This study considers academic identity and the performance of identity work in the context of the design and delivery of new degree apprenticeships. Recent UK Policies have driven many changes in UK higher education, including the rapid development of new awards combining an apprenticeship with a full bachelor's or master's degree. Delivery requires university partnerships with industry, supported by significant government funding--and targets. Semi-structured in-depth interviews identified the pressures on 30 participants to retain academic identity in managing relationships with a range of different partners as shown in a generative model of academic identity work. Results show the ambiguities and uncertainties embedded in supporting academic identity, with stress caused by managerial approaches and difficulties in maintaining the identity of 'a proper academic' with implications for university management.