Personal Tutoring In Higher Education

July 2006
More details
  • Publisher
    Trentham Books
  • Published
    18th July 2006
  • ISBN 9781858563855
  • Language English
  • Pages 184 pp.
  • Size 6" x 9.25"
  • Images figures and tables

A great deal has changed since the last book on personal tutoring in higher education appeared a decade ago. Mass higher education and resource constraints have put pressures on the traditional models of academic support just when increased student numbers and greater diversity has made the need for one-to-one and small group learning more urgent.
"Personal Tutoring in Higher Education" examines the pressures on traditional models of personal tutoring and sets this against the benefits of greater interaction and engagement to support students as they make the transition into higher education and progress through it successfully. The contributors offer alternative ways of conceptualizing personal tutoring and describe new and effective ways of implementing appropriate support systems at strategic and practical levels. They discuss the implications for training, development and support needs of university staff in this changing environment.

"Personal Tutoring in Higher Education provides an international perspective on the needs of advisors in higher education... a personal tutor's role is to review and support a student's personal, academic, and career development. Personal Tutoring in Higher Education is a resource that student personnel administrators can use to create new programs, help justify the work being done, and show the impact of our work in student sucess and retention."

- The Review of Higher Education

Notes on contributors; SECTION 1: CONTEXT AND CURRENT AGENDAS: 1) Introduction—Liz Thomas and Paula Hixenbaugh; 2) Personal Tutoring: A system in crisis?—Annie Grant; 3) Widening participation and the increased need for personal tutoring—Liz Thomas; 4) Rescuing the personal tutor: Lessons in costs and benefits—Ormond Simpson; 5) Student perspectives and personal tutoring: What do students want?—Paul Hixenbaugh, Carol Pearson, David Williams; SECTION 2: INSTITUTIONAL MODELS AND APPROACHES: 6) Enhancing the first year experience through personal tutoring—Heather Hartwell and Crispin Farbrother; 7) Putting students first: Developing accessible and integrated support—Liz Marr and Sheila Aynsley-Smith; 8) Creating a network of student support—Barbara Lee and Alan Robinson; 9) Platoons to encourage social cohesion amongst a large and diverse undergraduate population—Peter Hill; 10) Strategic approaches to the development and management of personal tutorial systems in UK higher education—Margo Blythman, Susan Orr, Daphne Hampton, Martina McLaughlin and Harry Waterworth; SECTION 3: ISSUES AND IMPLIATIONS FOR STAFF: 11) Changing practice in tutorial provision within post-complusory education—Sally Wooton; 12) “Who’s looking after me?”: Supporting new personal tutors—Pauline Ridley; 13) Issues for online personal tutoring: Staff perceptions from an online distance learning programme—Rosalind Crouch and Ruth Barrett; 14) Working with a lack of structure: The experience of supporting work based learning—Charlotte Ramage; Postscript—Liz Thomas; References; Index.

Liz Thomas

Liz Thomas is Senior Advisor for Widening Participation at the Higher Education Academy in the UK.

Paula Hixenbaugh

Paula Hixenbaugh is Chartered Counselling Psychologist and Regent Campus Senior Tutor at University of Westminster.