Leadership Challenges in Personal Tutoring - Developing a Community of Practice

Across the sector there is distinct evidence of changing support needs (e.g. greater emphasis on promoting mental health and well-being) and behaviours of students (e.g. time spent on campus). In response to the changes, The University of Bedfordshire and the University of Sussex are undertaking reviews of their Personal Academic Tutor (PAT) delivery models and while sharing their respective experiences, it is clear they are grappling with very similar challenges. These typically constitute ‘wicked problems’ in that there they are highly interconnected and complex in nature.

For example:

Student expectations of PATs

• What support do students need and/or expect from their PAT?
• How is the PAT role viewed by students, academic staff and support teams?
• What are barriers that prevent students from engaging with their PAT?

Developing PAT strategy

• Should PAT delivery follow a single institutional model?
• Should PAT arrangements be devolved to a faculty or school?
• To what extent should PAT be integrated into an Access and Participation Plan?

Role of a PAT

• Are all academic teaching staff able to effectively act as a PAT?
• Should PAT be considered a specialist role and resourced accordingly?
• What are PAT training needs?
• What do PATs perceive their role to encompass?

PAT operational delivery

• In an environment of increasing and more complex demands, what is a workable student / staff ratio for a PAT?
• What format works best for PAT sessions (one-to-one / groups / combination of both)?
• When are PAT sessions most needed?
• Should PAT sessions be timetabled?
• Do PAT meetings work best in person, online or a hybrid approach?

Monitoring and evaluation of PAT

• How can PAT interactions be most efficiently and effectively recorded?
• How can learning analytics be leveraged to support the work of PATs?
• How can the impact of PAT on B3 outcomes be monitored and evaluated?

 

Developing a network

We know many providers are facing comparable issues, which is why UKAT, in collaboration with Bedfordshire, Sussex, and the QAA, are creating a Senior Leaders Network to meet and explore ways of enhancing PAT delivery from an overarching institutional perspective.

We foresee that such a network (with potentially an associated mailing list) would meet every three to six months and act as a hive mind to explore ways of enhancing PAT delivery and how to respond to the aforementioned wicked problems at the level of programmes and institutions. There would be opportunities for members to share ‘what works’ in terms of institutional best practices and findings from evaluation activities.

Academic support can play an important role in the development of student agency and understanding, in providing valuable insights and encouragement and reinforcing key skills and competencies required to succeed in their chosen field of study and beyond. Through this network, we hope that we, as senior leaders, can collectively enhance the role, experience and impact of PAT delivery within the sector and ensure that, as a community, we are best supporting our staff to excel in this space and meet the needs of their students

Join the inaugural meeting

UKAT are hosting an inaugural virtual roundtable for colleagues who strategically lead PAT schemes on 23 October, 10.30-12.00. Book your place to attend.