Review of Lochtie, D., Stork, A. and Walker, B.W. (2022) The Higher Education Personal Tutor’s and Advisor’s Companion St Albans: Critical Publishing

For many years, personal tutoring has been an under-researched area; indeed, Thomas (in Lochtie et al 2018) describes it as “something of an academic desert” (p.x). Academic staff have found themselves in the front line supporting students, with little guidance available from the pedagogic literature.

Hence, when Lochtie et al published a text on personal tutoring in 2018 it was an extremely welcome resource for tutors, researchers, student services staff and management. This new (2022) text takes us further and provides 25 case studies illustrating how to translate the theory in the first book into practice.

The book is even more timely given the pressures faced by HE generally and individual students particularly in the context of the pandemic, and the significant changes to teaching and learning, such as the increased adoption of blended approaches. The authors conclude that “belonging and connectedness have arguably never been more vital” (Lochtie et al 2022 p.xvi) and personal tutors are key agents in achieving this.

One problem facing the editors of a book containing wide ranging case studies is how to organise and form connections between them. Rather than try to pummel them into ill-fitting categories, the editors have arranged the case studies alphabetically by author, and produced a “themes” table which is near the start of the book. This is not only valuable signposting for readers with specific interests, it is also cross-referenced to the relevant section of the companion (2018) text.

Each chapter consists of one case study, and the beginning and ending of each follows a broadly uniform structure – again, quite an achievement on the part of the editors. Following an initial chapter focused themes table, the case study is summarised in a succinct introduction or background; at the end of each case study is a conclusion or “key messages”. Finally, there is a set of “critical reflections” to consider, which indeed could also be used by staff developers.

However, here the similarity ends. The case studies are diverse, including scholarly research and more informal stories of practice, with authors from academic, leadership and student support roles.  Some have one author, some have many (indeed, up to eight) authors. 25 UK institutions are represented, including long-established and more modern universities. The topics are wide ranging, encompassing whole institutional approaches, module based tutoring, group tutorials, training for tutors, employability, “at risk” students, coaching, and more. Moreover the fact that a significant number of institutions are not only working with students and staff to research and enhance their approach to personal tutoring, but also prepared to share their good practice, is highly encouraging – maybe this key issue is finally moving from the sidelines into the spotlight.

The diversity of case studies mean that readers are likely to find something relevant to their own circumstances, as well as approaches and questions which might challenge them to further enrich their own practice. Once again, this is an essential text which would be of great value to all involved in supporting students directly or organising and managing such support.

Kathryn McFarlane, Independent Consultant, Professional Development Manager at Staffordshire University (retired).