Session Outline

Personal tutoring is widely acknowledged as a cornerstone of student support in higher education, yet its scope and implementation vary significantly across institutions. These inconsistencies often lead to differing expectations among students and staff, which can impact the effectiveness of tutoring systems. This study examines students’ perceptions and experiences of personal tutoring within the School of Health and Life Sciences (SHLS) at Glasgow Caledonian University (GCU), a school characterised by a diverse student population and a broad range of academic programs. As universities become increasingly inclusive and attract students through non-traditional routes, the role of the personal tutor is anticipated to expand, encompassing both academic guidance and pastoral care (Wakelin, 2021). Understanding how students interpret and value this role is critical for developing responsive and effective support strategies.

The research aims to evaluate student expectations and priorities regarding personal tutoring within SHLS. Specifically, the objectives are: (1) to analyse expectations of personal tutoring from the student perspective, and (2) to assess variations in priorities for tutoring support across different student groups. A mixed-methods approach was adopted to provide a comprehensive understanding of these experiences. The qualitative phase employed semi-structured interviews using the Listening Rooms© methodology, which facilitates open dialogue and encourages participants to reflect deeply on their experiences. These interviews explored key themes such as the frequency and quality of tutor-student interactions, perceived impact on academic performance and personal development, and barriers to effective engagement with personal tutors.

Preliminary findings from stage two of data collection reveal emerging themes.

Role clarity and support structure: Students expressed uncertainty about the scope of the personal tutor role

Capacity and empathy challenges: Students highlighted that personal tutors often juggle multiple responsibilities—teaching, marking, and personal tutoring—without adequate time or resources. This can result in delayed responses, generic communication, and limited empathy, which negatively impacts student wellbeing and trust in the system.

By integrating qualitative insights with quantitative data, this study aims to inform evidence-based strategies for enhancing personal tutoring within SHLS. The results will contribute to institutional policy development and the creation of frameworks that better align with student needs, ultimately supporting improved engagement, retention, and academic success.

This presentation will share initial findings from the student arm of the study.

Learning Outcomes