Does your personal tutoring system engage your students?. The three es of SSM (efficacy, efficiency and effectiveness)
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A. Prowse [1] ; S. Powell [1]
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[1] Manchester Metropolitan University
Manchester Metropolitan University
Reino Unido
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- Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 317-324
- Idioma: inglés
- Enlaces
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Resumen
Higher Education (HE) is increasingly attempting to provide more personalised approachesto students’ experiences of learning, teaching and assessment. A central contradiction however, inmany UK HE institutions, can be the students’ expectation of personalised academic support withina mass higher education system. Mixed messages may reach students: ‘You will be looked after atevery step in a personalised way’ vs. ‘You are on your own and need to become an autonomous,independent learner’. In many HEI, Personal Tutoring (PT) is seen as an important part of providingthis personalised experience, but institutions may communicate poorly to staff and students aboutthe intended purpose of PT. What should students make of this? For students, is the culture theyare entering about their own vision of learning, or someone else’s? What are the actions needed toimprove this situation? Soft Systems Methodology (SSM-Checkland and Poulter, 2006) has been usedin education as an action research-based theory of change, though relatively rarely in HE settings forinstitutional wide systems change. This paper applies the methodology to the messy situation of thepurpose of PT, by considering one UK HE institution, including its students and staff, as a ‘learningsystem’ that can explore, examine, problematise itself and generate its own solutions. This paper thusreflects on how student contribution helped to develop a more rounded picture of insights gained intothis complex activity and on the degree of success of using SSM as a change model . There is evidence tosuggest that significant and deep learning resulted from this institution-wide learning experience.
