Develop A Better Understanding of Tutors' and Line Managers' Views on Induction Programmes Designed To Support Work-Based Learning Tutors [Masters in Education Dissertation]

Johnstone, Angelique (2022). Develop A Better Understanding of Tutors' and Line Managers' Views on Induction Programmes Designed To Support Work-Based Learning Tutors [Masters in Education Dissertation]. Exeter University. (Unpublished)

Abstract

The introduction of the apprenticeship levy and the approval of higher and degree-level apprenticeships have led to more traditional lecturers becoming work-based learning tutors. Current research and literature is based on induction for teaching and lecturing roles and not work-based learning tutors. The knowledge and skills for these roles differ from traditional lecturers, which must be reflected in staff induction. Qualitative research was conducted to understand the viewpoints of the induction for those tutors and their line managers. Secondary data and documentary analysis were also conducted to support or question the participant’s views and include the organisational context of the induction.
The research has found that the induction should be over a longer duration to take account of the learning elimination curve. The induction should also be mapped out to determine what training is needed and when. This will allow the training to be given at more meaningful points and include the areas relevant to the job role. This research should help construct a standard induction process for work-based learning tutors that can also be customised to individual requirements and experience levels.

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