Degree apprenticeships in England (2015–2025): a decade of quality assurance and regulation

Purpose This paper critically examines the evolution of quality assurance (QA) and regulation in degree apprenticeships in England from 2015 to 2025. It explores how regulatory frameworks have developed over the decade, their implications for higher education institutions and how these compare with international approaches to degree-level work-based learning. Design/methodology/approach The study employs a qualitative documentary analysis of policy documents, regulatory frameworks, inspection reports and stakeholder commentary. It draws on grey literature, government publications and international case studies to trace the development of England’s QA landscape and benchmark it against comparable systems globally. Findings The English regulatory environment has transitioned from a fragmented oversight system to a more integrated, albeit complex, framework involving multiple agencies. While the coordination between regulatory bodies has improved, providers continue to experience significant compliance burdens. International comparisons highlight alternative approaches to integration and standardisation. The study finds that while institutional governance has matured, persistent challenges remain around inspection consistency, retention and balancing vocational and academic quality. Originality/value Findings highlight the cumulative effects of regulatory reform on institutional practice, governance and risk by tracing the evolution of England’s degree apprenticeship QA landscape over its first decade. Comparative insights drawn from international systems illuminate how differing regulatory logics shape provision, oversight and employer engagement. The analysis offers a synthesis of the English model’s structural tensions, alongside emerging patterns of convergence and divergence in higher-level work-based learning.