ABSTRACT

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.

摘要

这项在六所大学进行的混合方法研究向学位学徒询问了他们进入学徒生涯的轨迹，以更好地了解学徒制的社会流动潜力。学位学徒制为学徒提供了获得学位的途径，学徒是攻读学位的雇员。作为一种新模式，人们对学徒制知之甚少：他们是谁，他们获得这个学位的历程，以及他们是否满足学徒制政策制定者表达的社会流动愿望。对英国苏格兰六所大学的计算机和 IT 学徒进行了调查（n = 160），以询问他们的背景和以前的经验。对在其中一个机构学习的学徒进行了访谈 (n = 28)，以了解他们的背景如何影响他们走到这一步。通过采取多机构的方法，该研究报告了不同学位学徒和地理位置的调查结果。发现学徒来自所有社会经济群体，代表了那些新工作和已经在工作中的技能提升者。对于技能提升者来说，学位学徒期提供了一个迟来的学位水平学习机会。然而，被招募参加学徒制的年轻人不成比例地来自更特权的群体。我们为招聘和选拔流程提出建议，以增加获得学位学徒职位的平等机会。学位学徒期提供了一个迟来的学位水平学习机会。然而，被招募参加学徒制的年轻人不成比例地来自更特权的群体。我们为招聘和选拔流程提出建议，以增加获得学位学徒职位的平等机会。学位学徒期提供了一个迟来的学位水平学习机会。然而，被招募参加学徒制的年轻人不成比例地来自更特权的群体。我们为招聘和选拔流程提出建议，以增加获得学位学徒职位的平等机会。