A combined story from an apprentice (Carson Cheng – Technician Degree Apprentice, Architecture & Built Environment) and their line manager (Daniel Cooper – Mechanical/Building/Architectural Engineering Technician).
Building skills in a small but high-impact technical team
Within the University of Nottingham’s Architecture & Built Environment department, the technical team is small, specialised, and essential. On any given day, the team supports teaching labs, helps architecture students create detailed physical models, and designs and builds bespoke research rigs for sustainable technologies.
Carson joined the team as a technician and quickly became integral to the department’s daytoday operations. For him, the Degree Apprenticeship offered a structured way to deepen his technical knowledge while continuing to contribute to handson teaching and research. His line manager saw the same potential:
“Carson is very intelligent and academically minded, I saw this as an obvious option for him.”
The combination of practical learning and academic depth made the apprenticeship an ideal fit, strengthening both Carson’s development and the team’s capability.
Why a degree apprenticeship was the right Move
For Carson, the apprenticeship offered a clear route to advance his skills in engineering-based problem solving, understanding lab equipment, and applying the science behind the rigs they build and maintain. From the manager’s perspective, having a technician who could not only operate equipment but interpret theory brought added value to the department’s teaching and research environment.based problem solving, understanding lab equipment, and applying the science behind the rigs they build and maintain. From the manager’s perspective, having a technician who could not only operate equipment but interpret theory brought added value to the department’s teaching and research environment.
As Daniel puts it:
“Having someone with indepth knowledge in this field is a real advantage for our team.”
Although workload and release time were initial considerations, especially as a small team, the longterm benefits were clear. Good planning and a consistent day set aside for offthejob training helped make the apprenticeship workable.
Impact: turning academic learning Into better technical support
One of the most noticeable outcomes has been Carson’s ability to connect the academic content from the apprenticeship directly with realworld workshop and lab activity.
During teaching sessions, for example, students often learn the underlying formulas and theory behind processes demonstrated on lab rigs. Carson now bridges the gap between theory and practice:
“Carson is able to understand the formula and processes taught in lab teaching sessions and explain how the rig apparatus demonstrated those principles.”
Carson’s ability to break down complex processes has improved the level of support offered to both students and researchers. He can interpret the same content students are being taught, explain how it relates to the equipment, and help them understand the scientific principles in action.
From Carson’s own viewpoint, this has boosted his confidence and independence. He feels more capable, more aligned with teaching content, and more able to troubleshoot problems quickly, skills that are invaluable in a small technical team.
Growing skills, confidence, and initiative
As Carson has advanced through the apprenticeship, his manager has seen clear growth:
- greater confidence in explaining complex concepts
- stronger initiative in technical problem solving
- improved reasoning when assisting students and researchers
- more independence in managing workshop and lab tasks
This mirrors Carson’s own reflections on feeling more equipped to support teaching and operate with a deeper understanding of why equipment behaves the way it does.
The manager’s view: value beyond CPD
For Daniel, the Degree Apprenticeship brings a depth of learning that traditional short courses or CPD simply can’t match:
“Due to the structure of a Degree Apprenticeship, the learning outcome is noncomparable… It’s ultimately better than CPD training.”
Despite moments where workload has been stretched, he feels the apprenticeship has been more than worth the investment for both Carson and the department.
He notes the importance of:
- a clearly planned off the job day
- flexibility when needed
- logging real workplace tasks that support the apprentice’s portfolio
All of which have helped make the journey manageable in a small team.
Future opportunities and professional pathways
The apprenticeship has already expanded Carson’s career horizons. His line manager believes the experience has opened multiple possible routes for him, whether within the department, elsewhere in the university, or beyond:
“He is an asset to the department… but the way he has excelled has opened many pathways.”
From a managerial perspective, the experience has been positive enough that he would absolutely support another technician joining the same programme.
Advice for other managers
Daniel offers clear guidance for anyone considering putting their technical staff onto a Degree Apprenticeship:
- Support your staff, this opportunity is too valuable to miss.
- Be prepared to plan ahead, especially if your team is small.
- Use a consistent training day where possible, with flexibility when needed.
- Keep records of relevant workplace activity, as it strengthens the apprentice’s learning.
Above all:
“This opportunity for the individual is too good to pass if they are willing to put the time and effort in.”
Read more about Carson’s experience partaking in a Level 6 Electro-mechanical Engineer Degree Apprenticeship.
Inspired by Carson’s story?
Learn more about the Level 6 Electro-mechanical Engineer Degree Apprenticeship.
Looking to further develop your technical skills?
Explore our Learning and Development Academy courses.