How I pioneered a graduate apprenticeship programme in Architectural Technology

Launching a graduate apprenticeship programme has provided an alternative route to graduate-level education for mature, female and employed students. Here’s how to do it.

A particular highlight of my career has been leading the development and accreditation of the innovative work-based learning Graduate Apprenticeship (GA) programme, which has been the first of its kind to be accredited by the Chartered Institute of Architectural Technologists (CIAT). This initiative has been a significant step towards creating more diverse and inclusive educational opportunities, reflecting my commitment to nurturing an environment in which every student can thrive.

The AT discipline is relatively new in comparison with other established professions such as architecture. I have been frequently contacted by architects who are looking to employ AT graduates because they have unique technical design skills. There is shortage of AT graduates in the construction industry in comparison with architectural graduates, for example. Chartered Architectural Technologists can lead the technical design of a project from conception to completion – they form the link between concept, innovation and realisation.

The provision of GA in Scotland’s workplace is a key government policy and offers an alternative route to a graduate-level education. Graduate apprenticeships were initially recommended by Skills Development Scotland in consultation with employers, universities and professional bodies. I instigated the development of the AT pathway at Edinburgh Napier University, which enabled experiential learning while in paid employment, changed conventional university education and facilitated access to higher education.

The GA programme is in line with sectoral policy imperatives including those driven by Skills Development Scotland, employers, universities and professional bodies. It also reflects the commitment to achieve Edinburgh Napier’s learning and teaching strategy, which focuses on supporting the development of programmes that are flexible and accessible to a diverse student community, including apprenticeships.

The programme has attracted female students, who currently form more than 30 per cent of the total cohort, as well as mature students who have been working in the industry and aim to upskill and progress in their careers.

We have had applications from people ranging from 17 to over 50 years old. Some of our existing students also transferred to the GA programme as they realised the value of work-based learning and have since secured permanent jobs with their employers after graduation. The part-time students in particular found it attractive to transfer as they were already in employment and could complete their course in four years rather than six. In addition to saving time and employment security, the graduate apprentices could become chartered in shorter periods of time after graduation, as they can demonstrate sustained work experience over a number of years, which helps them progress in their careers faster.

How it’s structured
The built environment framework offers a workplace learning experience for those employed in AT and surveying, and has become one of the largest GA programmes in the country. The programme is delivered by block release teaching, whereby the employer will allow their employee to study as an undergraduate student at Edinburgh Napier. They then return to the workplace with the knowledge they need to support the development of skills that underpin practical application. The block release model (two weeks during trimester 1, 2 and 3 over four years) is founded on compulsory modules that already form part of our full-time and part-time programmes – they’ve proved to be popular with both students and employers. These short, intense sessions of block release teaching are designed to meet the agreed learning outcomes over trimesters 1, 2 and 3, along with the situated work-based learning and workplace assessments.

The learning model is employer- and employee-centric. This allows Edinburgh Napier and the employer to be at the centre of learning, teaching and assessment. The applied nature of the teaching and learning meets the needs of the employer and is based on standards of quality assurance and the benchmark statements of accrediting bodies, including the CIAT.

All the learning is subject to formative assessment, to monitor student learning and to provide ongoing feedback to improve their work, with summative assessments, which is the final evaluation, covering the block-release and situated learning.

The assessments include a portfolio of instruments as well as problem-solving competencies, such as calculations, technical specifications, reports and exams, to develop the range of communication and subject-specific skills. The university is responsible for setting and marking all credit-bearing assessments. The employer provides the situated learning needed to underpin this. In particular, the employer mentoring and workplace tutoring is required for the formative assessment of this learning to support the acquisition of knowledge, understanding, skills and attributes necessary for the sum of the workplace assessment to meet the specified programme outcomes.

While some of the modules in Year 1, 3 and 4 are common to each pathway, Year 2 comprises subject-specific modules needed to meet the teaching and learning requirements of AT and surveying pathways.

When comparing the traditional programmes of higher education, the advantages of GA programmes are summarised as: “work, earn and learn”. Other advantages include forming a partnership between employers and universities; developing the skills employers need to meet the industry’s current and future requirements; and the opportunity to meet the needs of industry while in paid undergraduate studies. The first cohort of GA students graduated in 2023, and the GA programme has become an exemplar for other institutions.

The programme is designed to run over four years, but applicants can enter the programme at the start of Year 1, Year 2 or Year 3 depending on their qualifications and prior learning. This not only widens the participation of many applicants but also makes university education available to a wider range of people who may not find the conventional university education appropriate to their work experience, abilities and circumstances.

If an applicant does not hold any of the expected qualifications or awards, but has relevant work experience, they may be able to enter this programme at the appropriate point. Where previous study and relevant work experience is accounted for, applicants may be asked to reflect on their prior experience and demonstrate the skills, competencies, knowledge and understanding equivalent to the entry requirements.

For any queries relating to apprenticeships in the UK, please email [email protected]