1. Student-staff interactions: lessons from UKES 2018
Megan Kelly
Roehampton Business School
8th May 2019
Advance HE surveys and insights conference

2. Content Introduction to UKES UKES 2018 key findings The problem
The solution
Perceptions
Rediscovering a ‘lost art’
Resources for educators
Future research
Summary

3. The UK Engagement Survey
The only nationwide UK undergraduate survey to focus on student engagement
Typically takes place in a student’s first or second year, to allow time to reflect
Used in conjunction with final year NSS feedback
Used for comparative purposes
Results can be broken down, targeting where enhancement is most needed.
Has been included in the TEF technical consultation for year 2 as a criterion that institutions can use in their submission of additional evidence
It is likely that UKES will continue to grow

4. UKES 2018 key findings
UK Engagement Survey (2018)

5. UKES 2018 key findings cont’d
UK Engagement Survey (2018)

6. What’s the real problem here?
“Discussed academic performance with staff”
“Discussed ideas with staff outside of course”
“Talked about career plans with staff”

7. Personal tutoring

8. Personal tutoring: tutor perceptions
Advance HE Surveys and Insights Conference
08/05/2019
Personal tutoring: tutor perceptions
Workload
Lack of training
Gaps in support and guidance
Role confusion
Lack of confidence
Impact of previous experience
Own perceived hinderances
(McFarlane, 2016)

9. Personal tutoring: student perceptions
First year students…
with experience of PT:
- Flexibility
- Quick responses
- Structure
- Bonds
- Authenticity
without experience of PT: - Independence - Little interaction
(Yale, 2017)

10. Rediscovering a ‘lost art’
Consider the “whole” student
Know your limits
Set boundaries, set expectations
Tutoring goes beyond one-to-one meetings
Being human: develop meaningful relationships
Connect students to their peers
Embrace technology, record notes
Get support from colleagues
(McIntosh and Grey, 2017)

11. Personal tutoring: benefits
Student wellbeing Engagement beyond the classroom Preparation for industry Encourages consistency Promotes a student success culture
Effect of oral feedback
Encourage peer networking
Improves staff-student relationships
…The list goes on!

12. Resources for educators
1. HEA Blog
2. HEA Personal tutoring toolkit guide
3. Other universities’ support
“7 steps to effective personal tutoring” resources/personal-tutoring
Guidance on running individual and group personal tutoring sessions, and provides material to use with students on note taking, understanding feedback, time management, reflective writing and revision development/learning-teaching/staff/academic-pastoral/adaptable
Includes lists of books, articles, guides and toolkits from other universities

13. Future research
Recognised importance, yet little exploration (Ghenghesh, 2018)
Use and implementation of UKES and other survey methods to assess:
the impact of personal tutoring on student development; and/or
How expectations of students and staff in personal tutoring are met.

14. Summary UKES is growing 2018 lesson: student staff interactions
Possible solution: improving personal tutoring
Student and staff perceptions
Many benefits to personal tutoring
Resources for educators
Future research:
Use of survey methods to assess the impact of personal tutoring and meeting expectations

15. Advance HE Surveys and Insights Conference
08/05/2019
References
Brabon, B. (2018) High Impact Pedagogies Project. Presented at: Roehampton Business School research seminar.
Cramp, A. (2011) Developing first-year engagement with written feedback. Active Learning in Higher Education. 12(2) pp. 113–
Ghenghesh, P. (2018) Personal tutoring from the perspectives of tutors and tutees. Journal of Further and Higher Education. 42(4) pp. 570–584.
Kandiko Howson, C., and Buckley, A. (2017) Development of the UK engagement survey. Assessment and Evaluation in Higher Education. 42(7) pp. 1132–
McFarlane, K.J. (2016) Tutoring the tutors: Supporting effective personal tutoring. Active Learning in Higher Education. 17(1) pp
McIntosh, E. and Grey, D. (2017) Career advice: how to be an effective personal tutor. Times Higher Education. Available at: [Accessed 25 March 2019].
Neves, J. (2018) 2018 UK Engagement Survey. Advance HE.
Steen-Utheim, A., and Hopfenbeck, T. N. (2019) To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment and Evaluation in Higher Education. 44(1) pp. 80–96.

16. Thank you for listening. Any questions?
Sli.do
#M109
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