Purpose: Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL). Design/methodology/approach: This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project. Findings: WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture. Practical implications: Practitioner use of applying problem-solving models for work-integrated curriculum planning. Originality/value: We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper's distinct contribution manifests in the formulation of three pivotal recommendations.