Personal Tutoring in Higher Education: an action research project on how to improve personal tutoring for both staff and students
Elyse Wakelin
Abstract
In highlighting the changes in demands on personal tutors as part of university support networks, this paper identifies how to improve the personal tutor experience for both the personal tutor and the student. Drawing upon the experiences at Nottingham Law School, Nottingham Trent University, England, this paper explores the importance of the personal tutor in the student experience, the challenges faced by staff as a personal tutor and areas for improvement are identified. The method section of this paper explains the benefits of the use of action resech into personal tutoring and how it can lead to greater success of a project by engaging key stakeholders, both staff and students, involved in personal tutoring. An analysis of the data collected identifies three key issues for analysis: ambiguity of the role of the personal tutor, the lack of clarity or purpose of personal tutor meetings and lack of confidence in staff. T. The paper concludes with recommendations for personal tutoring in the development of resources for staff and students on personal tutoring, which include a clear definition of the role. Moreover, future training for personal tutors is recommended.