In higher education, where excellence is the standard and teaching quality shapes the next generation, investing in staff development isn't optional—it's fundamental. But it's not just about traditional conferences or workshops. The University of Kent has recognised something powerful: apprenticeships designed for working adults can deliver both recognised qualifications and genuine capability development.
Two of the university's staff members recently proved the model works. In March 2026, Alexis Mauger and Loreta Jarvis both achieved Distinction grades in their apprenticeships with TESS Group—a remarkable outcome that reflects both their commitment and the quality of structured learning at the university.
Why Higher Education Institutions Are Investing in Apprenticeships for Their Own Staff
Universities have always been about learning. But for decades, that learning was primarily aimed outward—at students. The professional development of support staff, administrators, and operational teams was sometimes treated as secondary.
That's changing. Smart institutions recognise that the quality of their operations, their people management, and their organisational agility directly impacts student experience and institutional reputation. And developing people through structured apprenticeships—alongside work—creates lasting change.
The Logic Is Simple
When you invest in an apprenticeship, you're not sending people away on a course. You're saying: your role matters, your development matters, and we're investing in your future. People feel that. It changes retention, engagement, and performance.
At the same time, you get a recognised qualification at the end—something portable, credible, and valued across the sector. It's professional development that actually counts.
The Partnership: University of Kent and TESS Group
When University of Kent began exploring apprenticeship pathways for their staff, they chose TESS Group to deliver the programme. The fit was natural: TESS Group specialises in apprenticeships for working professionals, and the university needed a training partner who understood both the rigour that the institution demanded and the real-world constraints of working life.
What emerged was a tailored programme that combined:
- Structured learning aligned with CMI qualifications
- Flexible delivery that worked around full-time employment
- Ongoing skills coaching and mentoring
- End-point assessment conducted to the highest standards
- Workplace application from day one
The apprentices weren't isolated. Throughout their journey, managers at the university were engaged—kept informed of progress, understanding the value being delivered, seeing the changes in their team members' capabilities firsthand.
Distinction Results: Alexis Mauger and Loreta Jarvis
In March 2026, two apprentices crossed the finish line—and both achieved Distinction, the highest grade available.
For Alexis Mauger and Loreta Jarvis, this wasn't just the end of a programme. It was recognition of sustained effort, skill development, and commitment. Multiple managers had been copied into their congratulations emails—a sign that their growth had been noticed across the organisation, that their achievement mattered to the institution.
What Distinction Means
Distinction is the top grade in apprenticeship end-point assessment. It requires not just competence, but excellence: deep understanding, consistent application of skills, evidence of impact, and genuine professional development. It's rare enough to be genuinely noteworthy.
The fact that both apprentices achieved this grade tells you something important: the right support, the right structure, and genuine workplace application create conditions where people don't just complete programmes—they excel.
The Role of Dedicated Skills Coaches
Behind these results is something often underestimated: good coaching. Throughout the apprenticeship, Mark Swales provided ongoing skills coaching and support. This isn't occasional check-ins. It's regular, focused mentoring that helps apprentices navigate challenges, deepen their understanding, and apply what they're learning in real time.
Mark Swales' involvement didn't just help these two apprentices succeed. Across TESS Group's work with other learners, his skills coaching has earned consistent recognition:
Quality coaching makes a measurable difference. When apprentices have someone invested in their success—someone who understands both the programme requirements and the real challenges of workplace learning—they achieve better outcomes.
How Apprenticeships Complement a University's Existing L&D
Universities often have robust learning and development infrastructure—HR teams, training budgets, career pathways. Apprenticeships don't replace that. They complement it.
What Apprenticeships Add
Unlike traditional L&D, apprenticeships:
- Are built on learning while working, not away from the role
- Lead to externally-validated qualifications (CMI, ILM, or sector-specific credentials)
- Create structured milestones and accountability
- Can be funded through the Apprenticeship Levy, so the cost to the institution is minimal
- Engage whole teams—managers become involved in supporting apprentices
The result is development that's visible, credible, and felt across the organisation.
What Employers Can Learn From This Approach
The University of Kent's investment in apprenticeships for their own staff offers a template for any organisation serious about professional development:
1. Invest in Your People, Visibly
When managers engage with apprentices and congratulate them publicly, when achievement is recognised at an institutional level, people know they matter. That changes everything.
2. Combine Flexibility With Rigour
Apprentices are working professionals. Programmes need to be flexible enough to fit real work, but rigorous enough to deliver genuine capability. TESS Group structures both—making it possible to achieve Distinction outcomes.
3. Use Coaching as a Non-Negotiable
The difference between a training programme and genuine development is personalised, ongoing coaching. It's worth the investment.
4. Think Long-Term
Apprenticeships aren't a quick fix. They're a commitment to sustained development. But the payoff is proportional: people who've invested months in developing new skills and earning qualifications are more engaged, more capable, and more likely to stay.
The University of Kent's approach shows that higher education institutions can do more than teach students—they can build a culture of continuous professional development for their own teams. And when you do it right, the results speak for themselves.
Ready to Develop Your People Through Apprenticeships?
Whether you're in higher education, the public sector, or any organisation where professional development matters, apprenticeships offer a proven model. Structured learning, external qualifications, workplace application, and measurable outcomes.
The University of Kent's two Distinction-grade apprentices are the proof. If you're thinking about how to invest in your own staff, this is where to start.
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