Higher education tripartite practitioners as an emerging role in UK higher education

Abstract

This paper explores the emerging role of higher education tripartite practitioners (HETPs) in English business schools, who are crucial in bridging academia, regulation, and industry within higher and degree apprenticeships. In the absence of historical models, diverse approaches to this role are evolving. Using a mixed-methods study, we highlight HETPs as boundary-spanners between institutions and workplace learning. Although they are vital to successful higher and degree apprenticeships (HDAs), HETP role structures and caseloads vary significantly. Nevertheless, common responsibilities emerge, alongside recurring tensions between compliance-driven tasks and developmental support. Further research would help to formalize HETP roles to promote professionalization, recognition, and vocational education outcomes.