Dr Linda K Kaye Senior Lecturer in Psychology@LindaKKaye@Edgehill_Psych

The evolving role of the PT

Roles and responsibilities

▪ The EHU Policy (and the reality?!)

Challenges

Some solutions?

Undergraduates have enhanced employability expectations of H.E (Bates & Kaye, 2014a)

Students are more motivated to attend HE for employability-related reasons (Kaye & Bates, 2016)

Academic tutors feel increased pressure to respond to institutional demands relating to students’ employability support (Bates & Kaye, 2014b)

My role as a Personal tutor?

Documentation on CLT website

http://www.edgehill.ac.uk/clt/homepage/about/strategies-and-policies/

Personal tutoring document

PRINCIPLES Respect for every student as an active learner and an

individual with their own learning needs

A shared responsibility for each student’s learning, development and achievement

Support for the induction of students into the academic community and their transition through academic study

Recognition of the importance of equality of opportunity, diversity and inclusion.

The role of the personal tutor will be clearly defined, for students, in the student programme handbook

It is a shared responsibility for both the student and the PT to proactively engage in the PT process and to communicate effectively

Students will be given the name and contact details of their PT during induction period or within two weeks of enrolment for continuing students

PTs and student(s) will be timetabled to meet a minimum of four times, distributed throughout the academic year. Student’s responsibility to attend and participate. Written records will be maintained

If PT is absent, departments/ areas will provide alternative points of contact and information as appropriate

If either student or PT requests a change, the department/ area will have a clear procedure for dealing with this.

All personal tutors will undertake a mandatory training session as part of the Edge Hill University staff induction and will engage in continuing staff development relevant to the personal tutor role.

During the working week, PTs will respond to informal emails and telephone enquiries normally within 48 hours.

ROLE

Provide academic support for academic development

Support student transition Act as a first port of call Point students towards other

sources of more specific support Facilitate personal development

and achievement Be familiar with the services and

processes for student progression

Respect the student's right to confidentiality

Write references when required

RESPONSIBILITY

Meet with students within the first two weeks of the programme

Provide contact details and availability

Outline schedule of formal meetings with students

Maintain a record of formal meetings

Engage with personal tutor development

Monitor student progression

My challenges as a Personal tutor?

Personal Development Plan (PDP) Folder

Personal and professional development activities

Schedule/timetable of meetings

Record of PT meetings

Links with modular activities

Assignment feedback exercises

Employability Guide

ePortfolio (Campus Pack)

Models (QAA, 2009):

Discrete

Linked

Embedded

Integrated

Extended

Resources?

Bates, E. A., & Kaye, L. K. (2014a). “I’d be expecting caviar inlectures”: The impact of the new fee regime on undergraduatestudents’ expectations of Higher Education. Higher Education, 67(5), 655-673. doi: 10.1007/s10734-013-9671-3

Bates, E. A., & Kaye, L. K. (2014b). Exploring the impact of theincreased tuition fees on academic staffs’ experiences in Post-92Universities: A small-scale qualitative study. Education Sciences, 4,229-246. doi: 10.3390/educsci4040229

Kaye, L. K., & Bates, E. A. (2016). The impact of higher fees onstudents’ reasons for attending university. Journal of Further andHigher Education. doi: 10.1080/0309877X.2015.1117597