Personal Tutoring Framework

An Office for Students Funded Project into Personal Tutoring at Manchester Met has now concluded and its findings have been incorporated in a new Personal Tutoring Framework designed to develop systems and processes that provide an integrated, student friendly experience inline with the MMU Education Strategy (2017).

At MMU, each programme should develop a Personal Tutoring System (PTS) which sets out how personal tutoring will be delivered in the context of the specific subject or discipline and how it will be evaluated as part of the Educational Annual Review (EAR) process.  In addition, the design and approach to evaluation of a programme’s PTS will be explained as part of the Programme Enhancement & Approval Review (PEAR) process.  To support the design of personal tutoring systems, a set of resources including EAR and PEAR questions have been developed.

Within the personal tutoring system, Personal Tutoring Activity (PTA) will be focussed on three strands: Course, Community and Career.

The system of personal tutoring

Approaches to personal tutoring need designing with the starting point being a clear articulation of the purpose of the personal tutoring system, allocation of appropriate resources and a plan for evaluating provision to inform improvements.  University quality processes can have oversight and provide supportive input through PEAR and EAR.

Design process

The design process is shown in the Personal Tutoring Framework diagram below. An expanded set of guidance is available in the presentation or document 'Designing a Personal Tutoring System'. You may wish to use the Personal Tutoring Management Plan.

The design process involves evaluation, purpose, features, resourcing, operationalisation, training, communication

 

The process shown in the diagram is available as an expanded set of guidance:

The activity of personal tutoring

The role of the MMU personal tutor is to work with tutees to support them in progressing through their time at university.  Activities will come under three categories:

  1. Course focussed support for academic progress
  2. Community building through encouraging participation in a learning community and signposting to support services when required; and
  3. Career planning support towards an identified career path.

Course = progress and attainment, Community = belonging, confidence and support, Career = Planning and goal setting

A coaching approach can be used in these activities. The 3Cs Framework can help in planning.

Institutional Review Processes

The PEAR and EAR evaluation questions will enable programme teams to talk about both their personal tutoring system and their personal tutoring activities.

The design of a new programme will require programmes undergoing PEAR to consider these questions

  1. Describe your Personal Tutoring System, including its purpose and how it will be delivered
  2. What resource requirements do you envisage as a result of this design/approach and are they realistic?
  3. Explain how your Personal Tutoring System will be evaluated

On an annual basis, the EAR evaluation questions will be put to the programme teams:

  1. What is the programme’s approach to personal tutoring?
  2. What does the approach set out to achieve, what is its purpose?
  3. What does the evaluation of your Personal Tutoring System tell you, how successful is the approach and what evidence do you have for this?
  4. What improvements or refinements do you plan to make over the coming year?

Resources

Design of Personal Tutoring System

Activity of Personal Tutoring

Workshops

The UTA offers a range of face to face scheduled workshop opportunities which can also be arranged as bespoke sessions for programme teams and departments.  These include:

  • Designing a personal tutoring system
  • Proactive PT meetings: the GROW coaching model
  • Difficult conversations: the BATHE coaching model