Traditional university computing programmes often struggle to prepare graduates for the realities of industry, while simultaneously failing to provide accessible pathways for students from disadvantaged backgrounds. This talk presents our experience of delivering a work-based learning degree programme in Software Engineering at the University of Glasgow, where students spend 80% of their time as apprentices in industry while completing an honours degree over four years.

Drawing on studies conducted over the programme's seven-year history, the talk will demonstrate how degree apprenticeships develop industry-ready professionals. Central to our approach is the development of professional skills through reflective practice. Our analysis of apprentices’ reflections indicates that they develop confidence and foundational skills at university that enable them to thrive in the workplace, while real-world experience provides context that enriches their academic understanding. Through structured reflection, students transform tacit workplace learning into explicit, transferable knowledge.

The talk will offer practical insights into programme design, including our consultation with industry, the integration of professional competency frameworks, and assessment approaches that recognise workplace learning. It also address persistent challenges, such as the gap between academic and industry project expectations, and the difficulty some students face in transferring advanced technical skills between contexts.

The talk will demonstrate that when thoughtfully designed, work-based programmes can simultaneously address skills gaps, improve educational access, and create transformative opportunities for students who might otherwise be excluded from computing careers.

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