Workplace mentors play a crucial role in supporting degree apprentices, as guides and advocates in the workplace and partners in the tripartite meetings with the university. The mentor can help to facilitate relevant work-based opportunities and identify appropriate credit-bearing workplace projects. So, it is in the interest of the university to provide the mentor with appropriate information and training. This study aimed to establish the current mentor training context within computing apprenticeship degrees in UK universities, with a specific focus on training to support inclusion. Two online surveys gathered the perspectives of workplace mentors (n = 44) and of university staff providing training (n = 13). A review of guidance materials provided to mentors by universities triangulated the picture. Activity theory (AT) facilitated a new way of exploring current training systems to include the actors and influences beyond the immediate collaboration. The main finding is that few mentors felt they were receiving adequate training for the role, with many not receiving any, representing a lost opportunity to learn and share knowledge. The AT analysis highlighted the challenges of ringfencing time for mentoring and allocating responsibility for appropriate training and inclusion strategies among the collaboration partners. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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