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In Higher Education (HE), the performance triangle is a high-priority issue for the training offer, especially in the context of Work Integrated Learning (WIL). Indeed, the success of WIL lies in the sharing of a learning and training project (Nuninger et al., 2016) including the cost prioritization for a chosen pedagogy suitable for sandwich-course constraints. The aim is to target knowledge ownership and a set of professional competences, taking into account the learners’ personal work experience and the previous personal route. First motivated by Quality Assurance in the framework of the European Standards and Guidelines by ENAQ (2015), the HE Institution (HEI) will put a focus on effectiveness (result/learning outcomes) and efficiency (results/requested resources). The underlying requirement is a changing organization and the ability of the pedagogical team to develop, create and innovate with a focus on the levers of success. The tutors who support the learner’s personal development are part of this community. As the people of many talents, they should be recognized as experts in their field, explain the training context, question and guide individuals in their specific professional environment. This is the reason why they should be trained (Gibbs & Coffey, 2004; Endrizzy, 2011).
Today, the evolution of the generation of learners has an impact on University training due to larger groups to train with a higher level of heterogeneous prior experience, lack of prerequisites, new needs and behavior with low commitment to their training path. The evolution of the trainer and tutor age pyramid accentuates the phenomenon with a loss of the pedagogical culture, leading to a lack of tutoring expertise. Contradictorily, the renewal of the workforce is an opportunity for innovation and management (Tugan, 2009) as is the tremendous evolution and ubiquity of Information and Communication Technology (ICT) which this new generation has grown up with (Tapscott, 2009). ICT offers new pedagogical opportunities, with new uses to imagine for mutual benefit as the ONAAG proposal by Nuninger (2017). Building on this model and usage, the proposed innovation is to benefit from multimedia and tutoring experience to promote the tutors’ Continuous Education (CE), taking into account anticipatory skills management and allocated time reduction for tutors’ training: a new scenario, so called Tutoring Integrated Learning (TIL).