We just muddled through together: exploring line manager emotions and experiences in work-based learning support

Our project examines the key – yet often unseen, under-appreciated and under-studied - role in student learning and success played by the line manager/workplace mentor in formal work based-learning programmes run by higher education institutions. The line manager role is an integral part of a tripartite learning structure, providing a learner with a firm anchorage in the organisation and providing a necessary complement to the teaching, learning and facilitation contributions of the academic tutor. Our investigation has been undertaken in two phases, the first of which was developed through semi-structured interviews with line managers supporting OU apprentices. Through these interviews we have explored the nexus of that key relationship between tutor-line manager-apprentice, highlighting scaffolding and development mechanisms and interventions that enhance progression and success. We report findings of this phase via three constructed themes that express the lived experiences of the line manager role: i) Not knowing (I want to support...but I don’t really know how to); ii) Workload (both my apprentice and I also have a day job to do); and iii) Motivation (supporting an apprentice validates me, but the challenges are not recognised). Writing up has generated key insights informing the new, second phase of this scholarship project, where we are currently undertaking our fieldwork, having secured British Academy funding and cooperation from a major UK employer to consider line manager contributions toward student success and retention through a case study environment.