Student-staff interactions: lessons from UKES 2018 Megan Kelly Roehampton Business School kellym1@Roehampton.ac.uk 8th May 2019 Advance HE surveys and insights conference

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

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

UKES 2018 key findings UK Engagement Survey (2018)

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

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

Personal tutoring

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)

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)

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)

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!

Resources for educators 1. HEA Blog https://www.heacademy.ac.uk/blog/why-personal-tutoring-essential-student-success 2. HEA Personal tutoring toolkit guide https://www.heacademy.ac.uk/system/files/brunel_university_london_personal_tutoring_toolkit_guide.pdf 3. Other universities’ support “7 steps to effective personal tutoring” https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-and- 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 https://www.ed.ac.uk/institute-academic- development/learning-teaching/staff/academic-pastoral/adaptable Includes lists of books, articles, guides and toolkits from other universities https://www2.worc.ac.uk/academictutor/696.htm

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.

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

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– 124. https://doi.org/10.1177/1469787411402484 Ghenghesh, P. (2018) Personal tutoring from the perspectives of tutors and tutees. Journal of Further and Higher Education. 42(4) pp. 570–584. https://doi.org/10.1080/0309877X.2017.1301409 Kandiko Howson, C., and Buckley, A. (2017) Development of the UK engagement survey. Assessment and Evaluation in Higher Education. 42(7) pp. 1132–1144. https://doi.org/10.1080/02602938.2016.1235134 McFarlane, K.J. (2016) Tutoring the tutors: Supporting effective personal tutoring. Active Learning in Higher Education. 17(1) pp. 77-88. McIntosh, E. and Grey, D. (2017) Career advice: how to be an effective personal tutor. Times Higher Education. Available at: https://www.timeshighereducation.com/news/career-advice-how-to-be-an-effective-personal-tutor [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. https://doi.org/10.1080/02602938.2018.1476669

Thank you for listening. Any questions? Sli.do #M109 Leave a comment or question!