Strengths and Challenges of the Speech and Language Therapy (SLT) Degree Apprenticeship Route: Initial Stakeholder Perspectives

Richards, Hazel and Lundie, Victoria (2025) Strengths and Challenges of the Speech and Language Therapy (SLT) Degree Apprenticeship Route: Initial Stakeholder Perspectives. International Journal of Language & Communication Disorders, 60 (4). ISSN 1368-2822

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Abstract

Background

This article shares details of a pilot research project that explored stakeholder perceptions and experiences of the academic and work‐based elements involved in one university's innovative speech and language therapy (SLT) degree apprenticeship.

Aims

To share findings about SLT apprentice learner and mentor expectations and experiences since this knowledge, including of barriers and facilitators, will enable the university concerned, and others already providing or developing their SLT degree apprenticeship, to enhance their offer and so apprentice learning experience and outcomes.

Methods and Procedures

Following ethical approval, a mixed‐methods research design was applied. In phase one, 18 apprentice and mentor participants involved in the programme completed online questionnaires. Themes identified from inductive thematic analysis of the questionnaire data were probed further in nine online semi‐structured interviews, with transcripts also being analysed using inductive thematic analysis.

Outcomes and Results

Findings offer new knowledge about the apprenticeship route into the profession and provide valuable insight for HEIs and employers considering or developing an SLT or wider allied health profession (AHP) apprenticeship offer. This includes detail about the strengths and challenges related to four key themes: internal factors; time and support; structure and organisation; and apprenticeship processes.

Conclusions and Implications

The apprenticeship provides an economically sustainable and practical progression opportunity for learners, including SLTAs, and may provide SLT training that is better embedded in clinical practice than traditional routes. Collaboration between the key stakeholders (apprentice learner, workplace mentor, and HEI) is central to this, though challenges in terms of time and resources exist. Developing and sustaining SLT apprenticeships therefore has implications for future workforce development and the profession.

Item Type:	Article
Identification Number:	10.1111/1460-6984.70071
Dates:	Date Event 3 June 2025 Accepted 7 July 2025 Published Online
Uncontrolled Keywords:	collaboration, degree apprenticeship, mentor, speech and language therapy, work-based-learning
Subjects:	CAH15 - social sciences > CAH15-04 - health and social care > CAH15-04-03 - health studies
Divisions:	Life and Health Sciences > Health and Social Care Professions > Social Care
Depositing User:	Gemma Tonks
Date Deposited:	05 Aug 2025 12:07
Last Modified:	05 Aug 2025 12:07
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16564

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