Solving everything and nothing: conflicts with the role of personal tutor in higher education

Massification of higher education has increased the demands on academics, who are expected to deal with students’ personal and academic matters. Despite that, most literature on personal tutoring has focused on tutors’ effectiveness and best practices without capturing their feelings and concerns. Drawing upon an interpretative phenomenological analysis (IPA), this study set out to investigate perceptions, challenges and rewards of the role of personal tutoring in terms of work (dis)satisfaction. Semi-structured qualitative interviews (ranging from 25–55 minutes) allowed for an in-depth investigation. Eight tutors from an anonymised School of Biosciences at a university in the Midlands, UK, participated in the study (4 females and 4 males). The sample was diverse in work experience, ranging from 4 to 24 years of personal tutoring. The analysis of the interviews revealed confusion and frustration with the undefined and contradictory nature of a personal tutor’s role in higher education. Personal tutoring was perceived as an all-encompassing job, which at the same time was restricted to a signposting/referral activity. The unclear definition of the role was the most prominent challenge for tutors, followed by the need to deal with personal and mental health issues, the lack of recognition of dedicated tutors and the fear of being sued by students/parents. The findings reveal poignant concerns that should be addressed at the management level of universities in order to increase personal tutors’ satisfaction with their role and, in turn, optimize students’ support.