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. © 2025 Emerald Publishing Limited
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