About This Webinar

The webinar focuses on a study of Chinese students in UK HE and the relationships that they have with their personal tutors.  It explores the experiences of the relationships between Chinese students at a post-1992 UK university and their personal tutors.  

Interpretative Phenomenological Analysis (IPA) was chosen to explore the lived experiences of the students and their personal tutors in depth.  Ten Chinese students were interviewed (most twice) using semi-structured interviews. In addition, three personal tutors, one Chinese tutor in a Chinese university and one international administrator were interviewed.   The themes considered in this webinar are the nature of the personal tutoring relationship, expectations of the relationship, barriers to the relationship, other supportive relationships, experiences of culture, and tutor and tutee emotions. 

The findings of the suggest that Chinese students typically enjoyed a beneficial relationship with their personal tutors in China; however, on transitioning to the UK, many had a less beneficial relationship, and some were unaware of the function of the personal tutor, or even that they had one. The reasons for this will be explored in this session and new models will be proposed for the relationship networks between Chinese students and their personal tutors.  The implications are that personal tutors may need to be more proactive in their support of Chinese students, and practical suggestions will be offered on how the relationship could be made more beneficial to both students and tutors. 

About the Presenters

Alison Raby, University of Lincoln