Defining the role of the personal tutor (PT) is challenging given the constantly shifting higher education landscape. Universities make attempts at this through practice and policy documents; however, the lack of clarity on the role is complicated by the gap in professional development provision for personal tutors in UK Higher Education (e.g. Walker, 2020). PTs express concerns over high workload, boundaries in relationships, and the emotional consequences of supporting complex student needs without the necessary skills or experience (McFarlane, 2016). Given this complex context we wanted to explore how PTs negotiate the role and whether PTs differed in their practice. Our research aim was to use any new insights to inform PT practice via the Faculty Personal Tutor Forums, which in turn, would improve the student experience.
|Title of host publication||The Higher Education Personal Tutor’s and Advisor’s Companion: Translating theory into practice to improve student success.|
|Publication status||Accepted/In press - 21 Jun 2021|