Launched in 2015, Degree Apprenticeships (DA) were introduced in England as an alternative route to obtaining a degree (UK Government, 2015). DAs offer a debt-free, vocational pathway into higher education, through the integration of university-based study and in-company training. DAs intend to support national economic growth, address levels of low productivity and, to meet higher-level skills shortages by establishing a pipeline of skilled entrants into the workforce (DfE, 2020). Beyond economic factors, DAs intend to contribute to workforce diversity and upward social mobility. DAs may attract disadvantaged school leavers who may have previously been deterred by university study because of concerns related to the cost of studying and value for money as a traditional HE entrant (OfS, 2019a, 2019b). In this paper we explore the experiences of those that have opted for DAs and the background experiences and motivations for applying for DA places. We also have investigated the transition for these learners into the world of work, and whether both of these aspects lead to diversity in higher education as well as in the work place. The research consisted of semi-structured interviews with key informants, including apprentices, employers, training providers (universities) and policy makers. Interviews generally lasted up to one hour, were audio-recorded and then transcribed. Interviews were anonymised. Over 70 interviews were completed in total between March 2022 and January 2023. The data is analysed using thematic analysis to draw out common themes within the data (e.g. Braun & Clarke, 2006). Early analyses indicate that some degree apprentices are entering higher education via DA route who would have not otherwise applied for a university place. This is particularly the case for mature degree apprentices who began employment on a different, usually lower level, career trajectory. However, school-leavers are generally considering traditional higher education courses alongside DA as an option. DAs often attract those who wouldn’t have otherwise entered into HE at all. Many new recruited degree apprentices were motivated to start a DA as a means to enter the workplace quicker and gain work experience. Early analyses also indicate DAs provide a successful and smooth transition into employment, particularly by equipping apprentices with transferable skills that allow them to transition into and sustain employment.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Department for Education (2020) Statistical data set: Apprenticeships and traineeships data 2019/20. Available at: https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships Office for Students: Insight (2019a) ‘Degree apprenticeships: a viable alternative?’ 02.03.19. Available at: https://www.officeforstudents.org.uk/media/c791216f-a1f1-4196-83c4-1449dbd013f0/insight-2-degree-apprenticeships.pdf Office for Students (2019b) Degree Apprenticeships Motivations. Research Report by Wavehill Social and Economic Research. Available at: https://www.officeforstudents.org.uk/media/12bf6e97-2163-4f0d-a547-e28c02e573e0/degree-apprenticeships-motivations-research-report.pdf UK Government (2015). Government rolls-out flagship Degree Apprenticeships. Published 12 March 2015. Available at: https://www.gov.uk/government/news/government-rolls-out-flagship-degree-apprenticeships