Degree Level Apprenticeships Mark Rayner Degree Apprenticeships Development Manager Directorate of Education and Employer Partnerships Note the great work of AQS, legal services, faculties, admissions, marketing, PR, finance, registry services

Sheffield Hallam University (SHU) “Sheffield Hallam is an innovative and responsive university committed to the belief that high quality inspirational teaching and applied research can transform individuals, organisations and communities” UK's third largest university with c32,000 students and 4,421 staff Around 27,000 undergraduate and 7,700 postgraduate students Around 4,250 international students from 119 countries

Presentation Overview Why are SHU engaging in higher and degree apprenticeships? What have we developed so far? How have we developed systems and processes and engaged staff? So what has happened? Some reflections on ongoing challenges for HEI’s

Why? Benefits for SHU Why should we get involved? It’s what we do i.e. development of young people and upskilling of existing workforce. Strengthens our employer links and enriches core curriculum. Diversification of income and revitalisation of part-time market. Maintain and grow market position increase income for existing provision. Market growth in core sectors New product development

Why? Regional devolution and economic growth driven by higher level skills

What? Aligning our provision with employer needs We have focused our developments on sectors and occupations with high skill shortages, specifically: Health Engineering Construction Digital Professional services and management

Digital Particularly fast-moving in YH region, and apprenticeships beginning to play key role 38,581 jobs across the Yorkshire and the Humber region, lower profile than nationally, and spread across 7,881 establishments Growing fast, even through the recession – 52.4 per cent projected growth 2007-2022, much faster than nationally (34.1%) Highly skilled and highly paid, with average earnings £41,114, near national average Apprenticeships have shorter history in a relatively new, emerging sector – but already nearly 19 per cent of establishments offer them, and 37.8% plan to do so Source: Emsi data for 2015 and Employer Perspectives Survey 2014 (n=492) data using Emsi digital sector definition. Dotted line denotes projection.

What? Programmes for September 16/17 Degree Apprenticeships Chartered Manager Degree Apprenticeships Digital Degree Apprenticeships Software Engineer, IT Consultant, IT Business Analyst Cyber Security Analyst, Data Analyst, Network Engineer Construction Project Management* Quantity Surveying* Higher Apprenticeships Facilities Management Engineering- Materials, Electrical, Electronic, Rail and Aerospace Assistant Healthcare Practitioner *subject to Trailblazer standard being signed off

How? Developing Systems and Processes Before Business Development/Sales Admissions SFA and ILR Registration Enrolment Contracting Subcontracting During Teaching and Assessment monitoring Assessment Journey Work based learning Invoicing Quality Assurance Monthly SFA returns and funding draw down Student Support Completion Apprenticeship Completion (internal and external regs) End point assessment SFA completion on reporting Graduation

How? SHU Work Based Learning Framework Programme Development Development teams map the Apprenticeship Standard to a new programme. Development teams use the Programmes Learning Outcomes of WBLF. Developing a SHU Apprenticeship Ethos SHU Development Team supported with central guidance Programme team map provision to WBLF and HDA standard Programme Approval SHU Standing Panel (meets 10 times per year) approves programme cognisant of both QAA and HDA standard Built in SHU Student Information System as HDA provision

So What?

National Impact- Employer Engagement

Employer/Employee Impact JCB ‘Feedback from our line managers is overwhelmingly positive on the attitude and abilities of our apprentices’. Miles Pixley, General Manager ‘Apprenticeships are about gaining qualifications while working for a company which pays you to do so. They are about developing skills to work with people to achieve success within a business, to gain experience of how industry works and to start a career’. Daisy Coombes, JCB Apprentice

Challenges for HEIs

Challenges for HEI’s Engagement Systems and Processes Learner Supply Employer Demand Business development/Sales Staff engagement Capacity and capability to respond New business versus ‘cannibalisation’ Incompatible systems and processes SFA funding rules Apprenticeship Levy uncertainty Quality arrangements uncertainty Trailblazer ‘bottlenecks’ Little or no knowledge of Higher and Degree Apprenticeships (HDA) and relevance to faculties and departments. Confusion about the market for HDA’s and nervousness on whether it would cannibalise our own provision. Incredible amount of work to do on developing and amending systems and processes. Engagement of Faculties and Departments early in the process was key to buy-in, however there is still a lot of work to be done on best models for delivery, pricing strategies and national versus regional provision. Our central support teams from legal services, recruitment, registry and student records have been excellent in interpreting SFA guidance and rules. Engage them early!!! Having an institutional Work-Based Learning Framework has been invaluable in terms of responding to demand and mapping against new degree standards Little knowledge of Higher and Degree Apprenticeships amongst external stakeholders, including; LEP FE partners Private providers Employers Uncertainty about the terms of the contract and HEI’s ability to meet said terms. ILR’s continue to cause confusion, angst and added workload to Universities and Employers. The hidden workload that comes with the SFA contract has been particularly burdensome for HE institutions and has the potential to hinder growth. Employers need to be convinced that it will work for them – funding not always the main driver!

Challenges- Employer Knowledge of HDA’s

Emotionally intelligent leaders possess the ability to adjust their emotions, thoughts and behavior to changing situations and conditions. Workbook Page 42. Instructor Notes Begin with the definition of Adaptability that was made by participant/s in the first card sort activity on slide #29 (page #10 of their workbooks). Broaden the discussion to include the entire group. Refer to definitions of the Adaptability that are given on this slide Refer participants to the Focus Group Activity in their workbook i.e. implications for a team leader high and low in Adaptability Illustrate this competency with case example from your own coaching experience. Adaptability is key!

Why we do all this...

Questions/discussion https://www.shu.ac.uk/business/develop-your-people/higher-and-degree-apprenticeships