Leading through ambiguity: motivating teams amid apprenticeship policy reform in Higher Education

Abstract
Apprenticeship policy in England continues to evolve rapidly, with training providers facing ambiguity, and being tasked with maintaining compliance while sustaining quality and motivation among staff. This paper presents findings from a qualitative pilot study conducted at one of the UK’s largest providers of higher and degree apprenticeships. Drawing upon semi-structured interviews with three apprenticeship leaders and supported by extensive secondary research, the study explores how leaders navigate ambiguity, motivate teams, and sustain organisational performance during policy reform. Findings reveal that transformational leadership, psychological safety, and transparent communication are essential in mitigating uncertainty, while leaders who cultivate a growth mindset and distribute decision-making, foster resilience and autonomy within their teams. The study concludes with practical recommendations for higher-education institutions, further-education providers, and independent training organisations seeking to strengthen agility and morale amid policy-driven change.