Personal Academic Tutors and student continuation: the importance of establishing relationships.
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| Title: | Personal Academic Tutors and student continuation: the importance of establishing relationships. |
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| Authors: | Pritchard, Diana J. (AUTHOR), Kaya, Sibel (AUTHOR), Nethercott, Kathryn (AUTHOR), Briggs, Steve (AUTHOR) |
| Source: | Studies in Higher Education. Feb2026, Vol. 51 Issue 2, p309-325. 17p. |
| Subjects: | Tutors & tutoring, Higher education, School dropout prevention, Mentoring, Qualitative research |
| Geographic Terms: | United Kingdom |
| Abstract: | Students studying in higher education (HE) in the UK are reported to be increasingly facing challenges concerning their studies. Personal Academic Tutoring (PAT) systems are widely used in the UK HE sector since research has shown the importance of having an academic mentor to guide students throughout their learning journey. This study contributes to the literature by establishing the relationship between the PAT system, at an English university with a diverse student body, and continuation rates. As such, it responds to the requirement that HE institutions investigate factors that affect student continuation in contexts where there is increasing scrutiny from regulatory bodies. Conducted in 2023, this study explores PAT practices in low and high-continuation courses using a mixed-method approach. Data was collected through questionnaires and semi-structured interviews with 47 academics and 18 students, triangulated with additional sources. The analysis includes descriptive and comparative assessments of quantitative data and thematic analysis of qualitative data. Findings indicate that academics and students recognised that effective support is contingent on good personal relationships. PATs acknowledged their limitations in addressing both academic and personal difficulties that students face, as well as the implications of safeguarding and data protection. Comparisons between low and high-continuation courses revealed significant differences in student allocation numbers and clarity about the PAT role and notable differences in strategies adopted to enhance support. The study concludes with an acknowledgment of its limitations, points to recommendations that have been taken forward by the University and the relevance for other universities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Students studying in higher education (HE) in the UK are reported to be increasingly facing challenges concerning their studies. Personal Academic Tutoring (PAT) systems are widely used in the UK HE sector since research has shown the importance of having an academic mentor to guide students throughout their learning journey. This study contributes to the literature by establishing the relationship between the PAT system, at an English university with a diverse student body, and continuation rates. As such, it responds to the requirement that HE institutions investigate factors that affect student continuation in contexts where there is increasing scrutiny from regulatory bodies. Conducted in 2023, this study explores PAT practices in low and high-continuation courses using a mixed-method approach. Data was collected through questionnaires and semi-structured interviews with 47 academics and 18 students, triangulated with additional sources. The analysis includes descriptive and comparative assessments of quantitative data and thematic analysis of qualitative data. Findings indicate that academics and students recognised that effective support is contingent on good personal relationships. PATs acknowledged their limitations in addressing both academic and personal difficulties that students face, as well as the implications of safeguarding and data protection. Comparisons between low and high-continuation courses revealed significant differences in student allocation numbers and clarity about the PAT role and notable differences in strategies adopted to enhance support. The study concludes with an acknowledgment of its limitations, points to recommendations that have been taken forward by the University and the relevance for other universities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2465698 |
