CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
HOW ENGINEERING DEGREE APPRENTICESHIPS HAVE AN IMPACT ON EQUALITY, DIVERSITY AND INCLUSION (EDI): A LOCAL STUDY
White, Matthew
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
Bournemouth & Poole College, United Kingdom
Page(s):
244 - 249
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
This paper explores the impact of Engineering Degree Apprenticeships on Equality, Diversity, and Inclusion (EDI) through a focused case study within an HEI on the South Coast of the UK. It compares local enrolment and achievement data with national trends in both Degree Apprenticeships and Full-Time Engineering Degrees. Drawing on four years of data (2022–2025 starts), the study examines student demographics and outcomes across key EDI indicators, including, gender, ethnicity, socio-economic background (IMD), and learning difficulties. Findings reveal that while the case studies engineering degree apprenticeship cohort remains predominantly male and White British, mirroring national patterns in Full-Time Engineering Degrees, there are notable differences. Female participation within the case study, though low, shows a gradual increase, aligning with national apprenticeship trends but still lagging behind Full-Time Degree benchmarks. However, apprentices with learning difficulties are proportionally better represented than in national full-time programmes, suggesting that the apprenticeship model may offer a more inclusive route for neurodiverse learners. Socio-economic representation is mixed: while there is some engagement from students in more deprived IMD quintiles, the majority still come from mid-to-upper quintiles, echoing national concerns about the accessibility of degree apprenticeships for the most disadvantaged. However, achievement rates, within the case study, are consistently high across most demographics, indicating strong support structures once students are enrolled as apprentices. This study contributes to the growing discourse on the role of Degree Apprenticeships in addressing systemic inequalities in engineering education and highlights the need for targeted outreach and inclusive recruitment strategies to broaden participation.
Keywords:
