Research Partnerships
Our Degree Partnership academic team is committed to shaping the future of apprenticeship education, aiming to create a greener, fairer, and healthier society that enhances the educational landscape and workforce development. As subject matter experts with a blend of research expertise and practical experience, we are well placed to work with students, organisations, and stakeholders to impact on practices and policies. Our team welcomes current or prospective partner organisations to reach out to discuss research or scholarship projects. We are passionate about all things related to learning, knowledge exchange and impact and would welcome connections at any stage of thinking.
Academic contacts currently accepting organisational projects:
| Contact | Interests |
|---|---|
| Dr Julie Pepper (J.S.A.Pepper@exeter.ac.uk) |
|
| Dr Michelle Trottier (M.Trottier@exeter.ac.uk) |
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If you have other projects in mind, please complete this form and our academic team will be in touch shortly after.
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.
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.
