Using degree apprenticeships to shape the future of traditional undergraduate degrees

Purpose The purpose of this paper is to outline the lessons that can be learned from degree apprenticeship delivery and how these can be applied to the design of a new full-time undergraduate programme. Design/methodology/approach Key tactics are identified through authorial reflection based on an insider perspective of delivering various aspects of the Digital and Technology Solutions BSc degree apprenticeship programme at QMUL. These tactics were then grouped under higher level pedagogical principles based on emergent overlapping themes. The application of these tactics to the new Applied AI BSc degree is then outlined. Findings Eleven tactics are identified and grouped under four main pedagogical principles: programme coherence, authentic assessment, integrated employability and industry collaboration, and inclusive learning environment. The majority of the tactics are found to be directly applicable to non-apprenticeship degree programme design and delivery, with some requiring adaptations. Three district streams of learning emerged on the new Applied AI degree: foundations, tools and applications. Practical implications The four principles, eleven tactics and three learning streams are proposed as scaffolding for use by other degree programme design teams. Future work on the development of a new apprenticeship standard or subject benchmark statement for Applied AI at undergraduate level is proposed. Originality/value The new Applied AI BSc degree being launched has a unique curriculum which does not align to any existing apprenticeship standard or subject benchmark statement. The programme, heavily influenced by QMUL’s Ofsted Outstanding degree apprenticeship provision, offers a unique testing ground for the development of best practice AI education and AI in education.