RAPPORT
Issue 5 (August 2020)
actually had the goal to be the best
supporters they can be.’
Nadler & Simerly (2006) suggest that
more attention is needed in training
personal tutors to know how to listen
better if the benefits are to be truly
reaped.
Listening within the personal tutor
relationship, it is argued here, can lead to
both individual and institutional
improvements and is therefore something
that needs to be encouraged. Listening,
in the context of personal tutoring, needs
to ensure that personal tutors themselves
are heard by their institution. Being a
personal tutor can be difficult, challenging
and exhausting. The institutional benefits
of satisfied and 'connected' students is
well documented in league tables yet the
hard graft that goes into such relationship
building with students is perhaps not as
fully recognised. Institutions need to take
responsibility for the supporting and
training of personal tutors.
References
Bodie, G.D., Vickery, A.J, Cannava, K. &
Jones, S.M. (2015) The role of 'active
listening' in informal helping
conversations: impact on perceptions
of listener helpfulness, sensitivity, and
supportiveness and discloser emotional
improvement. Western Journal of
Communication, 79(2): 151-173
Burnside-Lawry, J. (2011) The dark side
of stakeholder communication.
Stakeholder perceptions of ineffective
organisational listening. Australian
Journal of Communication, 38(1): 147-
173
Davis, J.S. & Cooper, D.L (2001)
Assessing advising style: student
perceptions of academic advisors.
College Student Affairs Journal, 20(2):
53-63
Drake, J.K. (2011) The role of academic
advising in student retention and
persistence. About Campus, 16(3): 8-
12
Grey, D. & Osbourne, C. (2018)
Perceptions and principles of personal
tutoring. Journal of Further and Higher
Education
Griffiths, S. (2009) Teaching and learning
in small groups. In Fry, H. Ketteridge,
S. & Marshall, S. (eds.) A Handbook for
Teaching & Learning in Higher
Education: Enhancing academic
practice (3 rd Ed.). Abingdon: Routledge
Hester, E.J. (2008) Student evaluation of
advising: moving beyond the mean.
College Teaching, 56(1): 35-38
Hixenbaugh, P., Pearson, C. & Williams,
D. (2006) ‘Student Perspectives in
Personal Tutoring: What do students
want?’ in Thomas, L. & Hixenbaugh, P.
(eds.) Personal Tutoring in Higher
Education. London: Institute of
Education Press
Itzchakov, G. & Kluger, A.N. (2017) The
Listening Circle: a simple tool to
enhance listening and reduce
extremism among employees.
Organizational Dynamics, 46: 220-226
Jones, S.M (2011) Supportive Listening.
The International Journal of Listening,
25: 85-103
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