates, the cohort were unique in that they had spent a significant part of their pre-university education learning from home during the lockdown. 

The results of the survey are given below in Figure 1 and reveal that, during the Pandemic at least,  engineering undergraduate students start university with the perception that they will be spending much of their time working independently and learning online.


Figure 1: First Year Engineering Students’ Expectations of Learning and Teaching at University: Mid-Pandemic (October 2021)


In looking at the above table one thing that immediately drew colleagues’ attention was that only half of the students expected to frequently encounter active learning approaches, and just under two-fifths anticipated frequently engaging in real-life work-related activities. Having given considerable thought as to how to assure that learning through the Pandemic maintained high levels of both these activities, this took colleagues by surprise. It also suggested  a lack of preparedness, on behalf of the students, to proactively engage in practical engineering focused education.

For the academic staff, a survey conducted at the same time sought to determine colleagues’ preferences in terms of teaching approaches. Figures 2 and 3 below provide an overview of the answers to two key questions…




This paper necessarily provides only a small insight into the research findings, in total over 1,300 undergraduate and postgraduate students and over 200 colleagues have participated in the research thus far. Analysing the findings and feeding-forward into the Education and Departmental Executive structures, the findings are being used to shape how education has continued under the lockdown (and will continue into the future).  With a firm-eye for the ever-changing requirements and expectations of industry, a series of pedagogical workshops grounded in the Project research findings have been developed. The aim of such workshops is to upskill academic colleagues in such a way so as to be able to guarantee that WMG continues to offer industrially relevant education as society moves out of the Pandemic and into an unknown future.

Moving Forward: Scholarship, Synergy & Transformational Change: Meeting the learning and teaching challenges of 21st Century Industry

Planning, the second stage of the Project has meant synthesizing the research findings with organisational strategy and industrial indicators to put in place a series of professional-development workshops for teaching colleagues. Each workshop focuses on a different area of educational practice and considers the needs of industry from a particular standpoint. Plans are underway to use the workshops themselves as opportunities to gather data using an Action Research Methodology and a Grounded Theory Philosophy. The Project is at best estimate, midway through its lifecycle, but may continue for a further two years depending on the Covid situation.

The planned workshops, which will be offered to colleagues throughout the Spring and Summer, 2022, will focus around six distinctive but interlinked topics:  

1. Teaching to Meet the Challenges of Industry

2. Student-Centred Active Learning

3. Growing independent learners

4. Levelling the Playing Field

5. Re-Designing what we do

6. Engineering  an environment for learning


In conclusion, society is entering what has been termed ‘the new normal’; for WMG, there is nothing ‘normal’ about what we do. We are entering a ‘Transformational Time’; a period when by completely changing and challenging our educational offerings and culture we will work with our industrial partners to purposefully disrupt  the ‘new normal’. In doing so we will continue to produce forward-thinking, flexible and synergetic learning experiences from which highly qualified graduates able to succinctly blend into the workplace will emerge. 


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Graduate employability and recruitment, Collaborating with industry for teaching and learning

Authors: Bob Tricklebank (Dyson Institute of Engineering and Technology) and Sue Parr (WMG, University of Warwick).

Keywords: Partnerships, Academic, Industry

Abstract: This case study illustrates how, through a commitment to established guiding principles, open communication, a willingness to challenge and be challenged, flexibility and open communication, it’s possible to design and deliver a degree apprenticeship programme that is more than the sum of its parts. 



Dyson is driven by a simple mission: to solve the problems that others seem to ignore.  From the humble beginnings of the world’s first bagless vacuum cleaner, Dyson is now a global research and technology company with engineering, research, manufacturing and testing operations in the UK, Singapore, Malaysia and the Philippines. The company employs 14,000 people globally including 6,000 engineers and scientists. Its portfolio of engineering expertise, supported by a £3 million per week investment into R&D, encompasses areas from solid-state batteries and high-speed digital motors to machine learning and robotics.

Alongside its expansive technology evolution, Dyson has spent the past two decades supporting engineering education in the UK through its charitable arm, the James Dyson Foundation. The James Dyson Foundation engages at all stages of the engineering pipeline, from providing free resources and workshops to primary and secondary schools to supporting students in higher education through bursaries, PhD funding and capital donations to improve engineering facilities.

It was against this backdrop of significant investment in innovation and genuine passion for engineering education that Sir James Dyson chose to take a significant next step and set up his own higher education provider: the Dyson Institute of Engineering and Technology.

The ambition was always to establish an independent higher education provider, able to deliver and award its own degrees under the New Degree Awarding Powers provisions created by the Higher Education and Research Act 2017. But rather than wait the years that it would take for the requisite regulatory frameworks to appear and associated applications to be made and quality assurance processes to be passed, the decision was made to make an impact in engineering education as quickly as possible, by beginning delivery in partnership with an established university.

Finding the right partner

The search for the right university partner began by setting some guiding principles; the non-negotiable expectations that any potential partner would be expected to meet, grounded in Dyson’s industrial expertise and insight into developing high-calibre engineering talent.

1.An interdisciplinary programme

Extensive discussions with Dyson’s engineering leaders, as well as a review of industry trends, made one thing very clear: the engineers of the future would need to be interdisciplinarians, able to understand mechanical, electronic and software engineering, joining the dots between disciplines to develop complex, connected products. Any degree programme delivered at the Dyson Institute would need to reflect that – alongside industrial relevance and technical rigour.

2. Delivered entirely on the Dyson Campus

It was essential that delivery of the degree programme took place on the same site on which learners would be working as Undergraduate Engineers, ensuring a holistic experience. There could be no block release of learners from the workplace for weeks at a time: teaching needed to be integrated into learners’ working weeks, supporting the immediate application of learning and maintaining integration into the workplace community.  

3. Actively supported by the Dyson Institute

This would not be a bipartisan relationship between employer and training provider. The fledgling Dyson Institute would play an active role in the experience of the learners, contributing to feedback and improvements and gaining direct experience of higher education activity by shadowing the provider.

WMG, University of Warwick

Dyson entered into discussions with a range of potential partners. But WMG, University of Warwick immediately stood out from the crowd.

Industrial partnership was already at the heart of WMG’s model. In 1980 Professor Lord Kumar Bhattacharyya founded WMG to deliver his vision to improve the competitiveness of the UK’s manufacturing sector through the application of value-adding innovation, new technologies and skills development. Four decades later, WMG continues to drive innovation through its pioneering research and education programmes, working in partnership with private and public organisations to deliver a real impact on the economy, society and the environment.

WMG is an international role model for how universities and businesses can successfully work together; part of a Top 10 UK ranked and Top 100 world-ranked university.

WMG’s expertise in working with industrial partners meant that they understood the importance of flexibility and were willing to evolve their approach to meet Dyson’s expectations – from working through the administrative challenge of supporting 100% delivery on the Dyson Campus, to developing a new degree apprenticeship programme.

Academics at WMG worked closely with Dyson engineers, who offered their insight into the industrial relevance of the existing programme – regularly travelling to WMG to discuss their observations in person and develop new modules. This resulted in a degree with a decreased focus on group work and project management, skills that learners would gain in the workplace at Dyson, and an increased focus on software, programming and more technically focused modules.

Importantly, WMG was supportive of Dyson’s intention to set up an entirely independent higher education provider. Rather than see a potential competitor, WMG saw the opportunity to play an important part in shaping the future of engineering education, to engage in reciprocal learning and development alongside a start-up HE provider and to hone its portfolio for future industrial partnerships.

The programme

In September 2017, the Dyson Institute opened its doors to its first cohort of 33 Undergraduate Engineers onto a BEng in Engineering degree apprenticeship, delivered over four years and awarded by the University of Warwick.

Two days per week are dedicated to academic study. The first day is a full day of teaching, with lecturers from WMG travelling to the Dyson Campus to engage in onsite delivery. The second day is a day of self-study, with lecturers available to answer questions and help embed learning. The remaining three days are spent working on live engineering projects within Dyson.

The first two years of the programme are deliberately generalist, while years three and four offer an opportunity to specialise. This academic approach is complemented in the workplace, with Undergraduate Engineers spending their first two years rotating through six different workplace teams, from electronics and software to research and product development, before choosing a single workplace team in which to spend their final two years. Final year projects are based on work undertaken in that team.

The Dyson Institute enhances WMG’s provision in a variety of ways, including administration of the admissions process, the provision of teaching and learning facilities, pastoral support, health and wellbeing support, social and extra-curricular opportunities, monitoring of student concerns and professional development support.  

Key enhancements include the provision of Student Support Advisors (one per cohort), a dedicated resource to manage learners’ workplace experience, quarterly Wellbeing and Development Days and the Summer Series, a professional development programme designed to address the broader set of skills engineers need, which takes the place of academic delivery across July and August.

Continuous improvement  

The collaborative partnership between Dyson, the Dyson Institute and WMG, the University of Warwick did not end when delivery began. Instead, the focus turned to iteration and improvement.

Dyson Institute and WMG programme leadership hold regular meetings to discuss plans, progress and challenges. These conversations are purposefully frank, with honesty on both sides allowing concerns to be raised as soon as they are noted. An important voice in these conversations is that of the student body, whose ‘on the ground experience’ is represented not only through the traditional course representatives, but through stream and workplace representatives.

Even as the Dyson Institute has begun independent delivery (it welcomed its first Dyson Institute-registered Undergraduate Engineers in September 2021), both partners remain dedicated to improving the student experience. The current focus is on increasing WMG’s onsite presence as well as the regularity of joint communications to the student body, with a view to supporting a more streamlined approach to challenge resolution.


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Collaborating with industry for teaching and learning, Knowledge exchange

Authors: Prof Robert Hairstans (New Model Institute for Technology and Engineering), Dr Mila Duncheva (Stora Enso), Dr Kenneth Leitch (Edinburgh Napier University), Dr Andrew Livingston (Edinburgh Napier University), Kirsty Connell-Skinner (Edinburgh Napier University) and Tabitha Binding (Timber Development UK)

Keywords: Timber, Built Environment, Collaboration, New Educational Model

Abstract: The New Model Institute for Technology and Engineering, Edinburgh Napier University and Timber Development UK are working with external stakeholders to enable an educational system that will provide comprehensive training in modern methods of timber construction. A Timber Technology Engineering and Design (TED) competency framework has been derived and a UK wide student design competition will run in the 1st quarter of 2022 as part of the process to curate the learner content and enable this alternative approach to upskilling. The EPC will gain an understanding of this alternative approach to creating an educational model by means of industry engagement. This new approach has been made possible via establishing a collaborative framework and leveraging available funding streams via the partners. This will be showcased as a methodology for others to apply to their own contexts as well as offer opportunity for knowledge and value exchange.



Edinburgh Napier University (ENU), The New Model Institute for Technology and Engineering (NMITE) and Timber Development UK (TDUK) are working with external stakeholders to enable an educational system (Figure 1) that will provide comprehensive training in modern methods of timber construction. This case study presents an alternative approach to creating this Timber Technology Engineering and Design (TED) educational model by means of industry engagement and pilot learning experiences. This new approach has been made possible by establishing a collaborative framework and leveraging available funding streams via the partners.

Figure 1 – Approach to enabling Timber TED Educational System.


Project Aims

The aim of establishing Timber TED is to provide built environment students and professionals with a comprehensive suite of online credit bearing flexible training modules to upskill in modern timber construction techniques. To align the modules with industry need the learning content is to be underpinned by a competency framework identifying the evidence-based technical knowledge and meta skills needed to deliver construction better, faster and greener. The training modules are to be delivered in a blended manner with educational content hosted online and learners assessed by ‘learning by doing’ activities that stimulate critical thinking and prepare the students for work in practice (Jones, 2007).

Uniting industry education and training resources through one course, Timber TED will support learners and employers to harness the new knowledge and skills required to meet the increasing demand for modern timber construction approaches that meet increasingly stringent quality and environmental performance requirements.

The final product will be a recognised, accredited qualification with a bespoke digital assessment tool, suitable for further and higher education as well as employers delivering in-house training, by complementing and enhancing existing CPD, built environment degrees and apprenticeships.

The Need of a Collaborative Approach

ENU is the project lead for the Housing Construction & Infrastructure (HCI) Skills Gateway part of the Edinburgh & Southeast Scotland City Region Deal and is funded by the UK and Scottish Governments. Funding from this was secured to develop a competency framework for Timber TED given the regional need for upskilling towards net zero carbon housing delivery utilising low carbon construction approaches and augmented with addition funding via the VocTech Seed Fund 2021. With the built environment responsible for 39% of all global carbon emissions, meeting Scotland’s ambitious target of net zero by 2045 requires the adoption of new building approaches and technologies led by a modern, highly skilled construction workforce. Further to this ENU is partnering with NMITE to establish the Centre for Advanced Timber Technology (CATT) given the broader UK wide need. Notably England alone needs up to 345,000 new low carbon affordable homes annually to meet demand but is building less than a third of this (Miles and Whitehouse, 2013). The educational approach of NMITE is to apply a student-centric learning methodology with a curriculum fuelled by real-world challenges, meaning that the approach will be distinctive in the marketplace and will attract a different sort of engineering learner. This academic partnership was further triangulated with TDUK (merged organisation of TRADA and Timber Trades Federation) for UK wide industry engagement. The partnership approach resulted in the findings of the Timber TED competency framework and alternative pedagogical approach of NMITE informing the TDUK University Design Challenge 2022 project whereby inter-disciplinary design teams of 4–8 members, are invited to design an exemplary community building that produces more energy than it consumes – for Southside in Hereford. The TDUK University Design challenge would therefore pilot the approach prior to developing the full Timber TED educational programme facilitating the development of educational content via a webinar series of industry experts.

The Role of the Collaborators

The project delivery team of ENU, NMITE and TDUK are working collaboratively with a stakeholder group that represents the sector and includes Structural Timber Association, Swedish Wood, Construction Scotland Innovation Centre, Truss Rafter Association and TRADA. These stakeholders provide project guidance and are contributing in-kind support in the form of knowledge content, access to facilities and utilisation of software as appropriate.

Harlow Consultants were commission to develop the competency framework (Figure 1) via an industry working group selected to be representative of the timber supply chain from seed to building. This included for example engineered timber manufacturers, engineers, architects, offsite manufacturers and main contractors.


Figure 2 – Core and Cross-disciplinary high level competency requirements


The Southside Hereford: University Design Challenge (Figure 3) has a client group of two highly energised established community organisations Growing Local CIC and Belmont Wanderers CIC, and NMITE, all of whom share a common goal to improve the future health, well-being, life-chances and employment skillset of the people of South Wye and Hereford. Passivhaus Trust are also a project partner providing support towards the curation of the webinar series and use of their Passivhaus Planning software.


Figure 3 – TDUK, ENU, NMITE and Passivhaus Trust University Design Challenge


Outcomes, Lessons Learned and Available Outputs

The competency framework has been finalised and is currently being put forward for review by the professional institutions including but not limited to the ICE, IStructE, CIAT and CIOB. A series of pilot learning experiences have been trialled in advance of the UK wide design challenge to demonstrate the educational approach including a Passivhaus Ice Box challenge. The ice box challenge culminated in a public installation in Glasgow (Figure 4) presented by student teams acting as a visual demonstration highlighting the benefits of adopting a simple efficiency-first approach to buildings to reduce energy demands. The Timber TED competency framework has been used to inform the educational webinar series of the UK wide student design competition running in the 1st quarter of 2022. The webinar content collated will ultimately be used within the full Timber TED credit bearing educational programme for the upskilling of future built environment professionals.


Figure 4 – ICE box challenge situated in central Glasgow


The following are the key lessons learned:

Currently available outputs to date:


  1. Jones, J. (2007) ‘Connected Learning in Co-operative Education’, International Journal of Teaching and Learning in Higher Education, 19(3), pp. 263–273.
  2. Miles, J. and Whitehouse, N. (2013) Offsite Housing Review, Department of Business, Innovation & Skills. London


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

In September 2015 the first university-business co-developed Degree Apprenticeship programmes were launched – having been designed and eligible for funding under the government’s new model for apprenticeship training (Apprenticeship Standards), and expected to be resourced via the so called “apprenticeship Levy”.

Whilst still at a relatively small scale and early stage, as at March 2016, Apprenticeship Standards are ‘ready for delivery’ at the Degree Apprenticeship level in three discipline areas – two of which are engineering-related.  A further seven are awaiting approval, five of which are engineering-related.

Some toolkit content is available to members only. For best results, make sure you’re logged in.


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

In Northern Ireland, the term “Higher level apprenticeships (HLAS)” covers what are known in England as Degree Apprenticeships and offer on-the-job training and off-the-job learning at higher levels, including Foundation Degrees (level 5), Honours Degrees (Level 6), and post-graduate awards (Level 7-8).  NB they include Level 8 (PhD) which they explicitly do not in England.

Pilot activity is currently underway with 50 employers in the following priority sectors:


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

The different higher education fee levels in Wales make the situation somewhat different to England.

It appears that apprenticeships are not funded for Wales and the only relevance thus appears to be for Welsh students pursuing an apprenticeship in England.

Read more:


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

In Scotland, Degree Apprenticeships are part of the Modern Apprenticeship framework and are known as Graduate Level Apprenticeships.

More information:

They will be available from 2016 and will focus initially on ICT/Digital, Civil Engineering and Engineering.

Contact for further information:


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a list of FAQs regarding degree and higher apprenticeships.

One of the key recent changes in the apprenticeships landscape has been the announcement by government of a new ‘apprenticeships Levy’ which all employers (with a pay bill above £3m PA) will be required to pay.  Current plans are that from April 2017  employers will pay an apprenticeships levy of 0.5% of pay bill (less£10,000) to be held in a dedicated training account for them to use to offset against the costs of providing apprenticeship training ( excluding  apprentice salaries)

Although only a relatively small proportion of businesses will be required pay this levy, given their scale and the number of employees and trainees involved – these larger employers are likely to be the most important organisations with whom an HEI is likely to need to engage with when considering developing or delivering higher and/or degree apprenticeship training.


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a list of FAQs regarding degree and higher apprenticeships.

The main difference for HE providers is that funding for apprenticeships in England is managed by the Skills Funding Agency rather than HEFCE – with very different processes and requirements

There is also an HE specific funding guide [Apprenticeship funding and performance-management rules for training providers, May 2017 to March 2018] available at

Crucially, it is an expectation of any Apprenticeship that the employer rather than Apprentice/Student pays any costs.  Universities cannot charge student fees for Apprenticeship provision, and these programmes are ineligible for Student Loan support

The funding for apprenticeships has two main components – A contribution from Government and an employer contribution (of at least 1/3rd of total cost).  Going forwards, the employer contribution may be drawn from a mandatory employer apprenticeship levy described subsequently.

Additionally, the Government has provided (via HEFCE) funding for the development of the educational components of new degree apprenticeships by HE providers.   An initial tranche of £8M was announced for 2016-17 with further funding likely to be available for future years.

Part of the process for approval of an apprenticeship under the new standards is that the government (via SFA) agrees the maximum rate which it is prepared to contribute to delivery. This is done by allocating the apprenticeship to a series of funding bands which set a cap on the total amount of funding that can be claimed ( via Government and/or employer Levy pot).  This covers the full costs of delivering the apprenticeship training and NOT just any educational qualification component. These currently range from £3000 to a maximum of £27,000 of which the maximum government contribution is 2/3rds of the costs

There is nothing in principle to stop an HEI charging an employer a higher level of fee than that agreed in the Apprentice Standard – but the full additional cost would then be borne by the employer.    In practise, this is becoming a cost competitive market and employers are increasingly shopping around to find the best deal they can get – in contracting with education providers to deliver the education elements of their Apprenticeship Programmes.   The cost cap in the Apprenticeship standard covers the full apprenticeship programme including any training elements delivered by the employer, so employers may have an incentive to drive the rate charged to HE providers to below the maximum allowed level.  It is probable that the FE sector might enter this market at lower rates than universities can offer and the government would welcome a competitive market place of this sort.    The longevity of any contract might therefore be an important consideration when deciding whether to develop degree apprenticeship provision.


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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