Our degree apprenticeship partners

Source: https://www.exeter.ac.uk/degree-apprenticeships/employers/partners/ Parent: https://www.exeter.ac.uk/degree-apprenticeships/employers/

We’ve successfully partnered with over 400 businesses and supported more than 3,000 apprentices. With a remarkable 90% apprenticeship completion rate - well above the national average of just over 50% - we are committed to delivering outstanding results for our partners.

Today, we collaborate with employers across the UK on degree apprenticeship programmes that deliver real change to our partners and provide the skills and knowledge to build a resilient workforce.

By working in partnership with the University of Exeter, your business will have a unique opportunity to shape the development of your next-generation employees, as well as up-skill your current staff.

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Our partners

What our employer partners have to say about collaborating with us

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Amazon

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NHS

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JPMorganChase

Case studies

BT

BT uses Apprenticeship Levy to attract digital apprentices

BT have been attracting high-calibre digital apprentices after partnering with the University of Exeter on the delivery of Degree Apprenticeships.

Degree Apprenticeships offer an innovative and cost-effective way of attracting, training and retaining high-calibre employees and graduates to your business. Any organisation that pays the apprenticeship levy is able to hire an apprentice to recoup the investment already made.

Carol Fletcher, Head of Academic and Research Partnerships at global communications giant BT, said: “As an employer we pay a lot in levy funds each year and it is in our interest to work out how best to use this money. Apprenticeships are a really exciting opportunity for us to mould apprentices into what best suits our business needs, and a great opportunity for the apprentice to earn valuable industry experience while gaining a degree.”

Carol chose to partner with the University of Exeter as we are a Russell group institution and are already delivering the programme to many different companies from a variety of industries.\ BT have recruited apprentices for two consecutive years to the four-year programme, with our cohort spread across two departments.

However it hasn’t always been plain sailing. Carol explained: “Being a manager at BT during the running of the programme has been a learning experience, particularly as we weren’t used to employing 18-year olds.

“The relationship with Exeter has been fantastic. We know that we can always email or phone the Degree Apprenticeships team and they will respond promptly to support us in overcoming any problems.”

She added: “Our feedback is always listened to which has been really important to us.”

The partnership is developing and BT intends to recruit more apprentices each year.

In conjunction with the apprenticeship programme BT have also developed research relationships, and have PhD students with Exeter.

Carol said: This is something we expect to continue and grow.

“We are involved in the Level 7 Data Science trailblazer and would be keen to develop our relationship with Exeter in this area.”

She added: “In general, we are interested in the variety of potential business partnership offerings that we can develop in the future with Exeter, not just apprenticeships.”

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WSP

Sarah, Senior Recruitment and Development Specialist for Apprenticeships at WSP

We’ve worked with the University of Exeter for several years and our overall experience has been very positive; our ongoing relationship with the Apprenticeships Team and Faculty Leads at Exeter has been good.

Exeter’s strengths are not just in their course content, which is at a very high standard and sets apprentices up well for attaining their professional qualification, but also a huge strength is their communication with their employers which is what sets them apart from other learning providers that we use.

As well as being supportive, the University of Exeter is quick to respond to any issues we’ve had and has a thorough approach. I really must praise our course lead key contacts at Exeter, as no matter how small the issue has been, they’ve immediately set up a meeting or addressed the issue fully over email. This has been completed much quicker than I’d expect a university to respond.

Around the last few months particularly, Exeter has been a standout provider due to its flexibility of being able to move content online and maintain contact with students while they are studying from home. This has been a seamless process and we’ve had lots of positive responses from our learners.

Having Degree Apprentices has a lot of benefits for the organisation, it means we can take apprentices on that journey to professional registration quickly. It’s also great for the apprentices themselves who can study at an advanced level at a highly thought of university. It is also a more inclusive route to get those candidates into the industry who may not have otherwise taken the traditional university route.

Not only have Exeter provided excellent course content and training provision in a flexible way that is easy for employers to get to grips with, our apprentices have also seen a variety of unexpected successes. For example, some of our apprentices have been awarded the Exeter’s Dean Commendation Award and others have been nominated for the Institution of Civil Engineers South West Apprentice of the Year Award, which speaks to the level of guidance and support offered by Exeter.

Overall, the University of Exeter is exceptional and is one of our top providers; there’s not much to offer in terms of room for improvement. I would 100% recommend Exeter to other employers and have already done so with several colleagues in the industry.

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Entain Group

Entain Group

“Our experience with the University of Exeter has been really positive, in fact it’s been seamless.

At Entain Group we had an appetite for Degree Apprenticeships and approached a number of universities, but Exeter were the quickest to respond and provided the most amount of detail on the courses they delivered. The University of Exeter were able to provide useful information such as dates, personal tutors and learning information upfront which made everything very clear for everyone involved including the learner.

As this was our first time embedding the Data Science Degree Apprenticeships into Entain Group, we needed a lot of hand holding to help us through the process. What really stood out for us was the fact that Exeter went above and beyond to provide this service for us. Exeter has made it as easy as possible for our organisation, and having a go-to contact has been a huge help when we’ve needed assistance with the smallest of things such as logging onto the system. I would say to other employers that the University of Exeter has enough experience to guide an employer through the process and really offer the full service.

We started the year aiming to recruit for one programme, and our partnership with the University of Exeter has allowed us to expand this to three programmes thanks to their expertise and knowledge in the area.

Having an apprenticeship embedded in the organisation sets a commercial benchmark which benefits not only the individual and the people they work with, but also the wider department and the organisation as a whole.”

Stephanie, Apprenticeship Manager at Entain Group

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Devon County Council

Devon County Council

“We started working with the University of Exeter last year, and have found they are really employer focused, engaged in the programmes, responsive and have also been very flexible.

The University of Exeter have made sure that we understood what’s going to happen and when and what the processes are for undergoing Degree Apprenticeships; they really have made it as simple as possible for us. Exeter put on a virtual open day for us so that our apprentices could learn more about the programme – this was really well received.

We’ve found that the University of Exeter’s customer service has been high level. As an employer, if there is an issue that has been raised, we want a swift response as we haven’t got the time to keep chasing learning providers. We need someone who is proactive and gets things done, which has definitely been the case with Exeter. Our key contact is always really responsive and we’ve got confidence that when he says he is going to do something he will do it, which is important for us as an employer.

I have also attended the mentor session that the University of Exeter ran which was really helpful, especially for those of us who are new in the role. It helped to make sure everything was clear and also to help build up those relationships with the university, so that we feel like we can pick up the phone if we have any questions.

We started the programme last year with two students and now have another five; the programme is growing every year. The ability of all our apprentices on the programmes is incredible, it’s clear that in five or ten years they will be flying. Studying a Degree Apprenticeship means that compared to the more traditional university route, they are putting their learning straight into practice.”

Anne, Senior Workforce Development Advisor at Devon County Council

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NHS

NHS

“I have been involved with the Degree Apprenticeship Diagnostic Radiographer course since the conception and had confidence that the University of Exeter would run this course with success.

The University of Exeter have been extremely open to feedback since the concept and have involved all the interested departments from the beginning. It has been really refreshing that they have tried to adapt to what our departments need.

One of the positives of working with the University of Exeter has been having a very open two-way conversation. Our contacts at Exeter are always quick to respond when asked any queries, and advice has been given freely and willingly. We are also given clear direction and expectations which I really like.

Another positive is how supportive the University of Exeter has been through the process; they are always on hand and available to give advice. It is clear that the University of Exeter is also extremely knowledgeable and experienced, and a great source of information.

The training provided by the University of Exeter has been very thorough and really helpful; the Apprenticeship Guide book was a brilliant addition. The team at Exeter have been totally amazing with advice regarding recruitment, paperwork and timelines. Our key contact based at the University of Exeter truly has been a font of all knowledge and it is very reassuring to have her guiding us through.

I have already recommended the Degree Apprenticeship programme and have had multiple enquiries from other hospitals who saw our advert and have emailed to ask how the journey has gone. Careful selection is key, but the University of Exeter are there with you every step of the way.

We are extremely pleased with our apprentices and are ready to recruit a further two. I am an Accredited Practice Educator, as is my deputy, and would recommend any department taking apprentices.

Working with the University of Exeter has been a wonderful journey so far and I am proud to be helping develop staff within our organisation.”

Deborah, Radiology Educational Lead PGH and Accredited Advanced Practitioner at the NHS

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WPA

WPA

“At WPA, we decided to embark on recruiting two Degree Apprentices in order to offer career opportunities in the local area and to bring a new dynamic into the team. Our apprentices have since grown into their positions, bringing new perspectives, visions and skills to the business.

Our experience of collaborating with the University Exeter on Degree Apprenticeships has been excellent. The communication and organisation are great, and it is always clear what the next steps are for both us as an employer but also for our apprentices as students.

Everyone we’ve dealt with at Exeter has been open, quick to respond and interested in what they can do to help us as an employer as well as the apprentices. The procedure has been smooth, and we’ve had lots of meetings with the University both on site at the University of Exeter’s Streatham Campus and at WPA which helped kick off the process. We also have lots of touch points throughout the year with Exeter and it has always felt like we could reach out to our key contacts at Exeter and receive a quick response.

As well as this, it’s clear that the courses themselves are excellent, the content and coverage given to students has been very high-quality while, most importantly, preparing them for their future career.

Overall, working with the University of Exeter on Degree Apprenticeships has been a huge success and going forward we would recommend Exeter to other employers.”

Mike, CTO at WPA

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Research partnerships

Our Degree Partnership academic team is committed to shaping the future of apprenticeship education, aiming to create a greener, fairer, and healthier society that enhances the educational landscape and workforce development. As subject matter experts with a blend of research expertise and practical experience, we are well placed to work with students, organisations, and stakeholders to impact on practices and policies. Our team welcomes current or prospective partner organisations to reach out to discuss research or scholarship projects. We are passionate about all things related to learning, knowledge exchange and impact and would welcome connections at any stage of thinking.

Academic contacts currently accepting organisational projects:

If you have other projects in mind, please complete this form and our academic team will be in touch shortly after.

Research partnership case studies

Skills Summit: Insights and reflections on integrating degree apprenticeships into a Russell Group University 

The landscape of higher education in the UK is witnessing a notable rise in the popularity of degree apprenticeships due to the positive impact these programmes have. This qualitative study, conducted at a Russell Group institution, explores the experiences of students enrolled in degree apprenticeships (n=26) compared to their counterparts in traditional programs. Findings support that apprenticeship students, leveraging their work experience, bring advanced skills such as team management and communication into the academic environment. However, they encounter challenges in acquiring academic skills, notably with IT systems and referencing. Conversely, traditional students emphasise the value of theoretical learning in their programs. Both groups express a complex, often blurred identity straddling student and employee roles, with apprentices sometimes feeling out of place within academic settings. The study concludes with recommendations urging universities to facilitate collaboration between program types, harnessing the diverse skills of their student populations. The need to create supportive learning communities to navigate these complexities is underscored, highlighting the evolving nature of educational needs and identities.  

Bluetooth for better health: using tech to support student well-being

This research explores innovative approaches to supporting student mental health and well-being within higher education. It highlights a pilot initiative by the University of Exeter’s degree apprenticeship department, where the use of Bluetooth headsets was introduced to encourage movement and self-regulated learning among online students. The study involved collecting feedback from participants, with findings indicating that using these headsets increased students’ autonomy, engagement, and overall well-being. Students reported that integrating movement into their learning routines helped reduce cognitive load, alleviate stress, and improve focus, especially when balancing multiple responsibilities such as work and home duties.

The article emphasises the importance of normalising physical activity during learning by setting clear expectations and promoting reflective practices, such as considering how movement impacts learning and well-being. It advocates for educators to model movement-friendly behaviours, including conducting meetings while walking, to further embed these practices within academic culture. Ultimately, the study underscores that targeted initiatives encouraging physical activity and self-regulation are vital for fostering resilient, self-reliant students who can better manage their mental health and academic success in an increasingly dynamic world.

From tacit to told: Degree Apprenticeship educators’ perspectives on essential teaching skills

This work examines the essential skills required by teaching staff to effectively support degree apprenticeship (DA) students at a Russell Group university. Based on a survey of 13 educators, findings underscore the importance of linking theoretical knowledge to industry practice through applied examples such as case studies and industry-linked assessments. These methods challenge students to integrate theory with real-world organisational challenges and promote reflective learning by encouraging questions like “why” and “what next.”

The study highlights the critical role of empathy and flexibility in DA teaching, recognizing that students often balance multiple responsibilities and external pressures. Faculty members adopt flexible approaches, such as providing pre-reading materials in advance, to accommodate students’ schedules and enhance engagement. Additionally, community building through group discussions and peer-support initiatives was identified as vital for fostering a collaborative learning environment that positively influences student outcomes.

Importantly, the research points to the tacit, experiential knowledge that underpins effective teaching—skills such as empathy, flexibility, and community facilitation—that are often developed informally rather than through formal training. Some staff, for example, engage in reflective practices like journaling to improve their teaching. The article concludes that formalising and managing this tacit knowledge—by promoting self-awareness and peer learning—could significantly enhance teaching effectiveness and responsiveness, ultimately supporting better student success in apprenticeship programs.

Three alternative assessments that build managerial skills

This article highlights innovative assessment approaches in management degree apprenticeships to develop key skills like feedback, self-evaluation, and presentation. At the University of Exeter, students completed structured personal development discussions and self-evaluations, fostering metacognitive skills and confidence, despite requiring more time than traditional methods. Peer coaching and assessment centre masterclasses built trust, teamwork, and practical skills across tasks such as data communication, analysis, and reflection, with linking activities and clear timescales boosting engagement. Additionally, narrated PowerPoint presentations helped students develop authentic reflection and presentation skills, encouraged creative approaches like visual representations, and emphasized the importance of critical evidence and self-awareness. These alternative assessments promote deeper learning and professional growth, demonstrating how innovative evaluation methods enhance student engagement and success.

Investigating the experiences of the many stakeholders of degree apprenticeships

Degree apprentices have dual identities as both employees and students, which can affect their sense of belonging to their university. The findings from our study funded by a Centre for Social Mobility small grant on apprentice identity were presented at the Society for Research in Higher Education in July 2024.

From Climate Anxiety to Action

Increasing degree apprenticeship students’ knowledge about the Sustainable Development Goals (SDGs) is important for Exeter with its greener, fairer, healthier strategy. Degree apprentices are also uniquely placed to effect positive change within their organisations. However, the SDGs can bring up feelings of anxiety about the current climate crisis and these resources co-created with Exeter Science Centre and Natural England are designed to tackle eco-anxiety.

Top Banana Transformed by Mindfulness & Resilience?: Tackling Maths Anxiety and Boosting Maths Self-Concept for University Students and Hoping to Grow a Top Banana: Reducing Maths Anxiety and Promoting a Positive Maths Self Concept

Maths anxiety can involve experiencing a fight or flight reaction, anxiety, frustration or worry that interferes with maths performance. Degree apprentices are required to engage with maths differently depending which degree apprenticeship they are enrolled on, but all need maths level 2. There are a substantial number of degree apprentices needing functional maths, possibly linking to the so-called “mathematics crisis” in the UK, with functional maths skills worsening amongst working age adults and maths anxiety being a potential cause. Working with Exeter Science Centre we have created resources on maths anxiety for students and teachers/lecturers, including infographics and videos.