Perceptions and principles of personal tutoring

Abstract

ABSTRACTRecent 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.