Tutoring the tutors: Supporting effective personal tutoring

Abstract

The research into personal tutoring in higher education from a tutor’s perspective suggests that tutors lack training in tutoring and may lack clarity as to the purpose and boundaries of the role. This article explores personal tutors’ perceptions of their confidence and competence in relation to personal tutoring and identifies strategies that might be adopted to enhance support for them. Existing literature suggests that while personal tutoring contributes significantly to student engagement with learning, its quality is dependent on individual tutors, some of whom may lack confidence in supporting students from diverse backgrounds. To examine this further, research interviews were conducted with tutors who had a variety of higher education and other professional experience. While there was some alignment between the findings and the literature, the research also revealed contrasting approaches within personal tutoring interactions, the positive and negative impact of previous professional experience on perceived competence and confidence as a personal tutor, and the continuous development needs of more experienced tutors. It is argued that there may be a connection between the latter and support provided to those in other helping professions, where supervision is prevalent.