Thesis (Ph.D by Published Work)


How can approaches to personal tutoring in higher education be enhanced by action research? : developing and disseminating a framework of professional development

Abstract

This thesis discusses my body of work that provides an evidence-based professional development framework for effective personal tutoring which positively impacts individuals, institutions and the higher education sector. Seven publications are presented in this Critical Appraisal. Comprising two books, an edited book (and a chapter within), a book chapter and three journal articles, they appeared between 2015 and 2023 as part of ten years of research over 20 years of practice in education as a teacher, personal tutor and leader within further and higher education. They represent a journey of practice and research, with increasing theorisation over time, offering an identification of personal tutoring’s importance, an analysis of how it can be enhanced and a professional development resource to benefit students, staff and institutions. The professional development framework provided by the earlier publications is refined using the outcomes of the empirical research of the subsequent publications which further explore the questions raised by the earlier work both theoretically and for practice, institutions and policy. Together, they form a coherent body of work; thematically by addressing concerns which encapsulate the central facets of personal tutoring practice and organisation; methodologically through the use of action research cycles asking questions about personal tutoring, the answering of which contributes to its enhancement. The programme of research responds to key issues the work itself revealed: standardisation, professionalisation, recognition (both ‘institutional’ and ‘professional’ through accreditation), status and value. The publications have made a significant contribution to research, practice, leadership and policy and, along with this Critical Appraisal which interprets and evaluates them, play a central role in offering strategies for overcoming the challenges personal tutoring faces and resolving contradictory discourses surrounding the role.

DOI (Digital Object Identifier)

Permanent link to this resource: https://doi.org/10.24384/pre0-k573

Attached files

Authors

Walker, Ben W.

Contributors

Supervisors: Mary Wild

Oxford Brookes departments

OCAED - Oxford Centre for Academic Enhancement and Development


© Walker, Ben W.
Published by Oxford Brookes University
All rights reserved. Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.


Related resources

Becoming an outstanding personal tutor supporting learners through personal tutoring and coaching [ISBN: 9781041054344] / By Andrew Stork, Ben W Walker (Routledge, 2015).
A defining moment in personal tutoring: reflections on personal tutoring definitions and their implications
Effective personal tutoring in higher education [ISBN: 9781041055297] / by Dave Lochtie, Emily McIntosh, Andrew Stork, Ben W Walker (Routledge, 2018).
Tackling the personal tutoring conundrum: a qualitative study on the impact of developmental support for tutors
Professional standards and recognition for UK personal tutoring and advising
The higher education personal tutor’s and advisor’s companion : translating theory into practice to improve student success.[ISBN: 9781913453459] / by Dave Lochtie, Andrew Stork, Ben W Walker (Routledge, 2022).
Using social identity mapping to explore the experience of transitioning international students

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  • Owner: Ben Walker
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