A Tutor’s Role in Cadet’s Adaptation Process: Case Analysis

Abstract

The goal to improve the quality of studies is one of the basic objectives in a modern higher educational institution. The support of academic community to students in the adaptation process is perceptible as a part of the higher educational institution service system, which is oriented to the students’ academic and social needs in order to develop the type of studies tailored to a student personally. In this article a tutor‘s role in cadets’ adaptation process is discussed in the aspect of educational interaction and cadets’ support. Adaptation is perceived as an ability of a young person to adapt to the changeable conditions and new environment as well as an acquisition of new competencies. In addition, the tutor’s personal qualities, competencies, values and the variety of his / her roles and activities required for this position are analyzed. According to the empirical research data, cadets‘ expectations and the difficulties of the adaptation in the academy, i.e. the ability to adapt to a new (“closed”) environment, strict timetable, the adjustment of academic and military studies, the mastering of new forms of studies based on self-dependent work, the lack of free time, are approached. It is stressed, that the process of cadets’ and tutors’ successful educational interaction is based on the mutual recognition, the maintaining of qualitative inter-relations, emotional support and participating together in different activities. The results of cadet platoons tutors’ support are very diverse: from the discovering of motivation methods to study better, the improvement of progressiveness, skills of problem solving, enhanced cadets’ confidence and self-dependence to a successful finishing of their studies. The research data show the positive evaluation of tutors’ role and allow to project guidelines in order to improve the cadets’ adaptation process in the military academy.