‘Going the extra mile’, ‘fire-fighting’, or<i>laissez-faire</i>? Re-evaluating personal tutoring relationships within mass higher education1

Stephen, Dawn; O’Connell, Paul; Hall, Michael

doi:10.1080/13562510802169749

Cited by 68 publications

(73 citation statements)

References 31 publications

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“…Additionally there was much discussion amongst both students and staff about the variability in the process (3,7,17). One of the students in the first focus group said "there's a huge contrast …so I would kind of try to put some baseline in place" (FG1).…”

Section: Personal Tutoring Process and Meetingsmentioning

confidence: 99%

“…Personal tutoring is important for student support and success as well as retention (1,2,3,4,5). Students value the personal tutor relationship and see their tutor as a first point of contact for support (6) and many would prefer to turn to them for advice rather than other services (4).…”

Section: Introductionmentioning

confidence: 99%

“…It is well known that there is a clear relationship between good personal tutoring provision and student retention but there is still limited research on successful personal tutoring processes (2,3,5,17). It is common practice for students to be provided with a named personal tutor for the duration of their programme and the aim of this is to support their transition into University and foster a sense of belonging.…”

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confidence: 99%

“…Whilst it is known that early intervention is essential the initial allocation of personal tutors can be delayed whilst workloads are scrutinised and negotiated and, sometimes students do not have the information about who has been allocated (7,15). There are issues around personal tutoring practice and the variability and inconsistency students meet with some tutors just signposting students to specialist services, some offering "drop-in" sessions and, others providing individual or group sessions (3,7,17,19,20). Whilst "drop-in" sessions suit some students McVitty (21) raised concerns about this because not all students with issues will feel that their problem warrants using this time and so may not seek appropriate help early enough leading to issues being missed.…”

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confidence: 99%

“…However whilst some personal tutors might be willing to undertake the role others are often reluctant due to other factors such as the increasing numbers and diversity of students impacting on staffstudent ratios and the complexity of issues that personal tutors have to deal with (3,13). Personal tutors are faced with more mature students, and an increase in students who reside at home whilst studying which can lead to difficult personal and health issues needing addressing (7).…”

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confidence: 99%

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Personal Tutoring Enhancing Staff and Student Experiences

Parker¹

2016

INTED2016 Proceedings

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This paper reports on the review of a personal tutoring policy in one United Kingdom Higher Education Institution. In order to review the policy a stakeholder group was set up and some empirical data was collected and analysed alongside a literature review. Whilst there were a range of data sources this paper will focus on the data that was collected from individual and focus group interviews with 19 academic staff and 34 students. The themes that arose from the data included allocation of personal tutors, the role and process of personal tutoring, other sources of support, record keeping and references and staff development and recognition. Overall there were many positives findings in relation to personal tutoring but there were some suggestions that would enhance this process further. These were mostly to provide further clarity over around the whole process and provide additional support for the role in relation to record keeping and ensuring staff had the knowledge to undertake the role competently. The paper concludes with an overview of the recommendations and changes to the policy which are now in place.

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Section: Personal Tutoring Process and Meetingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Personal Tutoring Enhancing Staff and Student Experiences

Parker¹

2016

INTED2016 Proceedings

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Evaluation of usage of virtual microscopy for the study of histology in the medical, dental, and veterinary undergraduate programs of a UK University

Gatumu

MacMillan

Langton

et al. 2013

Anatomical Sciences Ed

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This paper describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry or veterinary science at the University of Bristol, UK. Features of the VM implementation include: 1) the facility for students and teachers to make annotations on the digital slides; 2) in-house development of VM-based quizzes that are used for both formative and summative assessments; 3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; 4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes and the accessibility of all components off-campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching.The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6 -3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in 2007-08 to 22,000 in 2010-11. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges.3

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Contextualizing student affairs and services in global higher education

Jamieson,

Coggo Cristofoletti,

Oanda

et al. 2023

New Drctns for Student Srvcs

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This article outlines major developments in higher education policies in terms of massification, diversification and stratification, marketization, and globalization. Although these developments are global, their local instantiations create a diverse backdrop for student affairs and services. By giving examples from different contexts, we illustrate the various effects that the enlargement of higher education systems, their diversification, pressures to marketize, and increased global mobility have on the provision of student services and access to them. Through these windows, we demonstrate how student services have developed in different contexts and what implications this has on student access to those services. We conclude the article by presenting future topics for student services research and policy.

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‘Going the extra mile’, ‘fire-fighting’, orlaissez-faire? Re-evaluating personal tutoring relationships within mass higher education1

Cited by 68 publications

References 31 publications

Personal Tutoring Enhancing Staff and Student Experiences

Personal Tutoring Enhancing Staff and Student Experiences

Evaluation of usage of virtual microscopy for the study of histology in the medical, dental, and veterinary undergraduate programs of a UK University

Contextualizing student affairs and services in global higher education

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