Beyond the Check-In: A Goal-Oriented Model to Empower Tutees for Long-Term Success
Monday, April 13, 2026 4:00 PM - 4:45 PM
STUDENT SUCCESS AND GRADUATE OUTCOMES
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Session Outline
This presentation introduces a personalised academic advising framework that leverages goal-setting models and industry competency mapping to support student success and graduate outcomes. The approach is rooted in a structured personal tutoring pathway I am implementing for my tutees at the beginning of their academic journey.
The process begins with a personalised welcome email and introductory conversation to establish rapport. This first interaction is used to introduce students to a framework combining elements from GROW and OKR models, encouraging them to articulate personal, academic, and professional goals. These goals are broken down using OKRs (Objectives and Key Results), with built-in checkpoints across months and terms for reflection and progress tracking.
One distinguishing element of the model is the integration of career-relevant competencies based on the APM (Association for Project Management) framework. By linking personal development to recognised industry expectations, students are encouraged to see their academic journey as a strategic pathway toward their desired career.
To address time management and engagement challenges, students are prompted to provide self-assessments at key intervals (monthly and termly), before having our interim meetings.
The model prioritises holistic development, emphasising student motivation and autonomy. Coaching conversations are framed using the GROW model, allowing students to reflect deeply and take ownership of their development, with the tutor acting as a facilitator rather than a directive authority.
While the approach has yielded promising engagement and self-awareness outcomes, it is not without challenges. These include time constraints, inconsistent student participation, and the scalability of such individualised support. This presentation will discuss these challenges and propose strategies to mitigate them, including integrating group-based workshops and digital tracking tools.
Drawing on research in academic advising, coaching, and student development theory, this presentation aims to offer a replicable, evidence-informed model of academic advising that bridges the gap between HE study and employability. Participants will leave with practical tools and insights into how to enhance personal tutoring through coaching techniques, goal structuring, and industry alignment.
Learning Outcomes
• Understand how integrating different models (e.g., GROW, OKR) into personal tutoring supports student autonomy and success.
• Apply a structured approach to goal setting and competency-based development in academic advising.
• Recognise the importance of aligning student goals with graduate outcomes and employability frameworks (e.g., APM).
• Reflect on the challenges of implementing personalised tutoring practices at scale and exp
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring
C3 - Academic advising and tutoring approaches and strategies
C4 - Expected outcomes of academic advising and tutoring
P1 - Create and support environments that consider the needs and perspectives of students, and respect individual learners
P3 - Commit to students, colleagues, and their institutions through engagement in continuing professional development, scholarly enquiry, and the evaluation of professional practices
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
R4 - Plan and conduct successful advising and tutoring interactions
R6 - Facilitate problem solving, decision-making, meaning-making, planning, and goal setting
I5 - The characteristics, needs, and experiences of major and emerging student populations
I7 - Data and information technology applicable to tutoring
C2 - Theory relevant to academic advising and tutoring
I1 - HE Provider mission, vision, values, and culture
I2 - Curriculum, degree programmes and pathways, including options
R1 - Build advising and tutoring relationships through empathetic listening and compassion for students, and be accessible in ways that challenge, support, nurture, and teach
R2 - Communicate in an inclusive and respectful manner
P2 - Appreciate students’ views and cultures, maintain a student-centred approach and mindset, and treat students with sensitivity and fairness
P4 - Understand the implications of quality assurance and quality enhancement, and engage in on-going evaluation and development of advising and tutoring practice