Higher and degree apprenticeships (HDAs) play a crucial role in bridging the gap between employment and study, however there is limited literature available exploring the experiences of young people pursuing pathways. This research study aims to explore the aspirations and experiences of apprentices currently accessing HDAs; in particular those from disadvantaged/underserved communities. This study will utilise a qualitative led approach, involving semi structured interviews with young people, aged 18-25 across a wide variety of socio-economic backgrounds, in order to capture their unique perspectives. It is anticipated that this study will reveal significant structural barriers which prevent young people from disadvantaged backgrounds from accessing HDAs, in comparison with their more privileged peers. The importance of this study is highlighted by the current crisis impacting higher education institutions, where rising tuition fees, evolving job market demands, and an increased focus on graduate employment statistics over individual student experiences have posed significant challenges for students. In this context, HDAs present an alternative route that integrates practical work experience with academic learning, potentially mitigating some of these pressures and offering more socially inclusive opportunities, in line with the UK government’s social mobility aims. This research study aims to contribute to policy reforms and discussions which enhance the potentiality for young people from a diverse range of socio-economic backgrounds to access HDAs in a more equitable manner.

The importance of improving access to higher/degree apprenticeships are underpinned by a theoretical underpinning of the concept of ‘educational transitions’ (Jones, Christie & Brophy, 2023) and ideas of ‘cultural, social and economic capital’ pioneered by Bourdieu (1986). Within today’s current higher education crisis, the stakes have never been higher to improve access to higher/degree apprenticeships for disadvantaged youth, as universities face redundancy and funding issues nationwide. The mental and financial burdens on students have increased over time; the fallout of the COVID-19 pandemic combined with a more competitive job market and rising rent/living expenses, have no doubt contributed to an atmosphere of anxiety and uncertainty amongst young people, which needs to be addressed urgently.

Degree apprenticeships are understood to represent an innovative approach to post 16 education, in which the needs of employers, universities and students are superimposed together to create an alternative to higher education, which not only meets the needs of industry sectors, but creates a dual role for apprentices, as not only learners but as salaried employees (Fabian 2022). There is a growing importance for policymakers and stakeholders to be more knowledgeable about the suitability of HDAs, in higher education provision. The current economic situation makes the case for apprenticeships even more compelling: many students from lower-socio economic backgrounds will face even stronger pressures to earn both during and after their studies; the ‘pay as you earn’ model, which is central to the operation of higher/degree apprenticeships, provides a strong incentive focus for stakeholders to investigate why and how improving access to these programs, is important for the UK government’s social mobility agenda

Keywords: Higher education, degree apprenticeships, apprenticeships, social mobility, diversity, inclusion, youth.