Quality matters: an in-depth exploration of the student–personal tutor relationship in higher education from the student perspective

ABSTRACT

In an increasingly marketised UK higher education (HE) context, research on personal tutoring is crucial given its potential to positively influence both student outcomes and institutional measures of success. For example, students who experience poor personal tutor (PT) experiences may question the value of their degree in more economic terms and consider leaving university. Investigating the quality and nature of the student–PT relationship is therefore of great importance to anyone working in HE. Specifically the current research explores six first-year students’ experiences of their PTs, through detailed interpretative phenomenological analysis of interview data. First, the analysis revealed a number of antecedents to the student–PT relationship that impact on students’ expectations and experiences of their PT. Second, the findings revealed insights into how the relationship develops and the importance of the first interaction. Third, the analysis elucidated the nature and quality of student–PT interactions and how these have consequences for the students’ overall PT experience. The implications for HE and the potential impact on PT practice and provision are discussed. Notably, this research highlights the need for institutions to consider the implicit and often mixed messages conveyed within student support mechanisms regarding notions of independence.

KEYWORDS:

• higher education (HE)
• students
• personal tutor
• interpretative phenomenological analysis (IPA)
• student expectations
• student experience

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Annabel T. Yale

Annabel T. Yale is a Lecturer in Early Years and completed her PhD in July 2018. Her background is Psychology and Social Sciences and she has expertise in quantitative and qualitative research methods. Annabel is actively researching student expectations; in particular, she has been exploring student expectations and experiences of HE and personal tutoring and how the psychological contract construct might provide a framework for understanding this. She also has research interests around student expectations of employability in HE and is involved in the work-based learning modules in Early Years Education. She is involved in the teaching on the Early Childhood Studies degree, in collaboration with Social Sciences. She has an MPhil and is a Fellow of the Higher Education Academy.