RAPPORT
Issue 5 (August 2020)
in practice can be quite variable.
Moreover, the portfolios also demonstrate
that both the nature and scope of what we
know as personal tutoring and academic
advising extend further than that
addressed by the academic literature.
This includes the particular challenges of
supervising work-based learning
placements overseas; providing personal
tutor support in a variety of work place
settings alongside other professional
colleagues; supporting the well-being of
students alongside other service support
as well as the recognised support within
discipline contexts and cross-institutional
support systems.
As many of the portfolios also attest,
providing such support has also had to
meet the challenge of reduced resources
for this work at the same time as student
expectations have risen. It is useful,
therefore, to look systematically at what a
learning and teaching strategy might look
like where personal tutor and academic
guidance support are embedded. Drawn
from his research at the University of
Lundt, in 2009 Graham Gibbs suggested
that an effective and comprehensive
learning and teaching strategy comprises
fifteen important elements and it is useful
to consider these within the context of
personal tutoring and academic guidance
and specifically in the context of those
portfolios we reviewed within the
programme and of a wider evidence
base.
1. ‘develop individual teachers’ practice
(training, with a focus on competence).’
This is, perhaps, the most obvious and
basic element in supporting student
learning. The UK Professional Standards
Framework developed by the Higher
Education Academy in consultation with
the higher education sector provides a
framework for the development of
teacher competence. The Framework
includes a dimension of practice - A4 -
that directly relates to personal tutoring:
‘Develop effective learning environments
and approaches to student support and
guidance’. A consistent theme through
the CRA/ SEDA programme portfolios is
the need to train and develop the
capabilities of colleagues to be more
effective personal tutors and one of the
most widely cited sources referenced in
the portfolios is Kathryn McFarlane’s
Tutoring the Tutors: Supporting Effective
Tutoring (2016). Here she argues that
both the competence and confidence of
academic staff in their personal tutoring
roles was very variable leading to a
conclusion that more attention is needed
to develop competent and confident
personal tutors. Importantly, she cites
evidence that this is a continuing
development need for experienced as
well as new tutors. Looking ahead, this
need must include supporting the
development of confidence and
competence in being an online personal
tutor.
2. ‘develop teacher thinking, HoD
thinking, PVC thinking, about teaching
and learning (education with a focus
on understanding).’
The evidence from the portfolios - and
more generally - shows how important it is
that senior managers recognise the
importance of personal tutoring and
academic guidance. As Parkin
(2017:102), states:
‘The senior institutional sponsor will
act in many ways as a figurehead for
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