Abstract

The objectives of this session are to share with the audience initial findings from research at the University of Lincoln.

Phase 1 of the study carried out with Ben Walker focused on personal tutors, and we interviewed them before and after use of personal tutoring resources we had created for the Intervention for Success (HEFCE-funded Catalyst) project. We attempted to determine their confidence levels and perception of their effectiveness as personal tutors, particularly with level 1 students in danger of not reaching their full potential in mind.
We have extended this project to look at the student voice within personal tutoring, to ascertain their views on the study skills resources created as part of the project.

The research questions are:
• Have the resources helped students to improve their study skills? (further questions within this are around how they have used them, e.g. just in time, worked through systematically; perceptions of their own improvement; how much have they helped)
• What do students think about their personal tutoring experience at Lincoln? Do they see themselves as partners? What language do they use to describe this relationship?
• Which different models of personal tutoring are in operation at UoL? Does the model used affect student perceptions of its effectiveness?