University of Strathclyde

Further education and skills inspection report

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Inspection dates: 27 February to 1 March 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

The University of Strathclyde began to recruit apprentices funded by the Education and Skills Funding Agency in 2019. There are currently 97 apprentices studying across five apprenticeship standards. Twenty-nine study the level 6 science industry process and plant engineer apprenticeship. Twenty-five are on the level 6 digital and technology solutions professional apprenticeship. There are 22 apprentices on the level 7 medical statistician apprenticeship and 18 are on the level 7 systems thinking practitioner apprenticeship. The remaining three apprentices are on the level 7 postgraduate engineer apprenticeship. Apprentices are based in various locations in England. They follow a blended learning model of study, with apprentices on some apprenticeships attending the university for blocks of face-to-face learning, depending on the needs of the employer. 27 February to 1 March 2024

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What is it like to be a learner with this provider?

Apprentices develop substantial new knowledge, skills, and behaviours that they apply in the workplace. For example, industry process and plant engineers learn to operate a 200-litre rig and the processes involved in producing shampoos, conditioners and deodorants. They understand how to increase scales of production and consider manufacturing in a laboratory before progressing to a pilot plant.

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What is it like to be a learner with this provider?

Of the small number of apprentices who have completed their degree apprenticeships since the university first started offering them, most have achieved, with many gaining merits and distinctions for their work. Several apprentices have received promotions due to the new knowledge and skills they have learned on their apprenticeships.

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What is it like to be a learner with this provider?

Apprentices are committed to their academic and workplace studies. They are motivated to learn and achieve. They respond well to the high expectations set by lecturers and work-based learning advisers for their behaviours and attendance.

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What is it like to be a learner with this provider?

Apprentices acquire an understanding of the ethics, social responsibility, and professional standards relevant to the industrial sectors they work in. They develop the reflective skills required to set their own personal development targets to enable them to progress within their careers. Many apprentices achieve chartered status in the professional bodies for their industries.

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What is it like to be a learner with this provider?

Apprentices develop confidence and resilience throughout their apprenticeships. Engineering apprentices assist with large projects and operate smaller projects of their own. They learn about the science and technology behind new process technology and implement this to processing systems in the chemical industry. This enables them to be able to work independently and as part of the team.

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better?

Leaders and managers have developed ambitious higher degree apprenticeship curriculums that embody the university’s mission to provide ‘useful learning’ in leadership and technological subject areas. They have grown the degree apprenticeship programmes in England through direct partnerships with, and in response to the developmental demands of, employers.

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better?

Leaders and managers work closely with specific employers to design curriculums that enable their managers and staff to develop the knowledge, skills, and behaviours they need for their specific job roles. On some apprenticeships, such as those for senior leaders and digital technology solutions, apprentices are all drawn from a single employer. This enables the curriculums to reflect the corporate values and culture that employers want to instil in their staff.

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better?

Programme leads and lecturers sequence curriculums so that apprentices build on their skills, commit learning to their long-term memory and apply their learning in 27 February to 1 March 2024

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the workplace. For example, apprentices on the systems thinking apprenticeship first learn about the sector in which they work, followed by workshops where they work on live projects in the wider energy industry. Apprentices are encouraged to identify challenges that face their own organisations before working in action learning sets with colleagues from other companies to develop their problem-solving techniques.

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Lecturers, work-based learning advisers and academic mentors are highly qualified and experienced to teach apprentices. Leaders and managers support their staff well to complete a range of professional development activities that are both academic and industry focused. Apprentices have a workplace mentor in a suitably senior position to support them to develop and apply their skills in the workplace.

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Lecturers and work-based learning advisers use ongoing assessment effectively to identify apprentices who have a deeper understanding of the content being taught, so they can be provided with more challenging and complex activities. For example, medical statistician apprentices who are proficient at programming are taught more intricate coding to become more efficient and learn how to cleanse data more effectively.

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Lecturers’ feedback to apprentices following assessment is constructive, detailed and helps them to understand what they have done well and what they need to do to improve. The feedback to system thinking practitioner apprentices identifies how the assignments link to the workplace, and staff provide apprentices with guidance on how work can be further improved and presented to senior leaders in their organisations.

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Programme leads work well with employers to carefully coordinate on- and off-the- job training to ensure that apprentices develop the competencies they need to complete their apprenticeships. For example, postgraduate engineering apprentices shadow colleagues in other departments to gain an understanding of the commercial and financial aspects of their companies.

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Lecturers and work-based learning advisers use a range of effective activities to identify gaps in apprentices’ knowledge. Apprentices complete online quizzes, use formal reports and take part in forums to check their learning. Intervention strategies are used skilfully to correct any misconceptions they may have.

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Apprentices continue to develop their English and mathematical skills during the apprenticeship. For example, in English they develop academic writing skills and referencing, and use technical terms competently. In mathematics, chemical plant engineering apprentices use mathematics to calculate processes and to consolidate and extend their previous learning.

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Programme leads effectively monitor the progress apprentices make. If apprentices fall behind, lecturers, academic mentors and work-based learning advisers support them to catch up quickly. Apprentices can access additional meetings with academic mentors, where they receive support with their study skills and time management techniques. As a result, most apprentices remain on their apprenticeships. 27 February to 1 March 2024

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Apprentices can access the careers advice service with its extensive range of services available to all students at the university, an offer which continues for five years after they finish their apprenticeships. Most one-to-one careers advice is provided to apprentices through their work-based learning advisers, or their academic mentors, at regular progress reviews.

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Apprentices are aware of their final assessments from the start of their apprenticeship. They are well prepared for their final assessments and know what they need to do to achieve merit and distinction grades.

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Although most apprentices’ starting points are identified accurately, this information is not used consistently well across all apprenticeships to create a more personalised curriculum for apprentices. As a result, the progress of a few apprentices is not as rapid as it could be.

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Some topics that are covered during apprentices’ induction, such as the risks of radicalisation and extremism, are not reinforced sufficiently at later stages in the apprenticeship. As a result, too few apprentices can recall these risks or demonstrate an understanding of their relevance to their workplaces.

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Governance arrangements are effective. Senior leaders were involved in the introduction and development of the degree apprenticeships. They maintain an effective role in overseeing the performance and quality of the provision being delivered.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that lecturers receive information on apprentices’ starting points so they can plan more personalised learning for apprentices.  Provide additional opportunities for apprentices across the duration of their apprenticeships to be able to discuss the evolving risks of radicalisation and extremism in their regions and their industries. 27 February to 1 March 2024

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Provider details

Address McCance Building 16 Richmond Street Glasgow G1 1XQ

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Provider details

Principal, CEO or equivalent Professor Sir Jim McDonald

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 27 February to 1 March 2024

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Information about this inspection

The inspection team was assisted by the deputy associate principal, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Charles Searle, lead inspector Ofsted Inspector Alison Humphreys His Majesty’s Inspector Anita Pyrkotsch-Jones His Majesty’s Inspector Suzanne Horner His Majesty’s Inspector 27 February to 1 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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