Quality Matters: An In-Depth Exploration of the Student-Personal Tutor Relationship in Higher Education from the Student Perspective

Autor/in	Yale, Annabel T.
Titel	Quality Matters: An In-Depth Exploration of the Student-Personal Tutor Relationship in Higher Education from the Student Perspective
Quelle	In: Journal of Further and Higher Education, 44 (2020) 6, S.739-752 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yale, Annabel T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2019.1596235
Schlagwörter	Tutors; Tutoring; Interpersonal Relationship; Higher Education; Student Attitudes; College Freshmen; Expectation; Interaction; Foreign Countries; Academic Support Services; Females; Nontraditional Students; Young Adults; Educational Experience; Individual Differences; United Kingdom + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Studienanfänger; Expectancy; Erwartung; Interaktion; Ausland; Weibliches Geschlecht; Young adult; Junger Erwachsener; Bildungserfahrung; Individueller Unterschied; Großbritannien
Abstract	In an increasingly marketised UK higher education (HE) context, research on personal tutoring is crucial given its potential to positively influence both student outcomes and institutional measures of success. For example, students who experience poor personal tutor (PT) experiences may question the value of their degree in more economic terms and consider leaving university. Investigating the quality and nature of the student-PT relationship is therefore of great importance to anyone working in HE. Specifically the current research explores six first-year students' experiences of their PTs, through detailed interpretative phenomenological analysis of interview data. First, the analysis revealed a number of antecedents to the student-PT relationship that impact on students' expectations and experiences of their PT. Second, the findings revealed insights into how the relationship develops and the importance of the first interaction. Third, the analysis elucidated the nature and quality of student-PT interactions and how these have consequences for the students' overall PT experience. The implications for HE and the potential impact on PT practice and provision are discussed. Notably, this research highlights the need for institutions to consider the implicit and often mixed messages conveyed within student support mechanisms regarding notions of independence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01