Building Relationships : A Personal Tutoring Framework to Enhance Student Transition and Attainment

  • Licia Calcagno University of Hull
  • Dawn Walker University of Hull
  • David John Grey York St John University


The University of Hull recently revised its policy on personal tuition. This paper outlines the revised approach, including a student partnership project to facilitate the implementation of the revised approach across the institution. It focuses particularly on the creation of a framework for a structured and purposeful programme of activities which tutors can use to support transitions and encourage student development.   The structure of the framework is explored, and its implementation through the provision of guidance, structured activities and LMS resources is discussed. A preliminary evaluation of the operation and impact of the framework in supporting the goals of the personal tutoring policy was conducted in one academic department, and the results of the evaluation are explored

Author Biographies

Licia Calcagno, University of Hull

Originally from Italy, Licia Calcagno is a final year Geography student at the University of Hull. As a student intern, she spent a year working on the project described in this case study. 

Dawn Walker, University of Hull

Dawn Walker is a final year History student at the University of Hull and spent 4 months working as a student intern on the project described in this case study. 

David John Grey, York St John University

David has 24 years of experience as a Computer Science academic, and his interests lie in the field of personal tutoring. Now an Educational Developer at York St John University, David Grey was an academic at the University of Hull and the academic project manager for this work. 


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How to Cite
Calcagno, L., Walker, D., & Grey, D. J. (2017). Building Relationships : A Personal Tutoring Framework to Enhance Student Transition and Attainment. Student Engagement in Higher Education Journal, 1(2), 88. Retrieved from
Case studies/Practice Pieces