Abstract/Summary

Degree Apprenticeships (DA) have grown rapidly as a policy-driven response to skills shortages, particularly in Quantity Surveying (QS), where apprentices integrate occupational skills with academic learning through Work-Based Learning (WBL). However, completion rates remain lower than expected, potentially due to challenges in developing apprentices' professional identity. This study examines different apprentice profiles and their impact on identity formation and WBL preferences. A descriptive review of literature was conducted to explore debates on DA and WBL pedagogies, followed by semi-structured interviews and Q-methodology to capture and analyse diverse apprentice perspectives and categorise them based on their characteristics. The findings suggest four distinct apprentice profiles: (i) proactive careerists, (ii) studious workers, (iii) resilient strivers, and (iv) university enthusiasts. Alongside these learner types, the study identified key successes such as employer involvement and professional recognition, as well as challenges linked to workload, delivery models, and identity. This identification provides a foundation for optimising WBL through curriculum adjustments, stronger university–industry collaboration, and diversified assessment methods tailored to different learner strengths. This research contributes to ongoing efforts on enhancing DA programmes to promote social mobility and widen participation. The findings highlight the need for apprentice trailblazer groups to consider various delivery modes for DA, offering a more adaptable approach to target different categories of apprentices, leading to improved completion rates and enhanced graduate outcomes. By adopting adaptable and inclusive WBL frameworks that integrate both structured and adaptable learning pathways, institutions can better align with apprentice needs and support professional identity development, engagement, and long-term success.