Source: www.glos.ac.uk. All Rights Reserved. 2024 University of Gloucestershire
The University Executive Committee is responsible for all matters associated with the development and management of the university.
Last updated: 10 October 2023
1. The University demonstrates distinctiveness in its commitment to the provision of academic advice, support and guidance to all students* on undergraduate and postgraduate taught provision for the duration of their studies. This policy sets out the principles of the Personal Tutor Scheme and the roles and responsibilities of personal tutors (or tutors known by other role titles who are fulfilling the functions of the personal tutor) and students.
2. The following internal and external reference points have informed the development of this policy:
a. Internal reference points
b. External reference points
3. Personal tutors can access further information, including operational guidance and other resources, on the Tutor Portal via Student Records Online.
4. The Personal Tutor Scheme is a quality enhancement mechanism for the provision of academic support, advice and guidance to students. In some instances, it makes sense for a tutor known by a different role title to also take responsibility for the personal tutor functions, and where this is the case, students will be made aware and a rationale provided.
a. All University of Gloucestershire students are entitled to a personal tutor, or an academic tutor with a different role title who fulfils the function of this role, for the duration of their studies.
b. Students tell us that individual support for learning is extremely important to them. For many students the individual support and academic advice they receive outside the module is of equal importance to the more formal teaching and support for learning that takes place within a module.
c. There are three elements to the role of the personal tutor:
The emphasis placed on each element of the role within meetings will vary depending on the course, academic level; and the student’s individual prior experiences and current priorities.
d. Engaging with the formal and informal learning opportunities that are offered by the course is a key component of attaining the best possible academic outcomes. Therefore, the University expects that students will proactively engage with their learning opportunities, including the support and guidance offered via personal tutors.
e. Personal tutors will be notified by email of students who breach engagement and attendance triggers according to the Student Engagement and Attendance Policy. The personal tutor should review the student’s engagement and attendance data and discuss their record with colleagues to establish whether there are factors not reflected in data.
f. This information, when combined with the personal tutor’s knowledge and understanding of the student as an individual, will enable the personal tutor to work with each student to help them to reflect upon and understand the way in which their learning behaviours may be influencing their learning outcomes and to agree any necessary action required. This is a conscious process to support the wellbeing of each and every student at the University. Where there is little or no evidence of engagement and attendance, the personal tutor must record their concerns through the monitoring system for follow-up action to be taken.
g. Success relies upon mutual trust and working together to fulfil respective responsibilities. The Student Charter explains these expectations. Students must take responsibility for their learning and understand that attaining an academic award, like any other worthwhile achievement, requires focus, hard work and determination. Helping a student to stay focused, and systematically supporting this process of learning and development over an extended period is the work of the personal tutor, and it requires skill and commitment.
h. Providing sound academic advice in relation to University administrative processes is an ongoing task that requires a thorough understanding of academic regulations, processes and procedures and a familiarity with the course the student is studying.
i. In addition, the provision of timely academic advice, giving students early warning of potential decisions they may need to make and providing support for academic decision-making required once the student has received module assessment outcomes and / or the outcomes of MBEs / APBEs, is a key responsibility for personal tutors. Personal tutors need to be aware of the impact of potential exam board decisions on their personal tutees and ensure that they are talking to students about possible decisions they may need to make ahead of Board of Examiners as well as ensuring that an early meeting / conversation is provided once the outcomes of Boards of Examiners are published.
j. The Personal Tutor Scheme is one important means of supporting students, but staff in professional departments, e.g. colleagues in the Library, Technology & Information Services (LTI) and Student Services, are also crucial contributors to academic success, and students should be encouraged to develop good working relationships with these colleagues.
k. Knowing when it is appropriate to refer a student to a specialist area within Student Services is also very important. Personal tutors are not expected, or indeed encouraged, to provide guidance on personal issues and it is important that all students are aware of this and understand that there may be times when their personal tutor can serve them best by referring them to colleagues with specialist knowledge and expertise.
l. To protect the experience of students and staff, the maximum personal tutor group sizes that will normally apply and the maximum number of groups a tutor will usually be allocated has been considered, and this information is published within the operational guidance for the Personal Tutor Scheme.
Ensure their work as a tutor is informed by:
a. Engage with the Personal Tutor Scheme and the personal tutor / designated tutor who is fulfilling the personal tutor functions.
b. Be aware of the annual pattern of meetings with their tutor, attend these meetings and respond promptly to all communications from their tutor.
c. Complete University administrative processes in a timely way, e.g. enrolment, selecting module choices etc. and report any difficulties experienced in completing these processes promptly.
d. Be proactive in contacting and communicating with their tutor if they need academic support and advice, e.g. to inform their decision-making around progression.
e. Work with their tutor to reflect upon and learn from feedback on their engagement with their studies and the outcomes of assessment; identify helpful action, commit to this action and ensure that it happens.
f. Help their tutor to get to know them so that their tutor can understand the particular challenges they face in achieving their study goals and can provide the support they need or refer them to other individuals or services within the University who are better able to do so.
a. Work with the ACL, or designated school senior leader, to ensure all students on a course have a personal tutor / other designated tutor. This includes making sure that the personal tutor arrangements are in place for all new students and for students whose circumstances are less usual, e.g. students returning after placement, part-time students, and students transferring from other courses.
b. Provide guidance for personal tutors on the implementation of the Engagement and Attendance Policy and the University Instigated Withdrawal Procedures.
c. Monitor student engagement with personal tutor meetings, discussing any concerns with personal tutors.
d. Represent students with extenuating circumstances to the University, most usually at Boards of Examiners.
e. Work closely with relevant professional departments.
f. Address any issues arising that relate to the operation of the Personal Tutor Scheme, e.g. organising cover for staff absences.
g. Address any issues with individual personal tutors, referring to line managers as appropriate.
h. Provide an induction for new personal tutors, drawing on the online resources provided by the Academic Development Unit (ADU).
a. Maintain oversight of the smooth running of the Personal Tutor Scheme within the course.
b. Ensure students and tutors are made aware of the names / role titles of the colleagues who will fulfil the personal tutor functions.
a. Maintain oversight of the smooth running of the Personal Tutor Scheme within the school.
b. Produce a clear statement on how the Personal Tutor Scheme is implemented for all students in the school.
a. Convene the Senior Tutor Forum that creates a community of practice for senior tutors and managers within Academic Registry and Student Services.
b. Ensure the Personal Tutor Scheme webpages containing the policy, guidance and other resources are current.
*the term ‘students’ includes learners on apprenticeship provision
Policy updated in September 2023 by Dr Pauline Williams, Director of Quality, Learning and Teaching
; ?> "Visit the homepage"){kind=logo}
