Abstract:

In this paper, we use a case study approach to compare the development and institutionalisation of two New Zealand degree-apprenticeships, one in Engineering and the other in Occupational Therapy. As a framework for analysis, we have drawn on Bradley, Newhouse, and Mirza’s (2019) five indicators for degree-apprenticeship success as well as Manchester Metropolitan University’s “five guiding principles”. These include school and community liaison; marketing and employer relationship development; collaborative programme development; developing institutional readiness and putting in place a system of ongoing evaluation.

Two factors of particular importance to the development of the occupational Therapy program are community liaison and collaborative programme development. While initially intended to meet industry needs, the programme design for the Occupational therapy apprenticeship has shifted emphasis to the needs of the community. Data drawn from a consultative process undertaken to determine the viability of the project had five areas of focus: community; profession; tertiary institution; employers and students (including their families). From these data, several themes emerged which have been used to inform the degree development. Three of these were considered critical to the success of the programme by the participants and include: the integration of Māori health knowledge into the curriculum, the integration of Māori learning practices into the delivery model, and forging closer relationships between the tertiary institution and the students’ families.

By contrast, the engineering degree apprenticeship developed with a strong industry focus and drew mostly from engineers in councils, consultancies, and contractors. There was some reference to the local community, but this was not germane to the development of the curriculum, unlike the occupational therapy process. What was critical, was the collaborative curriculum development which ensured the continued presence of industry in the teaching and learning that took place once the programme was implemented.

What is common to both degrees has been the lack of both institutional as well as governmental readiness to adopt this model of learning at degree level. In the United Kingdom, there has been sufficient time to develop successful systems for the implementation of degree apprenticeships, at both the institutional and governmental levels. Being new to the setting up of degree apprenticeships, New Zealand has been less prepared for the growth of work-based learning at degree level. This is seen as a critical issue in developing new degree apprenticeships in other disciplines.

Keywords:

Degree apprenticeship, engineering, occupational therapy, work-based learning.