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This study examines employees’ perceptions of organisational justice and belonging within a hybrid talent management (TM) approach, drawing on survey data from 135 employees in a large UK organisation. Using ANOVA, it compares perceptions of procedural, distributive, interactional and informational justice, as well as belonging, across inclusive and exclusive TM practices, including skills training, job rotations, leadership development and degree apprenticeships. The findings show that employees’ perceptions of justice and belonging vary according to their participation in TM programmes rather than whether practices are inclusive or exclusive, with procedural justice the only dimension unaffected by participation. This highlights the importance of strong and transparent procedures as a key mechanism for fostering fairness and belonging, and demonstrates that participation, rather than inclusivity alone, largely drives positive fairness perceptions.

This piece highlights how fairness in talent management directly shapes retention, showing that transparent and equitable reward systems can become a powerful “stay factor,” while even minor inconsistencies quickly drive disengagement and turnover.

The study is based on qualitative survey data collected from staff involved in teaching at a range of HLDA programmes at a research-intensive university, including programmes in the areas of medical imaging, management, digital technologies, clinical practice, education, mining and finance. The research identifies key pillars of effective HLDA pedagogy, including fostering skill development, applying coaching and mentorship methods, building community and promoting empathy and self-awareness. These elements collectively highlight the importance of a holistic, integrated approach to work-based learning. The findings provide practical recommendations for educators to design and deliver impactful work-based learning experiences in a variety of HLDA programmes, supporting effective and meaningful pedagogy in this context.This research contributes original insights by advancing the understanding of effective pedagogical practices specifically tailored to the field of work-based learning within UK HLDA, addressing a gap in existing educational frameworks.

Degree apprenticeships provide valuable opportunities for knowledge transfer that can drive positive individual and organisational change. Drawing on focus groups with apprentices who reported transformational impacts on their thinking, careers and personal lives, this study finds that such changes are interconnected and strongly enabled by psychological safety. When apprentices experience psychological safety in both the academic and workplace learning environments, they are better able to acquire, integrate and apply new knowledge for organisational impact. Although based on a small sample, the study highlights the critical role of psychological safety in maximising the transformative potential and organisational value of degree apprenticeship programmes.

This study examines how UK hiring managers perceive employability and soft skills when CVs signal a degree apprenticeship (DA), a traditional degree or an unspecified but relevant degree. Using a within-subject design with 97 hiring managers who evaluated mock CVs, the findings show that DA qualifications are rated as comparable to traditional degrees in terms of skills and employability. However, CVs without specific degree details receive significantly lower ratings, highlighting the importance of clearly signalling qualification information. The study contributes to signalling theory by demonstrating that incomplete degree information weakens signal strength and suggests that higher education providers should support students in clearly articulating programme details on their CVs to enhance perceived employability.

This chapter exemplifies how higher and degree apprenticeships (H&DAs) centred within a pedagogy of experiential learning are enhanced by a structured and integrated process of work-based learning, coaching, and mentoring. Using a case study approach, data extracts collected as part of a University of Exeter (UoE) staff survey and real-world examples, we illustrate the impact of coaching and mentoring practices on learning, successful End-Point Assessment outcomes and apprentices’ experiences. Theoretical principles of experiential learning help us draw conclusions on how the tutor/coach/mentor can play a vital role in the learning journey for apprentices who are often either embarking on an academic programme for the first time or returning to study after some period. The chapter identifies, examines common challenges experienced in the coaching and mentoring process, and explores strategies for overcoming these.

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.

This piece shows how flat organisations can improve retention by redefining career progression around deepening skills, relationships and impact—using inclusive development, mentoring and coaching to help people grow without needing a hierarchy

This piece shows how a Senior People Professional Degree Apprenticeship can translate academic insight into practical impact in the NHS, strengthening psychological safety, managerial capability, and organisational trust to improve people practices under sustained public?sector pressure.

Personal development planning (PDP) is widely promoted in higher education as a means to support focus, motivation and agency, yet traditional structured approaches often encourage rigid career thinking that does not align with today’s unpredictable labour market. This article argues that students benefit more from developing adaptable reflective skills than from following static plans. Drawing on teaching practice, it outlines three strategies: reframing PDP as a flexible starting point rather than an end goal; using academic literature – from goal?setting theory to Planned Happenstance – to help students understand when structure or openness is more effective; and prioritising critical reflection through models such as Schön, Gibbs and Rolfe. By equipping students with diverse reflective tools, educators can foster adaptability, self?awareness and the ability to recognise emerging opportunities, better preparing graduates for dynamic and uncertain career pathways.

As rapid technological change makes future careers increasingly difficult to predict, universities must prioritise the development of adaptable, human-centred skills. Drawing on experience teaching UK degree apprenticeships, this article highlights practical strategies for building students’ creative and social intelligence—areas least susceptible to automation. Approaches include applying theory to real-life problems, using industry speakers to link concepts to practice, simulating communication through role play and using structured disagreement to build confidence in challenging conversations. While future job roles remain uncertain, these methods help students cultivate the future?proof capabilities essential for success in evolving workplaces.

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.

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.

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.

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.

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  co-created with Exeter Science Centre and Natural England are designed to tackle eco-anxiety.

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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  on maths anxiety for students and teachers/lecturers, including infographics and videos.