The links and materials in this section relate to the task of managing the expectations of tutees, in relation to both the tutor’s role and their own role, and what will take place in tutorial meetings.

You may find it useful to have a written document for students on what they should expect from a personal tutor, whether this document is from the institution, your school/department or the programme team. Here is an example of such a document, from the University of Brighton: What to expect

Whether or not students are given such a document, it is important to clarify the personal tutor’s role and check the student’s expectations at the first meeting. If this is a group meeting, then it is sensible to check again at the first one-to-one meeting.

It is likely to be particularly important to have this conversation (more than once if necessary) when your tutees will have no idea what to expect from the label. This might be because they are students from a different educational culture or they are the first in their family to enter higher education. 

It is useful to discuss the personal tutoring relationship as one which has responsibilities for both parties. There may be occasions when it is appropriate to go beyond a guidance document for students, and develop a ‘contract’ between tutor and student. This reinforces the idea that the tutor’s time, support and advice are a valuable and limited resource. Keeping appointments and carrying out tasks that have been mutually agreed should be treated as serious undertakings.

A key skill for most personal tutors is how to persuade a student who needs to access a specialist service that this would be in his or her best interests, without making themselves appear uncaring or unconcerned (see Referral to other/specialist services). Being clear from the beginning about your role and its limitations should help to achieve this ‘handing-on’ of the student, should it become necessary, without damaging your own relationship with the student.

The videoclip below shows a tutor attempting to manage the expectations of an enthusiastic international student, by clearly restating what support can be expected from him, setting limits on his own availability and directing the student to more appropriate services for some of her needs.   

Scenario 4: A demanding student? 

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The videoclip below shows a tutor being friendly but firm with a somewhat disorganised student whose motivation and punctuality seem to leave something to be desired. The lack of motivation is explored sympathetically but the tutor is clear about his expectations in relation to keeping appointments.

Scenario 2: An under-performing student?

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