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'Just a Tick Box Exercise?' An Analysis of Work Based Tutor Intervention in Supporting Work-Integrated Learning

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Title: 'Just a Tick Box Exercise?' An Analysis of Work Based Tutor Intervention in Supporting Work-Integrated Learning
Language: English
Authors: Kieron Chadwick (ORCID 0000-0002-1547-6808), Rebecca Jane Quew-Jones (ORCID 0000-0001-6946-3220)
Source: Higher Education, Skills and Work-based Learning. 2026 16(2):362-375.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Work Based Learning, Tutors, Intervention, Higher Education, Apprenticeships, Professional Recognition, Theory Practice Relationship, Business Schools, Educational Policy
Geographic Terms: United Kingdom
DOI: 10.1108/HESWBL-07-2025-0308
ISSN: 2042-3896
Abstract: Purpose: This study explores how work-based tutors (WBTs) operationalise tripartite reviews (TRs) within UK higher and degree apprenticeships (H&DAs). TRs are generally positioned as compliance tools to monitor apprentice progress; however, focusing on the under-researched WBT role, the paper addresses how these practitioners navigate tensions between regulation and personalised support. Design/methodology/approach: The study adopts a qualitative interpretivist case study methodology situated in a UK Higher Education Institution (HEI) business school delivering levels five, six and seven H&DAs. Data were collected through semi-structured interviews with seven WBTs and an open-ended survey of 34 apprentices. Reflexive thematic analysis allowed triangulation of tutor and apprentice lived experience to provide rigorous findings. Findings: Findings indicate WBTs have hybrid roles that extend beyond compliance to apprentice wellbeing, resilience and professional growth. TRs were found to sit along a compliance--support continuum, with WBTs adjusting their approach based on apprentice needs. Despite facing inconsistent workplace mentor (WPM) engagement and administrative inefficiencies, WBTs are vital in linking theory to practice, stepping into pedagogic functions not formally recognised in their role description. Originality/value: Through an in-depth institutional case study of WBTs and TRs, this paper contributes a new "Compliance-Support Continuum" to help characterise the WBT role. The study encourages professional recognition of WBTs, enhanced training and systemic reforms. It holds value for higher education (HE) leaders, policymakers and practitioners seeking to strengthen H&DA provision through more relationally and pedagogically informed TR practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501756
Database: ERIC
FullText Text:
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Items – Name: Title
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  Data: 'Just a Tick Box Exercise?' An Analysis of Work Based Tutor Intervention in Supporting Work-Integrated Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kieron+Chadwick%22">Kieron Chadwick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1547-6808">0000-0002-1547-6808</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Jane+Quew-Jones%22">Rebecca Jane Quew-Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6946-3220">0000-0001-6946-3220</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(2):362-375.
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  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Apprenticeships%22">Apprenticeships</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Recognition%22">Professional Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Schools%22">Business Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/HESWBL-07-2025-0308
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2042-3896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study explores how work-based tutors (WBTs) operationalise tripartite reviews (TRs) within UK higher and degree apprenticeships (H&DAs). TRs are generally positioned as compliance tools to monitor apprentice progress; however, focusing on the under-researched WBT role, the paper addresses how these practitioners navigate tensions between regulation and personalised support. Design/methodology/approach: The study adopts a qualitative interpretivist case study methodology situated in a UK Higher Education Institution (HEI) business school delivering levels five, six and seven H&DAs. Data were collected through semi-structured interviews with seven WBTs and an open-ended survey of 34 apprentices. Reflexive thematic analysis allowed triangulation of tutor and apprentice lived experience to provide rigorous findings. Findings: Findings indicate WBTs have hybrid roles that extend beyond compliance to apprentice wellbeing, resilience and professional growth. TRs were found to sit along a compliance--support continuum, with WBTs adjusting their approach based on apprentice needs. Despite facing inconsistent workplace mentor (WPM) engagement and administrative inefficiencies, WBTs are vital in linking theory to practice, stepping into pedagogic functions not formally recognised in their role description. Originality/value: Through an in-depth institutional case study of WBTs and TRs, this paper contributes a new "Compliance-Support Continuum" to help characterise the WBT role. The study encourages professional recognition of WBTs, enhanced training and systemic reforms. It holds value for higher education (HE) leaders, policymakers and practitioners seeking to strengthen H&DA provision through more relationally and pedagogically informed TR practices.
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  Data: 2026
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  Data: EJ1501756
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501756
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        Value: 10.1108/HESWBL-07-2025-0308
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      – Text: English
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        PageCount: 14
        StartPage: 362
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Tutors
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Apprenticeships
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      – SubjectFull: Business Schools
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      – SubjectFull: United Kingdom
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