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Mynott, GJ (2016) Personal tutoring: positioning practice in relation to policy. Innovations in Practice, 10 (2). pp. 103-112. ISSN 1757-921X
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Abstract
Most academic staff will at some point in their career be asked to take on the role of being a personal tutor for a group of students. It can be an ill-defined role that lacks focus in terms of what it is trying to achieve. This paper is a reflection on my own practice as a personal tutor, and views this within the context of the policy drivers and changing nature of higher education. In particular, it identifies three levels of interaction: the macro, meso and micro. The macrolevel is informed by the wider national and strategic debates on issues such as retention and transition; the mesolevel’s focus is on staff responsiveness to enact policy; and the microlevel on student well-being and satisfaction. The paper argues that there are tensions between how personal tutoring is identified and pursued, especially if it is approached with managerialist intentions.
| Item Type: | Article |
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| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Liverpool Business School |
| Publisher: | LJMU |
| Date Deposited: | 06 Mar 2017 10:38 |
| Last Modified: | 04 Sep 2021 11:50 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/5755 |
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