Perceptions and principles of personal tutoring

ABSTRACT

Recent years have seen renewed interest in personal tutoring in the UK higher education sector, and many higher education institutions (HEIs) are reconsidering and enhancing their personal tutoring provision. There is limited research into the principles and models of personal tutoring in the UK context and no studies which identify how those operating in a personal tutor role view the best practice recommendations based on their own experience. This paper examines best practice identified in the student success, personal tutoring, and academic advising literature. Personal tutors in UK HEIs were surveyed to determine whether their perceptions of effective tutoring accord with these practices. Significant findings are that all students must have a tutor with whom they meet individually. Tutors must support students in their personal, professional, and academic development and help them to transition into effective study in higher education. The importance of tutor training was also highlighted. The results of this survey are discussed in the light of the recommendations identified in the research literature, the needs of students, and the recommendations of the National Union of Students (NUS) as embodied in the NUS Charter. A set of common principles is offered as the basis of personal tutoring systems in contemporary UK HEIs. These principles seek to define an approach to personal tutoring which effectively supports students and prioritises their personal growth, persistence, and success.

KEYWORDS:

• Personal tutoring
• principles
• practices
• models
• academic advising

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

David Grey

David Grey is an Educational Developer with the responsibility for leading a range of institutional academic projects relating to personal tutoring. David has over 24 years’ experience as an academic and personal tutor, with a leadership focus on learning and teaching, the student experience, and personal tutoring. He is a committee member of UKAT and former chair of the UKAT Research Committee. David also works closely with NACADA, The Global Community for Academic Advising, and is a member of the NACADA global research committee and publications advisory board.

Corrina Osborne

Corrina Osborne is the Head of Academic Operations and has oversight of the academic advising policy and process at Bournemouth University. Corrina has a PhD and background in social anthropology and her research interests include power, relationships, and hierarchies within organisations, cultural change processes, and improving the student experience in higher education. She is a member of the UKAT Research Committee.