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POISE Publications

This paper explores the changing nature of higher education
provision and questions whether the existing ‘traditional’
model of personal tutoring remains appropriate to the
contemporary landscape. It details the elements of change
that render obsolete the traditional view of personal tutoring
as institutions move from being campus-based residential
communities of learning to commuter non-residential
communities. The literature base informing retention and
success in the student journey is reviewed and comes to the
conclusion that foundations in epistemological self-belief
are fundamental in under-pinning the relationship between
academic guidance and student. It describes an attempt at
facilitating dialogue between student and academic mentors
around epistemological believes as part of the POISE Project
and concludes that student support mechanisms must be
more closely tailored to the nature of the institution and the
lifestyle of the student.

 

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