Abstract
This paper explores some of the ways in which the changing nature of Higher Education, especially the increase in the number of 18–25-year-olds attending university and the uncertainty about funding arrangements, has impacted on the role of an academic tutor. The effect of psychodynamic defences both at individual and the institutional levels is explored and some ways in which these can make it difficult for academics to effectively support students are discussed. The paper highlights the particular problems faced by senior tutors acting at the boundary between academic tutors and the specialized counselling service and suggests additional support for these staff is needed to allow the University to function as a more nurturing environment.
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