Abstract
This study reports on the impact of a Tutor Work - Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors’ learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed - methodology is employed, incorporating qualitative and quantitative data, drawn from
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