Grant is a Project Management Degree Apprentice who transitioned into the field after a 10-year career in secondary education. Drawn to the structure, organisation, and people-focused nature of project work, he recognised strong parallels with his teaching experience. Keen to challenge himself and build on his existing skill set, Grant chose an apprenticeship as a practical way to gain technical knowledge while continuing to earn and develop in a real-world environment.
Can you describe the pathway that led you to a Project Management Degree Apprenticeship?
My pathway into the Project Management Degree Apprenticeship was quite different to the typical school-leaver image that exists when mentioning the term ‘apprenticeship’.
I had spent 10 years working in secondary education, and I had reached a point where I quite fancied a new challenge. I was fortunate enough to have friends who worked in different careers, and I had discussions with them about my existing skill set and where these skills would not only be transferable but, more importantly, built upon.
I was intrigued by project management; comparing it to the role of a classroom teacher made me realise that there were many similarities between the two jobs. This piqued my interest and made me want to learn more about the technical side of project management.
What was it about the Project Management Degree Apprenticeship programme that interested you?
I love learning. The opportunity to learn new concepts and theories at university, and then put these into practice whilst at work, was a really powerful combination for me.
I was also drawn to the ‘people’ side of project management. Looking through the course breakdown at the University of Cumbria, I could see that there was equal focus on topics such as professional development, leadership, and professionalism, but also on more technical areas such as project controls, risk management, and business cases.
Why did you choose a degree apprenticeship rather than a traditional undergraduate degree?
A huge factor that interested me—and I think this is sometimes something that we diminish or downplay—was the financial aspect. At 30 years old, I had a mortgage, bills, and other expenses. I knew if I were looking for a career change, I would need to find one where I was able to ‘learn and earn’. I was not in a position to be able to do the traditional route of 3 years of full-time study.
I may sound like a broken record, but the opportunity to put theory into practice was something that was a huge draw for me. I enjoyed learning at university and then going to work and testing what I’d learned. This was sometimes really concrete concepts, such as contract management, and other times it was abstract ideas and reflecting on my own professional practice.
Have you made any particular changes to the way you work since starting your project management apprenticeship, and have the skills you’re learning influenced how you approach your role?
Since starting the apprenticeship, I’ve definitely become more structured and intentional in the way I approach my work. As a mature learner stepping into a new career, there was initially a degree of imposter syndrome, particularly when adapting to unfamiliar terminology and ways of working. However, over time, the combination of academic learning and practical experience has helped build both my confidence and competence.
I now spend more time planning upfront, thinking about risks, stakeholder expectations, and how different elements of a project connect, rather than just focusing on individual tasks. The skills I’ve developed have also improved my communication, particularly in adapting my approach to different stakeholders and ensuring clarity.
I’ve also become more reflective in my practice, taking the time to evaluate what has worked well and where I can improve. Overall, the apprenticeship has helped me move from just “doing the job” to understanding the theory and rationale behind it, which has been a significant shift in how I see my role.
Can you tell us what a typical week is like on the apprenticeship? How do you balance your studies alongside your role?
A typical week during my apprenticeship followed a pretty routine pattern – I’d spend one day a week focused completely on university study. This was either attending campus physically for lectures or using online systems such as Collaborate or Microsoft Teams for remote learning.
My university days often included a mixture of activities. I’d have sessions in the classroom, learning about new concepts and project methodologies, and others where I was set a task to research or to complete work independently or in small groups with my peers. The exact same would happen online, although this was usually done in the comfort of my own home. However, there were occasions where members of my cohort decided to meet up in mutual locations to help us work collaboratively. I enjoyed the range of activities that I got to undertake whilst studying and was impressed with the university’s physical and online library.
As a mature learner with existing responsibilities, balancing work and study can be challenging at times. It requires strong organisation and discipline, particularly around managing deadlines and maintaining momentum with academic work.
There have been moments where this balance has felt demanding, especially while adjusting back into an academic environment after several years away. However, developing effective time management strategies has been a key part of the process.
Being able to directly apply what I’m learning to my role makes it feel relevant and worthwhile, which helps maintain motivation and makes the balance much more manageable.
How have your tutors/the university supported you during your studies?
The support from the university and tutors has been excellent throughout my apprenticeship. As someone returning to education later in my career, having approachable and understanding tutors made a significant difference.
During one of the modules, I experienced some challenges with certain aspects of the course, which ultimately led to me discovering that I have dyspraxia. This was something I had not previously been aware of, but it helped explain some of the difficulties I had encountered.
The university was extremely supportive following this, providing guidance and putting appropriate access arrangements in place for exams and assessments. This support made a real difference, not only in terms of my academic performance but also in my confidence.
More broadly, the tutors are knowledgeable and always willing to provide feedback and reassurance when needed, which has been particularly valuable when overcoming moments of self-doubt.
How has the apprenticeship benefited you personally?
The apprenticeship has had a significant impact on me personally. As a mature learner making a career change, it has given me a renewed sense of direction and purpose.
There have been moments of self-doubt along the way, particularly at the beginning, but working through these has helped me build resilience and confidence in my own abilities. Discovering that I have dyspraxia was also a turning point, as it gave me a better understanding of how I learn and how to adapt my approach.
The experience has pushed me outside of my comfort zone and encouraged me to develop new skills, both professionally and personally. I’ve become more confident in taking on challenges and more reflective in how I approach learning.
Perhaps most importantly, it has reinforced my enjoyment of learning and personal development, which is something I now see as a long-term part of my future.
What have you found most interesting during your apprenticeship, and is there anything that stands out in particular?
One of the most interesting aspects has been understanding the structure and governance behind projects. Before starting the apprenticeship, I hadn’t fully appreciated how much planning, control, and coordination are required to deliver successful outcomes.
In particular, areas such as risk management and stakeholder engagement have stood out to me. These topics really highlight the importance of both technical knowledge and the ‘people’ side of project management.
As a mature learner transitioning from a different profession, I’ve found it especially interesting to connect these concepts back to my previous experience in education and recognise transferable skills in a new context.
Seeing how these ideas apply in real-world situations has been highly engaging and has helped bring the theory to life.
Do you have any final thoughts about your course, your apprenticeship, or the university experience as a whole?
Overall, my experience of the degree apprenticeship has been extremely positive. It has provided me with the opportunity to make a meaningful career change in a way that is both practical and sustainable.
As a mature learner, the pathway has not been without its challenges, including moments of self-doubt and adapting back into an academic environment. However, these challenges have been a key part of my personal and professional growth.
The support from the University of Cumbria has been a significant factor in my success, particularly in helping me navigate challenges such as discovering and managing dyspraxia.
I would strongly encourage anyone considering a career change, or looking to develop professionally, to explore the degree apprenticeship route. The combination of academic learning and real-world experience is incredibly valuable, and I feel confident that the skills and knowledge I’ve gained will continue to benefit me throughout my career.