Empowering associate tutors: A practical guide for module leaders

Associate tutors, whether doctoral researchers, junior academics, or industry professionals, play a vital role in delivering teaching across UK business schools, yet many begin their academic journey with limited exposure to higher education teaching practices or institutional systems.

Drawing on nearly fifteen years in academia, and having begun as an associate tutor myself, this blog offers a practical framework for how module leaders can better support these colleagues throughout the teaching cycle. These strategies aim to enhance teaching quality, foster inclusive academic cultures, and develop the leadership capabilities of module leaders.

1. Preparing for success: Before teaching begins

Effective support begins with thoughtful planning and communication. Where possible, associate tutors should be allocated to modules that align with their subject knowledge and professional expertise. This responsibility typically falls to Programme Leaders or Heads of Subject.

Senior Management should also clarify the boundaries of their involvement. In most cases, their role should remain limited to situations where essential responsibilities are not being met — such as the failure to provide teaching materials from module leaders, or lack of engagement with teaching, and failure to respect marking deadlines from associate staff.

Once teaching assignments are made, the module leader should meet with all associate tutors before the start of the term. Ideally, this meeting should be held in person to encourage rapport-building and collegiality. Learning more about associate staff can also reveal opportunities for them to contribute to specific lecture topics aligned with their expertise.

This meeting should cover key information about the module:

• the structure and learning outcomes

• assessment requirements and deadlines

• expectations regarding student engagement and attendance

Also, this meeting should clarify what is expected of associate tutors and verify that they have access to the module’s VLE page and key readings. Clear communication at this early stage helps reduce uncertainty and sets the tone for collaborative delivery.

2. Supporting delivery: During the term

Consistency in teaching across tutorial groups is essential to maintain academic standards and ensure an equitable student experience. While I was fortunate to be compensated for attending lectures when I was an associate tutor, this is increasingly rare due to the challenges many HE institutions are facing. Alternative options, such as recorded lectures or shared teaching notes,  can be effective substitutes to make associate tutors fully aware of the contents covered in the module.

Detailed guidance for tutorials should be provided at least three working days in advance, allowing associate staff time to prepare and seek clarification. These materials should strike a balance between standardisation and flexibility. Overly rigid templates can be demotivating, particularly for experienced educators or industry professionals new to academia. The expertise, experience, and skill-set of the associate tutors teaching on the module can help the module leader decide the level of guidance needed.

For example, module leaders might:

• provide suggested tutorial structure and activities, and let associates design their own slides

• encourage associates to share relevant insights from their professional or research background

• promote adaptation of examples to suit the group’s dynamics
  

This approach fosters ownership and can help develop a community of practice within the teaching team.

Regular check-ins are also important. After each week’s classes, the module leader should invite feedback on what worked, what didn’t, and what might be improved. These conversations, that could take place informally in the staffroom or even simply via online messages, support continuous improvement and help identify any issues early. Module leaders should also remain available for individual support, particularly if personal or professional challenges arise for associate staff.

3. Ensuring consistency in assessment and feedback

As assessment deadlines approach, it’s vital to prepare all teaching staff to mark consistently and fairly. A pre-marking meeting, either online or face-to-face, should include:

• a walk-through of the assessment brief and learning outcomes

• a review of marking criteria and grade descriptors

• expectations for the style and length of feedback

• clear marking timelines and escalation processes

New associate tutors, or those unfamiliar with the UK HE context, may require additional support to understand how marks are classified and what constitutes appropriate feedback.

Following submission, module leaders should mark a small sample of assessments and share them with associates as reference points. Associates should also be encouraged to submit their first two or three marked scripts for receiving feedback from the module leader before continuing with the rest. This calibration process helps align expectations and ensures marking integrity.

All staff must be reminded to flag any academic integrity concerns directly with the module leader, rather than making independent decisions.

4. Reflection and growth: End-of-term debriefs

After the term concludes and marking is complete, a debrief meeting offers a valuable opportunity for reflection. Topics to cover include:

• feedback on module content and teaching resources

• the level of support received by associate staff

• suggestions for improvement in future delivery

This discussion can also generate new ideas and foster innovation through co-design. While institutions may encourage one-to-one conversations between module leaders and associates, maintaining an informal and confidential tone is essential. Authentic dialogue is more likely when staff feel psychologically safe.

Conclusion

Supporting associate tutors is not just about operational coordination. It's an opportunity to foster leadership, mentorship, and collaborative learning among academic teams.

This article is not meant to serve as a checklist, as institutional and time constraints may prevent the full implementation of every suggestion. Rather, it offers an invitation to develop a holistic approach that puts associate staff in the best possible position to teach and contribute effectively.

By embedding structured, flexible, and empathetic support throughout the teaching cycle, module leaders can help elevate the student experience, strengthen pedagogical quality, and develop the teaching capabilities of future academics.

In a time of growing workload pressures and increasing reliance on sessional teaching, getting this right is not only a matter of good practice, it is a strategic imperative.