The seven accounts include distress and displacement, but also valued critique, caring peers, useful structure, enjoyable making and active refusal. Their later confidence cannot be attributed to portfolio teaching alone. Keep S8’s historical period, S9’s current tutor role and S7’s later peer teaching visible.
Six tutors describe reciprocal learning, authenticity and support, alongside limits of time, knowledge, pay and workload. T2 accepts hands-on work through service identity; T3 and T4 describe responsibility and depletion; T5 and T6 describe alternatives with important differences in employment status and clientele.
This group contains founders, operational leads, HR, academic-affairs and writing managers. Individualisation, business viability, service accountability and educational ambition coexist. A4 contests a simple obedience reading, A2 values new staff, A3 emphasises experienced recruits, and A6 questions completion-driven pay.
C1 describes campus promotion, commissions, events, limited training and a later internship. Students’ independent searching and competing referral routes complicate a passive-consumer account. These data illuminate recruitment and informational asymmetry, while leaving academic university staff’s own criteria unrepresented.