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

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.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Walker, Ben W.

Contributors dc:contributor

• Mary Wild

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/pre0-k573

OAI identifier oai:identifier

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