The role of the personal tutor in a general further education college
The role of the personal tutor in a general further education college
This research was a systematic investigation of the role of the personal tutor in a college of further education. The ‘incorporation’ of colleges and subsequent government policies created a need to review the existing concept of personal tutoring.
The aim of the research was to explore whether the interpretation and implementation of the personal tutor role since the incorporation of colleges was meeting the needs of stakeholders within the system.
A case study approach was adopted that combined both quantitative and qualitative methods. The data was collected via a combination of focus groups, questionnaire and interview. The sample was drawn from students, staff, and all levels of management.
The most significant finding to emerge from the study was the primary importance that all participants gave to the development of a close, supportive tutorial relationship, in terms of addressing student needs.
The main conclusions were:
All stakeholders need to agree on the aims and objectives of the personal tutoring role, before other issues, such as additional or alternative models of student support, can be considered; All stakeholders need to agree on the role and responsibilities of the personal tutor, before issues of recruitment and training can be addressed; Staff recruited to the role of personal tutor need to possess key personal qualities and specialised skills; A unified and comprehensive system of ‘needs assessment’ is required for all individual students and student groups, that will identify and address any personal, academic or institutional barriers to the learning process.
The result offers a challenge to the current perception of personal tutoring in the case study college, and an opportunity to consider developing a single model, that would be better positioned to meet the contemporary needs of both individual students and groups of students.
University of Southampton
Carrotte, Alec C
ca75bc5f-5708-4e08-a5ea-d8b9833cb31f
2007
Carrotte, Alec C
ca75bc5f-5708-4e08-a5ea-d8b9833cb31f
Carrotte, Alec C
(2007)
The role of the personal tutor in a general further education college.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This research was a systematic investigation of the role of the personal tutor in a college of further education. The ‘incorporation’ of colleges and subsequent government policies created a need to review the existing concept of personal tutoring.
The aim of the research was to explore whether the interpretation and implementation of the personal tutor role since the incorporation of colleges was meeting the needs of stakeholders within the system.
A case study approach was adopted that combined both quantitative and qualitative methods. The data was collected via a combination of focus groups, questionnaire and interview. The sample was drawn from students, staff, and all levels of management.
The most significant finding to emerge from the study was the primary importance that all participants gave to the development of a close, supportive tutorial relationship, in terms of addressing student needs.
The main conclusions were:
All stakeholders need to agree on the aims and objectives of the personal tutoring role, before other issues, such as additional or alternative models of student support, can be considered; All stakeholders need to agree on the role and responsibilities of the personal tutor, before issues of recruitment and training can be addressed; Staff recruited to the role of personal tutor need to possess key personal qualities and specialised skills; A unified and comprehensive system of ‘needs assessment’ is required for all individual students and student groups, that will identify and address any personal, academic or institutional barriers to the learning process.
The result offers a challenge to the current perception of personal tutoring in the case study college, and an opportunity to consider developing a single model, that would be better positioned to meet the contemporary needs of both individual students and groups of students.
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Published date: 2007
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Local EPrints ID: 466297
URI: http://eprints.soton.ac.uk/id/eprint/466297
PURE UUID: 35e07f73-ee65-4276-baa7-1ec91ede1f43
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Date deposited: 05 Jul 2022 05:06
Last modified: 16 Mar 2024 20:37
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Author:
Alec C Carrotte
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