Personal Tutor Role in Professional Education - Support from Personal Tutor

Discussion of the final aspect of findings from the unpublished research –

Williams M, 1999, ‘Exploring the Role of the Personal Tutor in Nurse Education, Department of Education, University of Surrey, unpublished.

The research was carried out using a sample of students and staff from 7 campus sites. On examining the responses regarding the qualities of a personal tutor, three main themes emerged – knowledge, communication skills and interpersonal skills.

 The earlier related blogs are:

Personal Tutor Role in Professional Education - Allocation of Personal Tutor

Personal Tutor Role in Professional Education - Qualities of a Personal Tutor

Personal Tutor Role in Professional Education - Student Tutor Relationship

Personal Tutor Role in Professional Education - System of Tutorials

Personal Tutor Role in Professional Education - Quality of Student - Tutor Communication

Academic support

There is a majority response, from both students and tutors, indicating that support of essay writing and presentation / seminar needs to cover areas like general advice and guidance, understanding of guidelines, presentation skills, and use of aids, to academic skills related to writing, level of work, referencing and relevant reading to be carried out. There is no difference noted in the needs regarding essay writing, between students from different academic years. The numbers of students who did not require help with content of essay and those who did not make a comment also remained consistent in all three academic years. Some tutors from site A have elaborated on the need for challenging assumptions / attitudes and opinions of students. The tutors are willing to give as much support as the student needs, time permitting, which also includes giving examples of model answers and additional handouts, a suggestion also made by Brennan (1995). Few tutors from sites A, C, D and F commented that they would direct the personal student to the module operator for the knowledge base of the essay or presentation. Nevertheless, Brennan (1995) clearly places the responsibility on the tutor to clarify, to the students the conventions of academic discourse, in particular the language, style, content and arguments in their essays.

Building of confidence, to carry out presentation / seminar is also seen to be a support a personal tutor can provide, according to some students from all sites except C and E. This is agreed by many tutors from all sites except E. The responses of the first year and second year students regarding support are similar. They need general advice and guidance for content, aids, presentation skills and support for building confidence. The number of students who would not require this support or use the module operator and those who did not comment remains similar in the first and second years. In the third year the number of students who require support has decreased a little, and very few feel there is a need to build confidence. There are more students, who do not wish for this support or would use the module operator, because by this time the students have gained some experience. The support would therefore be focused on the content being at degree level, so the module operator would be a more appropriate choice. The number who did not comment remains the same as the other two years.

Study skills

General advice / support and guidance regarding study skills and reading of relevant literature are the most popular comments from most students at all sites. The tutors also agree and various comments explain the study skills the students would require guidance for, note taking, depth and breadth of reading, appropriateness of literature and critical analysis.  When examined on the basis of academic progress, the need for general advice and support for study skills diminishes as students reach the third year, but help regarding reading of relevant literature increases. Again, the number of students who do not require this support or have chosen not to comment remains the same overall. This is a fairly high number. Some tutors from sites B, C, D and F makes comments that could provide an explanation for this. The reasons for not availing this support are the provision of a reading list within the module guide, support from module operator and the librarian.

Planning Study

Some students from all sites identified the need for advice to plan study time and balance study and leisure time. This need seems to decrease, from first year to third year. Some students stated that this support should be provided if necessary. This was emphasised more by students of first and third year. Probably due to the fact that students in their first year are adjusting to studying and course work while in the third year academic pressure increases so the need may arise again. Overall, majority of the students did not see the need for this kind of support or did not comment on it. This could be due to first year students either genuinely do not need support or are unaware of this need. While in the second and third year, it is more likely that students may have worked out their own time management rather than being unaware of the need.

Review and Feedback

Majority of the tutors from all sites except E stated that they could give assistance with study skills, setting up of realistic program of learning and prioritising workload. Other comment included review of progress to check if students are meeting deadlines. Some tutors from site C stated that they had not been asked to provide this kind of support and so they felt unable to comment on it. A small number of tutors from site F went on to say that it could be viewed as interfering and condescending. This coincides with a larger number of students from sites C and F not wanting or commenting about this kind of support. But surely if the tutor identifies this need in a personal student, support must be offered, and it is up to the student if they do not wish to accept it. The offer of this service could be clarified to the students at the onset of the relationship, making them aware of the available support. Then the student would be free to avail necessary support without the personal tutor being viewed as interfering or condescending.

Building confidence

Some students from all sites except E feel the personal tutor through reassurance, praise, encouragement and positive feedback can build their confidence. The first and second year students are more in need for this than third year students are. There is a small rise in the number of students stating this, from the first year. This could be due to the move of students from Common Foundation Program to Branch Program and increasing hours of clinical practice in the second year. Few students from site A, B and C state that it may be necessary to build confidence but they can get this support for others, a feeling which definitely increases among students as they progress from first to third year. Many first year students make no comment or have not wanted any support, maybe because they are still new to the program with more time spent in the classroom so there is a limited awareness regarding what support is needed and is available. The numbers stating this support is not required and those making no comments remain the same in second and third year.

While the tutors have been much more expansive on how confidence can be built. The most popular responses are by being supportive, giving time to the students, listening to the students and encouraging independence of thought and ideas, act as an advocate while allowing the student to develop autonomy through discussion, showing regard for their ideas as well as providing constructive criticism. Many tutors from sites B, D and F feel this is central to supervision and to the personal tutor role. However, some tutors from sites B and C acknowledge that building of confidence can be difficult as it is dependent on the individual student and generally it should come with increasing knowledge, understanding and maturity. 

Information Giving

Other comments made by the students relate to information giving and advice on the process of the course and university, advice on health matters, career advice, help to fill job application forms at the end of the course. Students in third year also wished for support to complete their learning log, particularly as in the third year the log has to be written at degree level and is also a part of the assessment.

Summary

During the discussion the views of the students and tutors have been examined and comparison made with the available literature. The reasons for the views held by the students and tutors have been explained. There is a general agreement on the need for having a choice of personal tutor. The qualities of the student – tutor relationship and those expected of the personal tutor are in congruence with the available literature. The one specific disagreement is that counselling should not be the role of a personal tutor. The emphasis on the personal tutor being a role model for learners and use of learning contracts to facilitate learning have not been raised by any respondent.

Personal Tutor Role in Professional Education - Quality of Student - Tutor Communication

Discussion of the fifth aspect of findings from the unpublished research –

Williams M, 1999, ‘Exploring the Role of the Personal Tutor in Nurse Education, Department of Education, University of Surrey, unpublished.

The research was carried out using a sample of students and staff from 7 campus sites. On examining the responses regarding the qualities of a personal tutor, three main themes emerged – knowledge, communication skills and interpersonal skills.

 The earlier related blogs are:

Personal Tutor Role in Professional Education - Allocation of Personal Tutor

Personal Tutor Role in Professional Education - Qualities of a Personal Tutor

Personal Tutor Role in Professional Education - Student Tutor Relationship

Personal Tutor Role in Professional Education - System of Tutorials

Maintain Confidentiality

Both the students and tutors appear to agree that confidentiality is important during interaction and for a good relationship. Students from all sites go on to state that it is easier to communicate and less stressful if confidentiality is assured, which is also a finding of Peelo (1994). But some tutors from sites A, B, C and F point out that the student needs to indicate this prior to a discussion. This does not appear to be a point that students feel, needs to be made, they appear to assume that maintaining confidentiality is a part of the relationship. Therefore, it is something that tutors must keep in mind, that students do not necessarily state the need for confidentiality but take it for granted that it will be provided. Some tutors clarify their point by stating that caution needs to be exercised, as they have to consider the legal implications as well as public safety. Students appear to be aware of this, as they have also pointed out, like the tutors, that should there be a need for disclosure, the permission of the student must be obtained. Students are also aware that the personal tutor may need help from others, but they would still need to inform the student.

This is further clarified when reviewing comments on confiding in the personal tutor. Most students and tutors from all sites clearly state that it should be allowed when necessary. A few students from all sites stated that this should not happen. The reasons for this no are better explained by the tutors who opposed the idea of allowing students to confide in them. They indicate that if the student is just venting their feelings or using this confidence to reflect on practice then it may be safe to allow the student to confide. But, it may not always be appropriate, as the tutors have to function within legal parameters and professional code of conduct. Also as suggested time and time again by both students and tutors, that personal tutor is not a counsellor and should deal with academic issues only. There are many students but only few tutors from site A, who chose not to make any comment. This may reflect their lack of surety regarding this issue. But comments made in other areas reflect an overall agreement with this.

Honesty in Interaction

Honesty, a quality spoken of earlier, is seen to be necessary for communication according to majority of the students and tutors. Both feel it is beneficial and essential to the relationship. Students are of the opinion that there is no point in being told untruths if they are to learn from their mistakes and feedback provided by the personal tutor, on their progress. Similarly, tutors explain that honesty is necessary to allow students to have realistic expectations and understanding of what is required of them. Though, they do point out, that honesty needs to be tempered by tact and constructive criticism, as occasionally honesty can hurt. Tutors also point out that sometimes it is difficult to maintain absolute honesty as in the case of knowing the student result, which has not yet been published, and so it is not always appropriate to be honest. However, ordinarily students do not ask such a question, and if they do surely it is possible to be honest and state that they are unable to give that information. After all, majority of the students and tutors find trust to be important and without honesty it is difficult to maintain trust.

                                     

Engender Trust

Trust is also seen to be the basis for a good relationship. A few students and many tutors from all sites except D feel that it is a two way process. But like Earwaker (1992) some tutors from sites B and D point out that this is essentially a relationship of ‘unequals’ and also that students do not know their personal tutor well enough, so asking for trust in a relationship can be difficult. Each, therefore, needs to prove to the other that they are trustworthy. Brown’s (1993) suggestion of self-disclosure by both the tutor and the student, over a period of time helps to develop trust. Initially, non-threatening social information to deeper private information is of enormous value in developing a meaningful relationship.

Be Friendly

Friendliness in interaction and therefore in the relationship is something majority of the students and tutors have identified, as after all this is one of the desired qualities of a personal tutor, as identified by both. The students want friendliness as it makes the tutor more approachable and therefore communication is easier. The tutors too, indicate an awareness of this reason and its impact on the relationship. Responses show, a word of caution from some tutors as they advocate avoiding overfamiliarity, in order to keep the relationship on a professional footing. Moreover, different students have different needs at different times. A good example for this is when a student is being disciplined friendliness is not entirely appropriate.

Supportive

Majority of the students and tutors from all sites see the provision of personal support, in times of need and difficulty, as a part of the role of the personal tutor. Students desire the support to be both academic and personal, though the tutor would have to know the student for this. While tutors from all sites except A are more in favour of providing academic support and deal with the pressures of academia rather than to baby sit students or get personally involved. Further, the provision of support must be limited to the personal tutor’s abilities and students should be referred on to appropriate agencies, rather than getting involved in personal problems, so that the time spent with the student is utilised judiciously. A small number of tutors, from sites B and F, are of the opinion that this is the role of student services and qualified counsellors. The provision of personal support is seen to be the pastoral role of the personal tutor by people like Bramley (1977). The same personal tutor also provides the academic support. But as discussed in an earlier blog, the changes within the nurse education have spilt this role up. The students do not essentially wish to see two different tutors to gain support for their course work. As content of the course is important they take up tutorial from the module operator who to some extent gives the academic writing skills support.

Therefore, the burden on a small number to tutors, who work within each module, having to support the whole cohort, can be as large as two hundred and fifty students. While the students do not meet their personal tutor, for after all not many students wish for pastoral care, because as MacGuire (1966) found that, students develop peer support. Also there are more mature students coming into nurse education who already have well developed support network outside of the system, as suggested by Earwaker (1992). So unless the academic support role for both the skills and knowledge is returned back into the domain of the personal tutor students will not get a holistic support. 

Comfortable

Other comments made by tutors relate to the interpersonal skills discussed earlier and the quality of interactions. The only issue that was not raised earlier related to a question posed by tutor for site C, whether a tutor and a student of opposite gender show be alone during tutorials? This could have stemmed from past experience of this individual. Offering privacy may often mean the closing of the office or classroom door. The tutor needs to be sensitive to the student’s reactions, and make appropriate responses, like using communication skills to break down barriers and ease any awkwardness or even leave the door of the room open unless specifically asked to close it.

This detailed understanding of the issues that impact on the quality of communication between student and personal tutor can be easily generalised to cover all student tutor communications. The level of each aspect may vary depending on the situation for which the communication is taking place.

Personal Tutor Role in Professional Education - System of Tutorials

Discussion of the fourth aspect of findings from the unpublished research –

Williams M, 1999, ‘Exploring the Role of the Personal Tutor in Nurse Education, Department of Education, University of Surrey, unpublished.

The research was carried out using a sample of students and staff from 7 campus sites. On examining the responses regarding the qualities of a personal tutor, three main themes emerged – knowledge, communication skills and interpersonal skills.

The earlier related blogs are:

Personal Tutor Role in Professional Education - Allocation of Personal Tutor

Personal Tutor Role in Professional Education - Qualities of a Personal Tutor

Personal Tutor Role in Professional Education - Student Tutor Relationship

Place of Tutorial

Classroom vs Office

The most popular venues for tutorials are the office and the classroom, in that order, for both students and tutors. The students give more or less equal importance to the reasons they have provided, but tutors emphasis a couple of points more than others. Students feel that office as a venue for tutorials offers more privacy, allows one to one approach, informality with a lack of interruptions. Tutors’ main reason is the privacy offered by the office and lack of interruptions to the tutorial. Lesser reasons are the one to one approach, informality, with educational material and students records being at hand if needed. This is very much the suggestion of Peelo (1994) that the atmosphere needs to be peaceful with the student being given complete attention. Some also mention that using the office allows for confidentiality to be maintained.

However, findings from tutor questionnaire clarify that confidentiality does not necessarily go hand in hand with privacy. Nevertheless, if there are fewer interruptions and less chances of being overheard, then there is better chance of maintaining confidentiality. Though, as pointed out in the later blog on quality of communication, confidentiality and the need for it is entirely dependent on the topic of communication. Therefore, it must be the privacy and others not overhearing the conversation that is more important. Around half the tutors from all sites would consider meeting students over tea or coffee as it introduces informality, allowing the student to relax. Site A tutors are also of the opinion that this approach is necessary when a personal student is distressed. Students too explain that meeting over tea or coffee contributes to a relaxed atmosphere and informality.

Tutors from sites C, D, E and F identify that choice of classroom, as a venue is dependent on the needs of the students. The reasons given by tutors from sites A, B and a few from F, elaborates it as convenience, privacy, and for group tutorials when a larger space is required. The needs, as explained by the students, are for a quick chat and general advice and guidance. Privacy, where mentioned as a reason can be attributed to the fact that offices are often shared and students may not feel comfortable talking in front of another tutor, especially if it is personal problems they wish to discuss. Some students from site B point out that the classroom is their territory, thereby implying that they perceive they have more control during tutorial if classroom is the venue.

Library

Library is not a popular choice of venue for either the students or the tutors. Though, except for site E, tutors from other sites would use this for tutorials to facilitate learning and when there was difficulty with specific subject, as relevant literature is at hand in the library. Some staff for site F state that using library leads to informality. The only reason cited by students from all sites except D and E was the need to refer to literature made library the choice of venue sometimes. This is fairly appropriate as the library does not offer any privacy and the need for silence does not allow for tutorials to be held there, but is definitely a place of choice when guidance regarding literature review is necessary.

Student Common Room

A very small number of tutors and students have chosen the student common room as a venue for tutorials but no reason has been given for the choice. Some tutors have also pointed out a tutorial room or clinical placement can be a venue for tutorials. Again the reason for these venues appears to be convenience rather than anything else.

How often should tutorials take place?

Large percentage of students and tutors are of the opinion that students should see their personal tutor whenever they feel it is necessary. Except for sites E and F more students than tutors identify that they should see their tutor about two to three times a trimester. Although the tutors do feel that the students should see them at least once in the trimester. This could possibly be at the beginning of the trimester. The tutors may feel this is important as progress can be reviewed and needs relating to the current modules and assignments can be discussed. Very few students from sites A, B and tutors for site A see the need for meeting more than three times a trimester. A very small percentage of students from site C do not perceive the need to see the personal tutor at all.

To analyse the responses in relation to the academic progress throughout the course, the responses of first year, second year and third year students were compared. The need for this type of analysis stems from Quinn’s (1995) suggestion that the extent of guidance required by the student changes as expertise develops and knowledge increases. The response that students should see their personal tutor whenever necessary diminishes from first to third year, whereas the need to see their personal tutor two to three times a trimester increases. This could be related to the fact that as the students’ progress, they become more aware of their needs and ability to identify definite need to see the personal tutor. Still, the need-based approach is the most popular. Seeing the personal tutor at the beginning of the trimester is favoured more by the first year and third year students. While once a trimester is more a choice of first and second year students. Again this can be related to the academic progress and development of the students. There is little difference in the responses of first and second year students, as the academic level only changes from access to B in the second year. But in the third year the change is from level B to level H, requiring students to make a bigger leap in their academic skills. The students who identified no need to see their personal tutor are in their first year and they may not find or perceive the need for support at access level.

Tutorials to be Optional or Compulsory?

Despite the clear response stating the need for meeting the personal tutor two to three times a trimester, the most favoured response from students of all sites was of optional tutorials. Though there are some students from all sites who wish for compulsory tutorials, from 15% to 45%. The tutors also mainly favour optional approach to tutorials. The only site to be more in preference of compulsory tutorials is D, which matches the 45% student response in favour of compulsory tutorials, from the same site. Before examining the reasons for these choices, a review of analysis from academic year basis is examined. The choice of tutorials to be optional is still the majority one. The number of students opting for compulsory tutorials, is slightly higher in the second year. Second year is not only time for a change from access level to level B, but also a time for change from Common Foundation Program to Branch Program. The students may therefore feel the need for support and guidance during this period. Therefore in the second year, though many students do not wish for two to three tutorials, they certainly want to have compulsory tutorial to ensure support.

The reasons given for tutorials to be optional by the students are mainly related to having a choice. The students explain that tutorials should be held on the basis of student need to avoid time wasting as well as unnecessary pressure on both students and tutors. It allows for flexibility and is in keeping with the concept of adult education that is not forcing adults into compulsory tutorials. This gives the student a feeling of control over own learning and also lends itself to a better relationship between the student and the tutor. The tutors are very much in agreement with these reasons, and site C tutors go on to add that students should also be free to consult other tutors like the module operator for assignments. The tutors do not see the tutorial as wasted time if the student does not have anything specific to discuss for it could be used as an opportunity to establish and improve relationship and allow the tutor to assess the students’ needs and strengths (as suggested by Keegan 1980). Most students from all three academic years feel that tutorials should be based on student need as it allows for flexible approach and avoids wasting of time. The percentage of this response rises from first to third year. It is the second and third year students who express the need for control during tutorials and that as adults they should not be forced. For, otherwise they would feel pressured to attend tutorials and would not be relaxed.

Several students who identify the need for compulsory tutorials feel it must be noted that, if tutorials were optional some students may not see their personal tutor for support. Tutors also add that it is usually the students who require support, are the ones who do not take up the option for tutorials. Students from all sites except B and E view tutorials as an opportunity to discuss views, problems, progress and reflect on practice. Shields (1995) strongly suggests that the personal tutor is ideally placed to assist students in reflecting on the clinical practice. For after all, this complex process can be best carried out in a mutually respecting relationship, as pointed out by Grundy (1982) and Powell (1989) (as cited by Newton and Smith 1998).

This certainly seems to be the main concern of tutors when students do not take up the option for tutorials. This aspect of reflecting on clinical practice is significant as it is helpful in developing clinical expertise and encourages the student to develop into a reflective practitioner. Which according to Perraton (1981) helps the student to make sense of the curriculum and its relationship to clinical practice and professional standards, but few students and tutors mention this aspect of support. While there is a consensus of not forcing students to see the personal tutor, a few tutors from sites A and D point out that compulsory tutorials will bring the student and tutor face to face and allow for a relationship to be built. Some students from sites C and F appear to have had problems regarding access and availability of their tutor due to increased travel between sites and sometimes the personal tutor being based at another site (this is dependent on the branch they undertake). They feel that if tutorials were compulsory then access and availability of the personal tutor would improve. This, though, was not an issue raised by tutors. However, some tutors from sites E and F, are concerned that if students do not take up the option of meeting the personal tutor, it becomes difficult to be the student advocate at adjudicating panel meetings, when need arises and to write an accurate reference at the end of the course. Davis (1995) states that writing of the end of course reference is an important role of the personal tutor as she is ideally placed to discuss the student’s progress with various tutors and clinical colleagues. She also points out that this is a way of protecting patients.

In order of increasing percentage, from first year to third year, there are two most cited reasons for compulsory tutorials. First, it allows the student to build a relationship and discuss problems, progress, as well as reflect on practice. While the second is mainly the concern of second year students, that otherwise the student may not see the personal tutor for regular contact and support. The minority students who identify ensuring of access and availability of tutor are from first and second year. This again is because of the changing needs of the students as they progress through the course.

Length of Tutorial Time

There is a majority agreement among students and tutors of all sites, that essentially tutorial time should be based on individual needs. Many students from all sites affirm that tutorial should at least be ten to twenty minutes long. A similar response is supplied by the tutors. With regard to tutorial being twenty to thirty minutes long, only site D students and tutors appear to be in agreement. Whereas for the other sites, this response is mismatched. The either end extreme of five to ten minutes and more than thirty minutes has been mentioned by very few students from sites A, D and F. Only a few site C tutors finding that five to ten minutes are adequate for a tutorial. However, a fairly large number of tutors from site E and a few from site F think more than thirty minutes are needed for a tutorial.

Again, viewed on the basis of academic year, all three academic year students are very much in favour of need based open-ended time, with at least ten to twenty minutes allocated. A few students in the first year identify that they may require twenty to thirty minutes time, which increases in the second year and third year responses. The other responses diminish from first year to third year. This clearly identifies that students may need varying time for tutorials dependent on their need each time they meet the personal tutor. It also indicates the willingness of the tutors to spend as much time as required by the student. Also, if the students make regular contact with the personal tutor – two or three times a trimester as suggested earlier, then ten to twenty minutes would be sufficient for most occasions.

Again one can see that these findings can be applicable to any long professional course. Indeed we are back to the thought that a good relationship and initial discussion on ground rules, for not only the relationship but also for how the tutorial system will work, is vital.

Personal Tutor Role in Professional Education - Student Tutor Relationship

Discussion of the third aspect of findings from the unpublished research –

Williams M, 1999, ‘Exploring the Role of the Personal Tutor in Nurse Education, Department of Education, University of Surrey, unpublished.

At the crux of the support for the student by the personal tutor lies in a good student tutor relationship. This importance had been highlighted in the earlier blogs regarding ‘allocation of personal tutor’ and ‘qualities of the personal tutor’. Now we look at what are the contributions of the tutors and students in developing and maintaining a good productive and beneficial relationship.

While many students did not make any comments regarding their contribution, of those who did many were unsure of what they contributed or expressed that they did not contribute anything towards the relationship. Similarly there are some tutors who do not have any expectations of students except maybe to have fun and pass. This is contrary to the basis of any relationship, as both individuals need to contribute. Bramley (1977) suggests of reciprocity, Wedemeyer (1977), Baath (1979), Tough (1979), Perraton (1981), Rumble (1989) all suggest the need for two-way communication and Dallos (1984) talks of mutual understanding and acceptance. Similarly Stephenson (1984) and Morgan & Knox (1987) (cited by Newton and Smith 1998) emphasis that mutual respect is necessary for a good interpersonal relationship. Earnshaw (1995) goes on to state that a relationship is best maintained through equal contribution by both the tutor and the student, where both were aware of each other’s strengths and weaknesses.

From the responses of the tutors and students, it can be surmised that students and tutors do not discuss their expectations of and contributions to the relationship at the onset. This makes it difficult to establish a good working relationship with all the attributes they have catalogued within this questionnaire. This can be one of the reasons for the ‘personality clash’ identified by both as a reason for wanting to change personal tutor.

The major contributions specified by students who have responded are being professional, accept criticism, value and respect the tutor, be honest, open and trustworthy as well as provide feedback on clinical placements and course, giving an insight into students’ problems and needs. There is some match with the expectations of the tutors. They expect the student to be trustworthy, honest, motivated and enthusiastic.

Tutors have also identified that students should use their personal tutor to make sense of the curriculum and consult them on need basis. As identified earlier, this meets with Charnock’s (1993) suggestion that the personal tutor smooths the way for students to understand the changes occurring within nurse education and the health care system. This is very much in keeping with Quinn’s (1995) opinion that the personal tutor should be used as a resource. While the tutors expect to be kept informed of any circumstances that will influence their work, they do not wish to be used as counsellors, as students should become self-sufficient and be able to manage own problems with support. The rationale for this attitude can be explored further in the later blog on quality of communication. 

The findings here are easy to apply in any student tutor relationship and not just that of a personal tutor – student relationship. There is a need to make explicit the expectations and set ground rules which will define the relationship.