Design of Degree Apprenticeships at UH: a case study

1. Design of Degree Apprenticeships at UH: a case study Learning and Teaching Conference – 5th May 2016 www.herts.ac.uk/computerscience

2. Introduction(Interwoven) Themes • Why Degree Apprenticeships are important (for UH) • How we designed the first full undergraduate (L4-6) Degree Apprenticeship at UH – for a September 2016 start • What are the major differences for programme development with a Degree Apprenticeship • What we were (are) trying to achieve • Some of the design issues encountered and solutions adopted

3. BackgroundDegree Apprenticeships key features benefits for government: addresses skills shortages / productivity agenda (& reduces student loan commitment) for employers: government funding and developing / retaining a skilled workforce; making use of the levy for apprentices: full-time working, earning & learning; no tuition fees; head start for universities: aligns with government policy; new source of students and better links with employers for academic staff:tbd • Government initiative (long term priority) to address national (England) skills shortages • Target: 3 million apprenticeships by 2020 including 60,000 degree apprenticeships • Fees paid by the employer and government (£1: £2 – up to a total of £18K), funded by a levy on all larger employers from April 2017. • Employer-led Apprenticeship Standard and Assessment Plan, devised by “trailblazer” employers, delivered mostly by HEIs, degrees awarded by HEIs (Level 6 or 7)

4. BackgroundDegree Apprenticeships in the news Times Higher Ed – 17-Mar-16 • “degree apprenticeships have employability at their core” CMI – 11-Mar-16 Universities UK(March 2016) Apprentice Eye – 05-Apr-16 CMI – 11-Mar-16

5. BackgroundDegree Apprenticeships at UH why us first?market research showed IT skills gap in Hertfordshire • Digital and Technology Solutions • full degree from Sep 2016 • School of Computer Science • Chartered Management • level 6 top-up: 2016; full degree: 2017 • Hertfordshire Business School • Electronic Systems Design Engineering • from 2017 • Many others to follow? strategic direction aligns with the university’s business facing agenda

6. BackgroundDegree Apprenticeship: Digital and Technology Solutions • Specialisms • Software Engineer • IT Consultant • IT Business Analyst • Data Analyst • Cyber Security Analyst • Network Engineer • “Digital” one of the first four industries • Single title “Digital and Technology Solutions” with broad common core (60%) and 6 pathways or specialisms (40%) • Standard& Assessment Plan from trailblazer group of employers supported by Tech Partnership • Accreditation/Endorsement process run by the Tech Partnership provides assurance of conformance to the Standard

7. Designing a Degree Apprenticeship programmeStarting Point What’s recommended What we started with Existing undergraduate degree programme with 50 years experience & over 50 modules Delivery via traditional classroom based methods – and online Experience of placements and employer-led degrees (ITMB) Apprenticeship Standard – with 116 core Learning Outcomes + c.20 per specialism • Build a strong strategicbusiness case • Engage employers earlyin the design • Raise awareness withmanagement & staff • Understand what the demand looks like • Deliver flexibly to meet employer needs • possibly multiple or custom versions • via alternative methods e.g. online, distance, weekend, blended, WBL, intensive • Consider how to co-ordinate across the university • Share good practice with other universities • Help schools & colleges to promote (March 2016)

8. Designing a Degree Apprenticeship programmedevelopment process: engagement of multiple stakeholders today! #1: “strategic business case” small supported team of 4-5 #6: “coordinate across UH” both validation & endorsement

9. #7: “Share Good Practice with other Universities”Competition & Collaboration • Competitive Analysis for the AQ1 – learning from trailblazer programmes • almost all are 4+ years duration • Fortnightly Tech Partnership call conference – universities & employers • Meeting at Aston, Dec 2015 • This conference? • Also: learn from other SBUs at UH, e.g. WBL Workshop 9 universities started in 2015: • Aston, Greenwich, Manchester Met, Northumbria, Queen Mary, Ravensbourne, Roehampton/QA, Sunderland, Winchester 6 more universities in 2016: • inclEssex, Exeter, UWE & UH

10. #2:“engage employers early in the design”Employer Engagement Activities Online Survey usable responses from 25 employers incl trailblazer blue chips 74% with apprentices • Focus Group: Sep 2015 • Online Survey: Oct ’15 – Jan ’16 • Employer Panels: Jan – Feb ’16 • Employer Forum: Apr 2016 • Individual Discussions requirements recruitment BT, Cheeky Munkey Cisco, Cyber-Duck, GSK, NHS, Tier2, TUI Group, Unisys, …

11. #4: “understand what the demand looks like” employer survey items & other feedback 3 years 2/3 new hires, 1/3 existing • specialisms/roles • programme duration • spread over the year • frequency of intakes • start time • BCS accreditation • delivery methods • hours & days/week (day release) • days & frequency (block release) • advance notification of timetable • optional modules • shared classes with other students • customisation • integrated industry standard certification • apprentice profile • selection criteria • A-level requirements • recruitment approach • pastoral support • role of employer in assessment • role of UH in recruitment • collaboration for smooth delivery • ongoing employer involvement in design • earliest start date • how many apprentices • sent to more than one university • main benefits to you • key success factors several per year reluctant conventional, day (& block) release limited demand helpful

12. #4: “understand what the demand looks like”understanding the 3-way model • 18+ high flyer - blue chip? • 18+ vocational bent • 18+ non traditional • experienced, missed out on HE • progressing from apprenticeship student learns from deliversbenefits to learns from • corporate, public sector, SME? • closed or open? • how many per cohort? mentors& supports teaches,assesses university employer paysfees, supports, engagesin end-point assessment recruits, delivers RoI to the customer

13. #9: Design a good programme – (not a recommendation)“the best of both worlds” – or an oxymoron?

14. #9: Designing a degree apprenticeship programmemapping & gap analysis Existing/New DMDs Design all new modules – or only use existing ones – or? • Map Learning Outcomes in Standard to existing curriculum • determine best fit of existing modules • identify major gaps • Identify outline structure – 3 types of modules: • adapted existing modules: minor differences • new DTS-specific modules: fill the major gaps & give coherence • shared modules: potentially co-taught (for specialisms) • Carry out detailed design – ensuring: • coverage of all (vocational) LOs for Apprenticeship Standard plus • maintenance of all (academic) standards for honours degree • Get feedback & revise Learning Outcomes from the Standardc. 112 for core topics + 19 for core tech/behaviours + 15-20 for each specialism

15. Programme Overviewkey facts

16. Programme Overviewoutline delivery pattern: based on employer input – but same for all

17. #5: “deliver flexibly to meet employer needs”outline programme structure: independent of delivery pattern

18. Lessons learntaddressing design issues

19. Have we succeeded?too early to say