This is a level 6 Digital and Technology Solutions Degree Apprenticeship, of which there are four pathways: Cyber Security Analyst, Data Analyst, Network Engineer, and Software Engineer.
Looking to begin an apprenticeship?
About the Digital Technology Solutions (Data Analyst) Degree Apprenticeship
The Digital Technology Solutions Degree Apprenticeship is designed to allow learners to specialise in one of four areas:
- Data Analyst
- Cyber Security Analyst
- Network Engineer
- Software Engineer
Learners combine work and study to build core skills and knowledge required for the implementation, maintenance and support of security controls that protect an organisation’s systems and data assets from threats and hazards.
Apprentices start to specialise from year two, and they graduate with a BSc (Hons) in Digital and Technology Solutions.
Teaching is delivered over 3 years via weekly day release, and the programme is coursework based, meaning no exams (as these do not replicate real-world working environments in the computing industry).
This apprenticeship is accredited by TechSkills – the industry accreditation body for digital and tech education. It means that our apprenticeship meets the high industry standards set by TechSkills for quality and tech/digital career relevance.
Working in partnership with:
What are Degree Apprenticeships?
Degree apprenticeships are a fantastic way to upskill employees and train new staff. They contribute to improved competitiveness and productivity, as well as increased staff retention.
Degree apprentices study for higher level qualifications alongside working. As such, they spend at least 6 working hours each week carrying out ‘off-the-job training’ where they study for their degree and gain the knowledge, skills and behaviours that are required to successfully complete the apprenticeship.
Large employers can use their apprenticeships levy to pay for apprenticeship training. Smaller firms can claim up to 95 per cent of these costs from the Government. This means apprenticeships are a cost-effective choice for both the employer and learner.
Meet the lecturer
Dr Jordan Allison, Academic Course Leader
Jordan teaches across a range of modules at both undergraduate and postgraduate level such as computers and security and information security management.
He is a Fellow of the Higher Education Academy, a member of the Association of Computing Machinery, and a professional member of the British Computer Society where he is the industry liaison officer for the Gloucester and Cheltenham branch.
His research interests focus on the advancement of effective computing education with his recent research focusing on the teaching of networking and security.
Modules
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In Year 1, learners from all four pathways take the same modules so they build the core knowledge and skills necessary to then specialise in their chosen area from Year 2. An independent work-based project underpins classroom content, so apprentices are applying their learning in the workplace from day one.
Computers and Security
This module introduces the core concepts of computers and security by considering the design and operation of computers and computer networks, the implications of security and how computers may be programmed.Principles of Programming
This introduces the principles of programming and develops an understanding of problem solving techniques for software development using a programming language.Object Oriented Programming and Software Design
This module gives learners an understanding of the object-oriented programming paradigm in the context of developing software that is well specified, designed and tested. Learners will be exposed to a variety of notations at different stages of the development process.Systems Design
This introduces software engineering principles and practices necessary to developing quality software-intensive systems for business use. Learners will be introduced to working in teams to identify business requirements and turn these into practical, workable solutions.Web Development
This module covers the business rationale for using the web as a solution to a business problem, together with the core technologies required to create such solutions. Learners will create structured websites using both scripts (eg HTML, CSS; JavaScript, PHP, MySql) and industry-standard software (eg Adobe DreamWeaver).Independent Work-Based Project
This project applies theories and principles integrated from modules studied already. Learners identify an issue/problem that needs solving and produce a piece of work that demonstrates understanding and application of theories and principles.
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In Year 2, learners continue to build core skills, while also specialising as a Data Analyst. They will also enhance their project management skills and explore key ethical issues.
Agile Methods
This module explores the deployment and application of key Agile approaches to software management development and wider business development models.Professional Issues
This introduces learners to the professional and ethical issues surrounding computing disciplines. Learners consider these professional and ethical issues in a business context.Managing the Security of Information
This module looks at the security of information and how it can be managed to ensure confidentiality, integrity and availability. It encompasses the role of the Information Security Officer, security policies, standards and managing user activities.Supervised Professional Work Experience
For this module learners undertake a supervised work-based activity focussing on the application of learnt theories to their place of work as well as how learning has impacted their employment. They identify a workplace issue/project collaboratively with their employer, in which they will apply theory to the workplace and evaluate this application.
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In Year 3, learners further develop their academic skills by demonstrating deeper understanding that draws upon all their studies to date, as well as the practical experience they have gained in the workplace.
This year has a more strategic focus where learners are required to develop solutions around system change, and consider the role of IT in forwarding wider business objectives.
Advanced Topics in Technology and Innovation
In this module learners research current innovative issues in technology. Topics will be introduced in a series of lectures and then discussed in seminars with learners contributing written and verbal content.Strategic Business and IT Management
This module broadens learners’ critical perspective on the strategic aspects of information systems in business. It focuses in particular on the integration of information systems strategy with business strategy to support business value.Managing Information Systems Change
This broadens learners’ critical perspectives on strategic aspects of managing information systems driven change. It focuses in particular on the successful integration of information systems into the organisation through management of the change process.Dissertation
Apprentices self-manage an academic in-depth investigation of an appropriate topic (of their choice within the subject area of the course) with support from an adviser.
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Year 2
Data Analytics
This module provides an understanding of analytic techniques to process data and find useful patterns. Data can be in various forms such as text, image or audio and can be collected from various sources such as sensors, devices, networks, log files, web, social media etc.Apprentices are assumed to have some background in programming.
Artificial Intelligence
This module introduces Artificial Intelligence (AI) topics (computation models, algorithms and techniques) with a focus on designing and building AI systems. Apprentcies will learn core concepts of designing and enabling AI using a variety of methods including neural networks and genetic programming.Learners will undertake the practical design and implementation of artificial intelligence (AI) algorithms using a variety of current languages and architectures including Java and Python.
Year 3
Big Data Analytics
This module introduces advanced concepts in the applications of Data Analytics. It focuses on the applications of different techniques to extract meaningful patterns from both structured and unstructured datasets in both machine-based and container-based virtualisation environments.Apprentices will learn to leverage different real-time Big Data Analytics frameworks in extracting and analysing data collected from various sensors, devices, networks, intrusion detection system (IDS) log files, web, social media etc. The analysis will be performed through different techniques including classification, clustering, regression as well as other machine learning algorithms.
Network Forensics
This is a sub-branch of digital forensics relating to the monitoring and analysis of computer network traffic for the purposes of information gathering, legal evidence, or intrusion detection.Apprentices will get both theoretical and practical hands on experience in capturing, recording and analysis of network events in order to discover evidential information about the source of security attacks.
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The End Point Assessment (EPA) is an independent assessment that takes place after the final year of the apprenticeship. It is designed to test that the learner is competent in their occupation by assessing the knowledge, skills and behaviour (KSB) outcomes detailed in the approved Apprenticeship Standard.
For this degree apprenticeship, the EPA consists of two components:
- a synoptic project;
- a presentation which is a structured discussion between the apprentice, their university lecturer(s) and their employer, focussing on the outcomes of the synoptic project.
All apprentices must pass their EPA to successfully complete their apprenticeship and academic degree.
Case study
Apprentice perspective
“As a second year apprentice studying Digital Technology Solutions, I’ve already benefited from what I’m learning back in the workplace. The modules I’ve been studying have given me the foundation to specialise in Data Analysis now that I’m in the second year.
Starting the course in block mode, with one full week of learning out of every six weeks, was a little intense but ultimately rewarding. Now things havesettled into a pattern where every Friday is a day on campus and I’mable to manage my working week and family life more flexibly.
Overall, the teaching and course content coupled with the standards of the University are giving me a platform to develop that isn’t readily available in my place of work.”
Steven Miller,
Data Team Manager, Gloucestershire County Council
Park Campus
This apprenticeship will be delivered in our state-of-the-art computing and technology facilities on Park Campus in Cheltenham.
This centre for all things computing includes a dedicated cyber security lab where learners can practice their new skills in a digitally protected, authentic environment with an isolated network.
There are purpose-built computing suites kitted out wit the latest tools and operating systems, such as Android, Arduino, Raspberry Pi, Drones, Photoshop, Microsoft, Oracle and Cisco. Plus, there are breakout areas for workshop sessions, games consoles and screens in social areas, and the latest computing technology and software. There is a strong sense of community, with staff and learners sharing both work and relaxation space.
Employer and learner support
Learners have a personal tutor throughout their apprenticeship, as well as a learner coach who conducts reviews and supports them towards successful completion. They are also supported by module tutors and our Student Centre staff, who are contactable by telephone, in person and online.
Employers are able to access our dedicated apprenticeship support team, who are here to ensure that businesses get the best from both the learner and the programme.
Learner benefits
All apprentices have access to:
· experienced professionals, who are experts in their field
· state-of-the-art facilities
· all university libraries and IT and facilities
· discounted travel with Stagecoach across the South West network
· an NUS card offering great discounts at restaurants and high street stores
· a vibrant social scene complete with bars, sports clubs, gyms and leisure facilities
View our apprenticeships FAQ guide and discover answers to the most commonly asked questions about higher and degree apprenticeships.
Entry requirements
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Apprentices should be in full-time employment (eg employed for at least 30 hours per week) throughout the duration of the apprenticeship.
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Apprentices must have GCSE grade C/4 or above in Maths and English before they complete the EPA (or an equivalent Level 2 qualification). In some cases, apprentices are able to complete Functional Skills alongside their apprenticeship in order to have the needed Level 2 qualification ahead of EPA.
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Employers may set additional entry requirements suitable for their organisational needs.
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