This chapter explores belongingness for degree apprentices in UK higher education. Apprentices, and the educators who support their learning, encounter a distinctive set of experiences which should be explored independently of ‘typical’ higher education formats. Drawing on research literature and our own knowledge and research, we consider concepts of belonging in the very specific context of degree apprentices to enable us to reflect on this emerging and often overlooked cohort of part-time students on employer-sponsored programmes of study. We examine the positive aspects of degree apprenticeships, such as collaborative and collegial relationships within the workplace (Poole et al., 2023), the opportunity to gain authentic work experiences, and established professional identities. We unpack the complexities around apprenticeship belonging, such as what barriers prevent apprentices from developing a sense of belonging? Where do degree apprentices belong (Mulkeen et al., 2017)? Does belonging matter for degree apprentices who have different priorities to other students and ‘traditional’ apprentices (Brockmann and Laurie, 2016)? Finally, we will provide insight and possible solutions for these challenges as we examine how a sense of belongingness can be fostered and amplified by higher education providers for this increasingly ubiquitous group of learners. © 2025 selection and editorial matter, Mi Young Ahn, Edward Venn, and Tom Lowe; individual chapters, the contributors.
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