Being first: the student experience at a new higher education provider

ABSTRACT

This research investigates the initial degree programme of a new Higher Education Provider (HEP) through a practitioner-based case study focusing on the experiences of senior leaders enrolled as mature degree apprentices. The qualitative study utilised an interpretivist and constructivist approach involving in-depth interviews and a focus group. Key observations include positive and negative experiences, centred around adult learning and work-based learning attributes, and resonate significantly with the concept of mode-2 knowledge. Initial challenges surfaced around establishing effective student representation and a functioning Staff and Student Liaison Committee (SSLC), pinpointing the new provider's struggles in fostering a culture that encourages student voice and empowerment. Despite inadequate formal channels, students sought alternative methods to voice their concerns. The study not only highlights the issues of the feedback loop and student representation but also significantly contributes to the growing body of knowledge surrounding English degree apprenticeships and the unique perspective of HEP staff-as-student.

KEYWORDS:

• Work-based learning
• degree apprenticeship
• staff-as-student
• new higher education provider
• student voice
• feedback

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nick Mapletoft

Nick Mapletoft is the Principal & CEO of the University Centre Quayside. His post-doctoral work centers on work-based learning (WBL) approaches and pedagogies, the WBL university, widening participation in HE, and the use of generative AI in academia.

Olga Charlotte Mapletoft

Olga Charlotte Mapletoft is the Company Secretary of the University Centre Quayside, an approved boutique provider of higher education via degree apprenticeships. Her main research areas are work-based learning for mature students, gamification, escape rooms in education and widening participation in life-long learning.

Tara Henderson

Tara Henderson is the Head of Policy and Governance at UCQ. Her main research areas are the work-based learning paradigm, the interrelation between gender and professional development within the workplace, and progressive policy and practice within higher education.