From silos to synergy: improving integration and innovation in an apprenticeship degree programme

This study examines how to improve collaboration and reduce ‘silo working’ among academic staff managing a new policing degree at a UK university. The programme forms part of an apprenticeship degree, combining university study with police practice in line with national standards from the College of Policing. Degree delivery follows a two-stage model: modules are first designed by central academics and later taught by part-time Associate Lecturers during ‘presentation’. In-depth interviews were conducted with Module Team Chairs (MTCs), who lead individual modules, to explore how collaboration could be strengthened and integration enhanced across the programme. Findings highlight significant challenges, including role overload, limited shared strategy, weak communication, and inconsistent engagement with external stakeholders such as police partners. A key concern was the disconnection between course design and delivery, which risks undermining student experience and programme coherence. The study recommends practical measures to support organisational learning, encouraging staff to share expertise, align strategy, and innovate collectively. Although centred on one case study, the findings have wider implications as universities increasingly deliver apprenticeship-style degrees in partnership with industry and public sector employers.