The recognition of experiential learning, which incorporates competency-based learning and the acquisition of skills, within undergraduate studies is evolving through government policy. One such policy is the degree apprenticeship model which has produced a collaborative relationship which consists of employers and professional bodies who identify the knowledge and skills required to practise a particular profession. The fusion of learning whilst earning is not a new concept and the pressure is now on higher educational institutions to formulate and deliver experiential learning through the apprenticeship degree model
