RAPPORT
Issue 5 (August 2020)
Sometimes the old adage ‘you can’t win
‘em all’ must be acknowledged, and
pragmatism is the order of the day:
The other consistent issue is about
buy in from staff. In recognition of the
invisible work or reference writing
after students have left, emotional
support for students in distress and
lots of progression issues, the
section had decided that all staff
would have at least one group of 7/8
students and so this would be shared
across the staff group. This has
since changed, as there are some
staff who really don’t see the point
and really don’t want to do it. We
discussed whether this was
detrimental to the students and have
decided to have a small module
team with staff having 2 or 3 groups
each and we will see how this new
situation progresses. [There was]
some discussion about asking for
people who want to deliver the
ADAPT sessions rather than have
everyone. (Portfolio 3, CS 2)
There are useful lessons to be learned
from knockbacks, and the authors
acknowledged aspects they should have
considered that became clear afterwards:
On reflection, while I am frustrated
that my colleagues did not participate
in this work, I think I do understand
some of their reasons which link to
topics raised earlier in this portfolio
(competing demands of the
academic role (Harris, 2006) and
unclear expectations of the tutor role
(Barlow, 2007). I think in this
particular situation my colleagues
have personally experienced low
levels of engagement from the
specific students involved so
perhaps felt that their time would be
wasted as the students would be
unlikely to attend the meetings
anyway. (Portfolio 19, CS 4)
Many staff are also unfamiliar with
the literature illustrating the value of
small-group, collaborative learning in
supporting belonging, persistence
and achievement… In hindsight, I
could have better communicated the
intent of the programme of activities
to colleagues and linked this to the
retention and engagement literature
which demonstrates the value of
programmes like this. This is
something that I will definitely do
before the next delivery of the
programme. (Portfolio 25, CS 2)
The process of reflecting on these issues
contributes to the authors’ development
and may help them to formulate more
effective strategies for future initiatives.
Reflections and implications for
practice
The case studies clearly show that
dedicated and engaged staff are
reflecting on their own practice and on
how they can provide support to others
and bring about positive change in their
institution. There is a clear desire to raise
the level of personal tutoring across the
sector.
Those engaged in tutoring need to have
knowledge, skills and understanding of
the role; those leading it, an appreciation
of the situation of both staff and students,
along with the support of clear and
coherent personal tutoring policies and
guidelines, including guidelines on their
own role. They need to know they have
the resources they need and that they
can draw on the necessary support from
those above them when required.
Management of tutoring is effective when
colleagues share a vision for tutoring,
when the work can be done within the
resources provided, and when guidance
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