RAPPORT
Issue 5 (August 2020)
as the creation of the department
had evolved from quite a few
different areas that were put
together. Furthermore, the student
data was not in a workable format
and was downloaded from different
sources, resulting in a largely
unmanageable spreadsheet that
was not fit for purpose and too large
to repair successfully within the
prescribed timeline. (Portfolio 31,
CS 3)
As a result, late allocation of ill-matched
tutors and tutees may result in a system
that few buy into:
The system itself seemed to
suggest appointments by exception
rather than offering a service to all
students and largely, as the year
has progressed, this is what has
transpired. (Portfolio 31, CS 3)
Poor liaison with other Support Services
may hinder a properly co-ordinated
approach to student support:
Concerns over professional services
and the connections between
academics are evident with over
65% disagreeing with the statement
'in my subject area an academic tutor
is updated on student interactions
with various support services' linked
with a mixed view of progression
questions with no clear patterns
within the responses, suggest tutors
do not feel part of the wider
discussion or holistic approach.
(Portfolio 23, CS 4)
Such a situation is clearly unsuited to
effective tutoring and those committed to
a better student experience feel the need
to attempt to remedy it.
Some of the authors had the capacity to
bring about change…
After the meeting, I drew up an
action plan … which provides an
outline of proposed changes and the
deadline within which these will be
actioned and by who. We have seen
a marked improvement in student
satisfaction as reflected in our
internal student surveys. It is clear
from student feedback that they are
acknowledging the role played by
their personal tutors. We have so far
managed to implement a range of
aspects that were suggested by
colleagues as ways of improving our
personal tutoring practice. (Portfolio
28, CS 3)
…but also recognised that there needed
to be commitment from senior figures in
the institution to empower change
initiatives:
Roles come and go, with some being
championed well and others half
ignored but without a good policy
lead or effective resourcing
developments may remain stunted.
(Portfolio 3, CS 2)
I have highlighted areas that will
need an institutional approach to be
functional. For example, if personal
tutoring is included in PDR and
Internal Student Survey (ISS), tutors
will be required to provide evidence
of a record of their interactions with
their tutees as part of [the
institution’s] Continuous Monitoring
and Improvement (CMI). That means
personal tutoring will become part of
the academic endeavour, student
retention, progression and success.
(Portfolio 28, CS 3)
Nevertheless, the case studies are
testimony to those on the front line who
try to display some form of leadership
and who are making efforts to further
their own and others’ development.
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