This is an important new text for all academic and professional staff within higher education (HE) who have a personal tutoring, student support or advising role.
It examines key topics in relation to tutoring including definitions, coaching, core values and skills, boundaries, monitoring students, undertaking group and individual tutorials and the need to measure impact. Throughout, the text encourages reflection and the need to think critically about the role of the personal tutor.
A scholarly and practical text, it comprehensively brings together relevant academic literature to inform tutoring practice as well as contextualising the role within the HE policy and quality assurance landscape.
About the Author
Andrew Storkis a lecturer in marketing, Senior Fellow of the Higher Education Academy and co-author of the highly regarded bookBecoming an Outstanding Personal Tutor: Supporting Learners through Personal Tutoring and Coaching. As well as presenting at national and international conferences he has published research in personal tutoring and coaching. He has held the roles of cross-institutional quality lead for personal tutoring and student experience, course leader of the postgraduate certificate in education course, and a variety of curriculum leadership, quality and staff development positions. He is a chartered marketer and, prior to working in education, worked in marketing management and consultancy roles.
Ben Walker is a senior lecturer and doctoral researcher in academic development at the University of Lincoln and co-authored the highly regardedBecoming an Outstanding Personal Tutor: Supporting Learners through Personal Tutoring and Coaching(2015). He has designed and delivered staff development on personal tutoring, is a member of the UK Advising and Tutoring (UKAT) Professional Development committee and a Senior Fellow of the Higher Education Academy. Previously he held the roles of manager of personal tutoring, head of department for English, course leader of the Postgraduate Certificate in Education course and English teacher.
Dave Lochtieis Chair of the Professional Development Committee and Executive Committee member for UK Advising and Tutoring (UKAT) which represents and supports personal tutors and academic advisors across the UK. He is also the Student Opportunities Manager at the Union of Students, University of Derby having previously worked at the Universities of New Orleans, Roehampton and Bournemouth in the management of Personal Tutoring, Success Coaching, Administration and Admissions. Prior to this he worked as a qualified primary school teacher. He also served as an elected Director, Trustee and Governor of the University of Roehampton and Bournemouth University Students Union.
Emily McIntosh is Director of Student Life at the University of Bolton where she is have responsible for welcome and induction, personal tutoring, student learning development and peer learning as well as contributing to a variety of cross-institutional strategic initiatives. Her research interests extend to student peer learning, transitions, personal tutoring and student resilience. She is an Executive Committee member of UK Advising and Tutoring (UKAT) and a member of the UKAT Research Committee. She is also the network coordinator for the European First Year Experience Network (EFYE). She previously held positions at the University of Manchester, the University of Liverpool and Keele University working in a variety of roles in teaching & learning, student support and the broader student experience.
Table of Contents
Meet the authors vi
Acknowledgements, dedication and a note on terminology viii
1 What is a personal tutor? 9
2 Core values and skills of the personal tutor 32
3 Setting boundaries 53
4 Key activities: identifying and supporting student populations 74
5 Key activities: effectively supporting all stages of the student lifecycle 103
6 Using solution-focused coaching with students 136
7 Reflective practice and professional development 153
8 Measuring impact 175
9 What next? 199