1. The Quality Assurance Agency for Higher Education ‘Tutoring for the 21 st Century’ 28 January 2015 Harriet Barnes Natalja Sokorevica Standards, Quality and Enhancement Group, QAA

2. Thinking about this morning’s session: What aspect of your existing practice has it reinforced and made you want to keep? What new idea has it given you?

3. What Students Think of Their Higher Education: Analysis of student submissions to QAA in 2012-13 ‘If you don’t have a good tutor you are at a significant disadvantage compared to people who do.’ (pg. 8) ‘There is not enough contact time and personal tutors do not really spend time [with], or know their students...’ (pg. 8) ‘I’m a law student yet have a personal tutor from the School of Marketing. My tutor has openly told me that he won’t be able to help me with course related issues, and this adds to the pressure of having to arrange meetings with individual lecturers should any issues arise. It would be much easier for me to have a personal tutor from law.’ (pg. 9) ‘...At the moment I believe I am allocated to someone who doesn’t even work in the subject I am learning, which I think is ridiculous.’ (pg. 9) Summary: clear definition and scope for the role allocation of adequate resource (time) clarity of titles (personal tutor, academic tutor) connection to programme of study

4. What Students Think of Their Higher Education: Analysis of student submissions to QAA in 2012-13 ‘The personal tutor organisation has been really poor. After four years at [...] I am now on my seventh personal tutor, who doesn’t know anything about me and I don’t feel very supported in my final... year. I’m not very happy at the idea of this person writing a reference for me for a future job as they will only have the basic information that is on my student record.’ (pg.9) ‘It’s been nice to have the same personal tutor over the three years who has been good at giving advice and support.’ (pg. 9) Summary: organisation and monitoring of tutoring system continuity and consistency of tutoring support training and support for the role ‘ My personal tutor has been invaluable, helping with academic and personal issues.’ ‘ The tutoring system was considered excellent by everyone.’ (pg. 9)

5. Good practice Recommendations Affirmations QAA Review Knowledgebases Chapter B4 - Enabling Student Development and Achievement Search QAA review reports for: Other resources: Higher education review First Year Findings 2013-14

6. QAA Knowledgebases: example of good practice The culture of personal attention and responsiveness to students across the University, reflected in the personal tutor system, student support, the accessibility of academic staff at all levels and the rapid feedback on assessed work Evidence: ‘Students reported that feedback from academic staff was useful and of high quality. The speed of feedback, often within 1-2 weeks, was particularly notable. Further feedback was available on request from academic staff who were accessible and open to such requests from students. There is a personal tutor system for all students, which is well documented. Both staff and students confirm that the personal tutor system is embedded in the operation of the University. When personal tutors are unable to deal with a particular issue, other student support staff are available. Such staff also provided personal attention to students. More generally, the accessibility of academic staff was seen by students as a strength of the University.’

7. The Quality Code The definitive reference point for quality assurance in UK higher education Sets out expectations and makes clear what all UK higher education providers are required to do to ensure students have the high quality educational experience they are entitled to expect Protects the interests of all students Covers all four nations of the UK and all providers of UK higher education operating internationally

8. The Quality Code Part APart BPart C Setting and Maintaining Academic Standards Assuring and Enhancing Academic Quality Information about Higher Education Provision

9. Expectation Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential. Chapter B4: Enabling student development and achievement

10. B4, Indicator 5 To enable student development and achievement, higher education providers put in place policies, practices and systems that facilitate successful transitions and academic progression. Student Transitions

11. B4, Indicator 6 Higher education providers ensure all students have opportunities to develop skills that enable their academic, personal and professional progression. Student Transitions

12. B4, Indicator 7 Higher education providers ensure staff who enable students to develop and achieve are appropriately qualified, competent, up to date and supported. Facilitating development and achievement

13. Thank you! Any Questions?

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