Beyond the apprenticeship: early career outcomes of degree apprentices

Citation

Smith S, Fabian K, Zarb M, Smith C, Kolberg M, Ilyas MA & Barr M (2026) Beyond the apprenticeship: early career outcomes of degree apprentices. Higher Education, Skills and Work-Based Learning. https://doi.org/10.1108/heswbl-11-2025-0499

Abstract
Purpose The purpose of this study was to explore how degree apprentices' career outcomes vary across their apprenticeship and beyond their degree award, both in economic terms and with respect to job satisfaction, looking specifically at outcomes based on gender and socio-economic status (SES). Design/methodology/approach We surveyed former, now graduated, apprentices across engineering and computing in seven universities in Scotland (n = 113). Survey questions were designed to ascertain career success across demographic groups and included wage uplift during and after their apprenticeship, and job satisfaction. Findings We found the majority of apprentices had moved into post-apprenticeship graduate-level roles with their apprenticeship employer, had enjoyed a considerable uplift in pay and reported high levels of job satisfaction. However, a concerning gender pay gap was found for women starting their new graduate careers. We also found significant pay differences based on SES with those with higher SES starting their apprenticeship on lower apprenticeship wages but then accelerating through pay scales more quickly after graduating. Originality/value This study provides a first exploration of career trajectories of those graduating from computing, engineering and built environment programmes looking at job mobility, pay and job satisfaction with a particular focus on gender and SES. This study fills an important gap in our understanding of the value of the degree apprenticeship in terms of career outcomes including salary uplift and job satisfaction.

Keywords
Degree apprenticeship; Career outcomes; Salaries; Job satisfaction; Gender; Socio-economic status

Journal
Higher Education, Skills and Work-Based Learning