How can I be an effective personal tutor and what is out there to help me do this? Staff perceptions of their personal tutor role and the influence of key resources

This action research focuses on personal tutors’ views on the effectiveness of their support in this role at the University of Lincoln.  This is planned to be the first phase of a more comprehensive research study into evaluating the effectiveness of personal tutoring beyond tutor perceptions and views with the second phase focussing on students’ views and performance in relation to tutoring practice and the resources.

Research question

  • How effective do personal tutors perceive their support of level one students to be when working with students at risk of underachievement and/or withdrawal?

In answering this question, we will also seek to answer the following. 

  • Prior to the provision of tailored personal tutor resources for level one students and staff, what resources and support do personal tutors draw on to address challenges in supporting level one students at risk of underachievement and/or withdrawal?
  • After engagement with tailored personal tutor resources for students and staff, what are personal tutors’ perceptions of the support and resources available to address the challenges in supporting level one students at risk of underachievement and/or withdrawal?

Research aim (phase 1)

  • To evaluate the influence of new personal tutoring resources on tutors’ perceptions of the effectiveness of their support of level one students at risk of underachievement and/or withdrawal.

Research objectives (phase 1)

Stage 1

  • To understand what is currently available to tutors in guiding and developing them in their personal tutor work. 
  • To ascertain the views of tutors on the effectiveness of their support of level one students at risk of underachievement and/or withdrawal prior to the intervention of personal tutoring resources.   

Stage 2

  • To ascertain the views of tutors on the effectiveness of their support of level one students at risk of underachievement and/or withdrawal after the intervention of personal tutoring resources.
  • To use this to evaluate the relationship between the personal tutoring resources and tutors’ perceptions of the effectiveness of their support of level one students at risk of underachievement and/or withdrawal.