Effective delivery of degree apprenticeships (DA) in the built environment: the role of infrastructure in higher education institutions (HEI) and workplace

Purpose The aim of this paper is to explore the current infrastructure provided to degree apprenticeships (DA) students by higher education institutions (HEIs) and workplace to enhance the effective delivery of DA in the built environment (BE). Design/methodology/approach The research employed a mixed-methods approach gathering both qualitative and quantitative data through a questionnaire that captured the perceptions of 57 apprentices from a UK university who were completing a DA related to the BE. Findings Whilst the majority of the apprentices were satisfied with the infrastructure provided by the HEI, they suggested that the work-based module, effective communication, time-tabling and assessment deadlines could be improved. The apprentices appreciated support from their workplaces, including that provided by mentors and colleagues, especially with regard to well-being services and practical opportunities such as site visits. However, additional training and more time during the working week to devote to studies and assignment completion were requested. Research limitations/implications The limitation of this study is its exclusive focus on the perceptions of apprentices from a single university, suggesting an opportunity for future research where a comparative study can be undertaken by gathering perceptions from more apprentices from multiple UK universities. Practical implications The findings carry significant implications for stakeholders within the BE sector, offering actionable insights for enhancing the delivery of DAs. Originality/value The novelty of this paper is that it addresses the gap that has not been explored in literature related to DA, especially the infrastructure available to DA students in the BE.