RAPPORT
Issue 5 (August 2020)
Participants identified two main
themes of support and/or resources
they would find beneficial in their role
as an APT. Firstly, they broadly
recognised the need for training to
facilitate the development of
students’ study skills, such as
academic writing and critical
appraisal of evidence/literature.
Secondly, they identified the need for
a continually-updated source of
reference information to allow for
expedient signposting to local and
central University support services.
Interestingly, none of the participants
requested support/development
around student-centred soft skills,
despite acknowledgement within the
sector of the importance of these to
success in the tutoring role (e.g.
Simmonds, 2006). (Portfolio 10, CS
4)
The role of those leading personal
tutoring, usually a designated Senior
Personal Tutor (sometimes called a Tutor
Co-ordinator), in briefing, training and
supporting personal tutors is mentioned
in all university policies that include this
position. However, there appears to be
variability across the sector in terms of
preparation for the role of personal tutor,
noted in the literature, which finds an
echo in the case studies:
In terms of staff training needs, 50%
of the respondents received little or
no initial training as they started this
role nor did they feel they were
assigned a mentor to support this….
Finally [the provision of] opportunities
for professional development in the
area of personal tutoring received
mixed responses to the question as
did the opportunities to share best
practices, with only 22% agreeing
[that this was provided], the rest
(nearly 80%) disagreeing, strongly
disagreeing or neither agreed or
disagreed. (Portfolio 23, CS 4)
The level of staff interest in and
enthusiasm for development and training,
and for personal tutoring itself, is
enmeshed with other well-documented
issues, such as workload and
recognition, as is pointed out in several
case studies:
Over 75% of respondents disagreed
or strongly disagreed that they were
given sufficient time to carry out their
role as an academic tutor …. This
really demonstrates tutors feel the
role is undervalued by the university.
(Portfolio 23, CS 4)
…the pastoral approach was barely
ever fondly mentioned among my
peers. The unrelenting focus on
research and progression targets
harboured my doubts on the likely
outcome of my endeavour to
persuade peers to reconsider
positions on the pastoral approach.
(Portfolio 28, CS 3)
The negative view of ‘personal
tutorials’ by my departmental
colleagues came as a surprise, but
the negative perceptions were
largely indicators of high levels of
staff dissatisfaction with the
environmental constraints in which
the department is operating.
(Portfolio 25, CS 2)
In this environment, it is a challenge to
attempt to instill a different perspective
on tutoring or to initiate staff development
sessions:
I provide useful workshops for staff
to equip them with the skills and
knowledge they need for their role.
However, I find that take-up of
opportunities to attend workshops is
variable, with those who are most
willing and engaged coming along,
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