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Tutoring for success: Tutors' experiences of a tutoring programme in a health sciences faculty.

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Title: Tutoring for success: Tutors' experiences of a tutoring programme in a health sciences faculty.
Authors: Faroa, Brendon D.1, Rowe, Michael2, Rhoda, Anthea3, Adebiyi, Babatope3
Source: Perspectives in Education. Apr2025, Vol. 43 Issue 1, p62-81. 20p.
Subject Terms: *Universities & colleges, *Tutors & tutoring, *Health programs, *Academic achievement, Eyewitness accounts, Mentoring
Abstract: Student success in South African higher education institutions (HEIs) is poor, and universities have not been successful in implementing strategies to improve students' learning experiences. Tutoring has been identified as an effective strategy to improve student success but is often used inconsistently, without empirical and pedagogical justification. The present study formed part of a larger effort to review tutoring practices in a South African university's health sciences faculty. Through tutors' first-hand accounts of tutorials, we frame their perspectives of tutoring. To this end, we illuminate tutors' in-depth experiences to improve practice and student success. A qualitative approach with an explorative research design was utilised, and semi-structured interviews were used to collect data. The data were analysed thematically using Braun and Clarke's six-phase process. Four primary themes emerged in the study: (a) disciplinary content-driven engagements, (b) a theory-practice dilemma, (c) time and time-urgent behaviours, and (d) understandings of mentoring and tutoring. We established that tutors' conceptions of tutoring were varied and that these perspectives impacted how they understood, operationalised their roles in the faculty and demonstrated the need for integrating disciplinary, practical learning with pedagogically guided approaches. Tutors' perceptions also missed key empirical insights highlighting topics absent from their institutional training. Moreover, we identified a promising model of tutoring which seemed to best address the challenges faced by the health sciences faculty concerning tutoring practice. This model may serve as a starting point for cross-higher education utility that may benefit stakeholders who want to adopt it to achieve effective tutoring strategies. Our research supports valuing tutors as key role players in academic support who have a stake in student success pursuits within the higher education (HE) context. [ABSTRACT FROM AUTHOR]
Copyright of Perspectives in Education is the property of Perspectives in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Tutoring for success: Tutors' experiences of a tutoring programme in a health sciences faculty.
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  Data: <searchLink fieldCode="AR" term="%22Faroa%2C+Brendon+D%2E%22">Faroa, Brendon D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rowe%2C+Michael%22">Rowe, Michael</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rhoda%2C+Anthea%22">Rhoda, Anthea</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Adebiyi%2C+Babatope%22">Adebiyi, Babatope</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Perspectives+in+Education%22">Perspectives in Education</searchLink>. Apr2025, Vol. 43 Issue 1, p62-81. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+programs%22">Health programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Eyewitness+accounts%22">Eyewitness accounts</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: Student success in South African higher education institutions (HEIs) is poor, and universities have not been successful in implementing strategies to improve students' learning experiences. Tutoring has been identified as an effective strategy to improve student success but is often used inconsistently, without empirical and pedagogical justification. The present study formed part of a larger effort to review tutoring practices in a South African university's health sciences faculty. Through tutors' first-hand accounts of tutorials, we frame their perspectives of tutoring. To this end, we illuminate tutors' in-depth experiences to improve practice and student success. A qualitative approach with an explorative research design was utilised, and semi-structured interviews were used to collect data. The data were analysed thematically using Braun and Clarke's six-phase process. Four primary themes emerged in the study: (a) disciplinary content-driven engagements, (b) a theory-practice dilemma, (c) time and time-urgent behaviours, and (d) understandings of mentoring and tutoring. We established that tutors' conceptions of tutoring were varied and that these perspectives impacted how they understood, operationalised their roles in the faculty and demonstrated the need for integrating disciplinary, practical learning with pedagogically guided approaches. Tutors' perceptions also missed key empirical insights highlighting topics absent from their institutional training. Moreover, we identified a promising model of tutoring which seemed to best address the challenges faced by the health sciences faculty concerning tutoring practice. This model may serve as a starting point for cross-higher education utility that may benefit stakeholders who want to adopt it to achieve effective tutoring strategies. Our research supports valuing tutors as key role players in academic support who have a stake in student success pursuits within the higher education (HE) context. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Perspectives in Education is the property of Perspectives in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Health programs
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      – SubjectFull: Academic achievement
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      – SubjectFull: Eyewitness accounts
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      – TitleFull: Tutoring for success: Tutors' experiences of a tutoring programme in a health sciences faculty.
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              Text: Apr2025
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