Why should your students do a Degree Apprenticeship?
Jonny GurrImpact and Partnership Development Officer – Civil Engineering Degree Apprenticeship – University of Exeter
Degree apprenticeships
Degree apprenticeships are reshaping how students access high-value careers—combining academic rigour, paid employment and strong graduate outcomes, particularly for students who may not see traditional university routes as accessible.
The evolving landscape of degree apprenticeships
Over the past decade, degree apprenticeships have become a central part of the higher education landscape, offering a credible and increasingly popular alternative to full-time study. Since their introduction in 2015, uptake has grown steadily, with apprenticeships now spanning sectors such as engineering, digital and data, healthcare, business, finance, and leadership. Recent analysis from the Education Policy Institute highlights both the growth of degree apprenticeships and their potential to support social mobility when access barriers are addressed.
Russell Group universities, including the University of Exeter, are playing an important role in this evolution—working closely with employers to deliver academically robust programmes that meet industry need while maintaining high educational standards. Degree apprenticeships now sit firmly alongside traditional degrees as a respected route into professional careers. This is clearly demonstrated at the University of Exeter with over 10% of the student population now consisting of students on Degree Apprenticeship programmes.
Employability benefits for students
For students, the employability advantages of degree apprenticeships are clear:
Paid employment from day one, with tuition fees covered by employers or the Apprenticeship Levy
Graduation with no student debt, a significant factor for students from lower-income backgrounds
Work experience embedded into the degree, not added on afterwards
Strong progression outcomes, with many apprentices moving directly into permanent or promoted roles
Research published by EDGE Foundation and Sheffield Hallam University demonstrates that apprentices often experience enhanced confidence, professional networks and career clarity compared to peers on traditional routes. Employers also report high satisfaction, citing apprentices’ job-readiness and loyalty.
At Exeter, degree apprenticeships have been recognised nationally for quality and impact, including being shortlisted for Apprenticeship Provider of the Year and winning Tech South West Awards for employer-led provision.
Widening participation and social mobility
Degree apprenticeships have particular relevance for widening participation (WP) students. Evidence shows they attract higher proportions of learners from under-represented backgrounds compared with traditional full-time degrees, including students from lower socio-economic groups, mature learners, and those who are first in their family to enter higher education.
The EDGE Foundation WP report highlights that degree apprenticeships can reduce financial and cultural barriers by allowing students to “earn while they learn” and remain rooted in their local communities. However, the research also cautions that access is not automatic—awareness, guidance and school-level support are critical to ensuring these opportunities are genuinely inclusive.
Teachers and advisers therefore play a vital role in helping students understand that degree apprenticeships are not a lesser option, but a rigorous and prestigious pathway—often leading to the same (or better) outcomes as traditional degrees. Often degree apprentices will complete their programme with not only a University degree, but also industry recognised qualifications, (for example Incorporated Engineer Status- IEng) which require years of experiential learning, something their full-time counterparts aren’t able to achieve during their programmes.
How teachers and advisers can support applications
Unlike UCAS undergraduate applications, degree apprenticeships require students to navigate both education and employment recruitment processes. Schools and colleges can support students by:
1. Raising awareness early Introduce apprenticeships alongside A levels, T levels and university pathways from Year 10 onwards. University degree apprenticeship applications will require the same or similar entry grades. Resources such as Amazing Apprenticeships provide accessible materials for assemblies and parent evenings.
2. Supporting research and vacancy searches Students apply directly to employers, not universities. Encourage regular use of:
Encourage students to directly approach employers to ask about potential apprenticeship opportunities. Some smaller employers aren’t aware they can utilise apprenticeships within their organisation.
3. Developing employability skills Applications often include CVs, cover letters, online tests and assessment centres. Mock interviews, employer talks and application workshops can make a significant difference—particularly for students without access to professional networks.
4. Managing expectations and timelines Vacancies open throughout the year, often earlier or later than UCAS deadlines. Students may need reassurance to apply widely and persist through competitive recruitment processes. Be clear with student that they can apply for both full-time programmes via UCAS at the same time as apprenticeship positions with employers. Unlike UCAS’s 5 choices, students can apply for as many apprenticeship vacancies as they like.
Teachers are encouraged to connect with university outreach teams, local employers and regional networks. A good place to start would be to connect to your local apprenticeship network; apprenticeships.gov.uk.
Looking ahead
As degree apprenticeships continue to expand, their role in supporting employability, productivity and social mobility will only grow. For teachers and advisers, ensuring students understand and can access these pathways is increasingly essential. With the right support, degree apprenticeships can open doors to high-quality careers—without students having to choose between higher education and employment.
By embedding degree apprenticeships into careers education, schools and colleges can help ensure that opportunity is driven by talent and ambition, not background.
