| Abstract | 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 aca-demic learning through Work-Based Learning (WBL). However, completion rates remain lowerthan expected, potentially due to challenges in developing apprentices’ professional identity.This study examines different apprentice profiles and their impact on identity formation andWBL preferences. A descriptive review of literature was conducted to explore debates on DAand WBL pedagogies, followed by semi-structured interviews and Q-methodology to captureand analyse diverse apprentice perspectives and categorise them based on their characteristics.The findings suggest four distinct apprentice profiles: (i) proactive careerists, (ii) studious work-ers, (iii) resilient strivers, and (iv) university enthusiasts. Alongside these learner types, the studyidentified key successes such as employer involvement and professional recognition, as well aschallenges linked to workload, delivery models, and identity. This identification provides a foun-dation for optimising WBL through curriculum adjustments, stronger university–industry collab-oration, and diversified assessment methods tailored to different learner strengths. This researchcontributes to ongoing efforts on enhancing DA programmes to promote social mobility andwiden participation. The findings highlight the need for apprentice trailblazer groups to considervarious delivery modes for DA, offering a more adaptable approach to target different catego-ries of apprentices, leading to improved completion rates and enhanced graduate outcomes. Byadopting adaptable and inclusive WBL frameworks that integrate both structured and adaptablelearning pathways, institutions can better align with apprentice needs and support professionalidentity development, engagement, and long-term success. |
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