This article compares policy aims with experiences following the introduction of a new model for STEM apprenticeships in the UK. Degree apprentices work while studying for a degree, undertaking work-based learning and attending on-campus classes. Specifically, this study explores an implementation in Scotland, where computing degrees are designed and delivered through partnerships between employers, universities, and the Scottish Government’s skills agency, Skills Development Scotland. This collaboration is designed to bridge employer-reported skills gaps and to bring about an increase in highly-skilled workers. To examine the policy implementation behind the new degrees, a review was conducted of the policy documents that framed their introduction, including texts from university and employer websites promoting apprenticeships. The apprentices’ perspectives, barely addressed in the policy documents, were examined through surveys and narrative interviews. The policy documents positioned the new degrees as a ‘win-win’ opportunity for employer-led higher education, and the apprentices recognised and valued the opportunity to undertake a work-based degree. However, underneath the superficial win-win narrative a complex implementation landscape was observed for employers, apprentices, and universities. Understanding these stakeholder contexts is essential for the longer term sustainability of degree apprenticeships.

Degree apprenticeships in the UK represent a shift in approach to degree-level study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices’ viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices’ perspectives to research and practice, as apprenticeship models expand in the UK and beyond.

This mixed-method study at six universities asked degree apprentices about their trajectories into the apprenticeship, to better understand the social mobility potential of apprenticeships. The degree apprenticeship offers a route to a degree for apprentices, who are employees studying for a degree. As a new model, little is known about the apprentices: who they are, their journey towards this degree, and whether they fulfil the social mobility aspirations expressed by apprenticeship policymakers. Computing and IT apprentices at six universities in Scotland, UK, were surveyed (n = 160) to ask about their background and previous experience. Interviews (n = 28) were carried out with apprentices studying with one of the institutions, to enquire how their backgrounds impacted on their journey to this point. By taking a multi-institutional approach, the study reports findings across different degree apprenticeships and geographical locations. Apprentices were found to be drawn from all socio-economic groups and represented those new to work and upskillers, already in work. For upskillers, the degree apprenticeship offered a belated opportunity for degree-level study. However, young people recruited into the apprenticeship were disproportionally from more privileged groups. We make recommendations for recruitment and selection processes to increase equality of access to degree apprenticeship places.

The COVID-19 global pandemic precipitated migration to online learning and teaching for students and universities. This study explored the change in self-identification in an academic role through the significant disruption caused by the urgent migration from on-campus teaching to online teaching in the face of lockdowns designed to limit the spread of the virus. Drawing upon identity theory, this study explored the impact of the swift change in work practices on the academic identities of staff (n = 33) at a UK university. Three themes were identified: identity disruption, sensemaking and nostalgia for what had been lost. Hearing directly from academics is important because academic identity, in an increasingly neoliberal sector, was already a topic of interest, with tension and insecurity affecting work practices, including interactions with students. The experiences of the disrupted academic sessions could result in significant changes in practice, and a re-shaping of the academic role to build upon online pedagogies, interactions with students, and peers. If so, what it means to be an academic will change with consequent implications for prioritisation, workloads, attracting and retaining academics, and student experience. The themes arising from this study are discussed and implications for future practice are presented.

Citizen-led participation in democracy is explored through studying the online and offline spaces where people work together to influence those in power and improve their communities. The concept of a participation space is introduced to describe these contexts. The spatial theme guides the research, from literature, through methodology, to findings. Case studies of three community/activist groups provide the data to identify participation spaces and model these as Socio-Technical Interaction Networks (STINs) (Kling, McKim, & King, 2003). These participation spaces include social media, email, and blogs, as well as paper media and offline spaces, such as rooms. The STIN models of these participation spaces reveal that the characteristics which influence their use for participation are the same for online and offline spaces. These can be understood in terms of spatial characteristics: the spaces’ perceived boundaries and inhabitants, combined with ownership and access, including costs. As well as recording the roles of these spatial characteristics, the participation space models map the day-to-day activities of participation. Collating these activities reveals that participation primarily takes the form of communication: organising and increasing solidarity, sharing information, encouraging involvement, and trying to influence events. The models also reveal that most of these activities are non-public. This sociotechnical study describes the relationship between the activities of local, grassroots democracy and the characteristics of the online and offline spaces where it takes place.

Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives.