Effective Personal Tutoring in Higher Education

Andrew Stork is a lecturer in marketing, Senior Fellow of the Higher Education Academy and co-author of the highly regarded book Becoming an Outstanding Personal Tutor: Supporting Learners through Personal Tutoring and Coaching. As well as presenting at national and international conferences he has published research in personal tutoring and coaching. He has held the roles of cross-institutional quality lead for personal tutoring and student experience, course leader of the postgraduate certificate in education course, and a variety of curriculum leadership, quality and staff development positions. He is a chartered marketer and, prior to working in education, worked in marketing management and consultancy roles.Ben Walker is a senior lecturer and doctoral researcher in academic development at the University of Lincoln and co-authored the highly regarded Becoming an Outstanding Personal Tutor: Supporting Learners through Personal Tutoring and Coaching (2015). He has designed and delivered staff development on personal tutoring, is a member of the UK Advising and Tutoring (UKAT) Professional Development committee and a Senior Fellow of the Higher Education Academy. Previously he held the roles of manager of personal tutoring, head of department for English, course leader of the Postgraduate Certificate in Education course and English teacher. Dave Lochtie is Chair of the Professional Development Committee and Executive Committee member for UK Advising and Tutoring (UKAT) which represents and supports personal tutors and academic advisors across the UK. He is also the Student Opportunities Manager at the Union of Students, University of Derby having previously worked at the Universities of New Orleans, Roehampton and Bournemouth in the management of Personal Tutoring, Success Coaching, Administration and Admissions. Prior to this he worked as a qualified primary school teacher. He also served as an elected Director, Trustee and Governor of the University of Roehampton and Bournemouth University Students Union.Emily McIntosh is Director of Student Life at the University of Bolton where she is have responsible for welcome and induction, personal tutoring, student learning development and peer learning as well as contributing to a variety of cross-institutional strategic initiatives. Her research interests extend to student peer learning, transitions, personal tutoring and student resilience. She is an Executive Committee member of UK Advising and Tutoring (UKAT) and a member of the UKAT Research Committee. She is also the network coordinator for the European First Year Experience Network (EFYE). She previously held positions at the University of Manchester, the University of Liverpool and Keele University working in a variety of roles in teaching & learning, student support and the broader student experience.

An excellent presentation of personal tutoring in HE.... The book raises thoughts and desire to develop yourself personally and the organization. The book is thus a valuable tool for deans, rectors and other executive personal within HE.Jarmo Virta, Turku University of Applied SciencesYour book has been my bible of “how to” establish Academic Advising in the Australian Regional context. It provided the insight I needed to conceptualise what advising could look like in a more practical and operational sense... The book provides a cohesive roadmap for effective advising, yet provides space to shape advising within our unique regional context...I know I will continue to use this book for many years to come as we refine and mature our advising approach.Dr Cat PictonUniversity of the Sunshine Coast (USC), Australia

• Foreword by Professor Liz Thomas Introduction Chapter 1: What is a personal tutor? Chapter 2: Core values and skills of the personal tutor Chapter 3: Setting boundaries Chapter 4: Key activities: identifying and supporting student populations Chapter 5: Key activities: effectively supporting all stages of the student lifecycle Chapter 6: Using solution-focused coaching with students Chapter 7: Reflective practice and professional development Chapter 8: Measuring impact Chapter 9: What next? Index