Enhancing Link Tutor Practice: Engaging Collaborative Partners for an Improved Student Learning Experience

1. Enhancing Link Tutor Practice, Collaborative Partner Engagement and the Student Learning Experience Jo Cahill Keith Pinn  Petros Khoudian Jan Bowyer Associate Directors of Academic Quality Assurance Centre for Academic Quality Assurance 

2. Aim of the Study Overall aim: To explore the role of the link tutor in order to gain an in-depth understanding of what the role involves and a detailed appreciation of the skills and knowledge required to discharge the role more effectively and efficiently. This will enable CAQA and Schools to develop bespoke induction training and ongoing support mechanisms which will ultimately enhance link tutor provision, collaborative partner engagement and the student learning experience

3. The Research Design Qualitative Research Design Semi-structured audio-taped focus group interviews - (n=21) with newly appointed and experienced link tutors. Link tutors from a range of partnerships UK and Abroad and from within 7 Schools at UH. Content Analysis

4. Preliminary Findings Managing the Partnership Life Cycle Link tutors are essential to the success of all collaborative partnerships and the provision of a quality student learning experience. The selection of the ‘right’ person is paramount to effective link tutor provision. Partnerships and the link tutor role are not soft options but hard work. The role is diverse and of a complex nature. The safeguarding of standards, the provision of academic advice and support, the development of staff and partner relationships at varied levels and a sense of belonging amongst students are key responsibilities. Partnerships take time to develop. The link tutor role and time commitment varies depending on the maturity of the partnership. Timely induction and ongoing support at a central and school level is critical.

5. Preliminary Findings Creating an effective self-sustaining partnership Critical success factors – The 7 Cs of Successful UH Link Tutor Engagement Commitment in terms of staff and time. Clarity of roles and responsibilities (and the boundaries) - Review of role title? Comprehension of policy, regulation, processes, barriers and exceptionally important the culture of the country, people and organisation. Congruency of vision and mission particularly in relation to the student learning experience Connection with people – varied, open and frequent informal /formal communication links are needed. There needs to be a commitment to collegiality and reciprocal trust and respect. Compromise and thus flexibility. Continual learning - two way organisational learning is critical. The strengths of each partner must be recognised and utilised.

6. Early Tentative Recommendations Enhanced understanding of the role and its demands is needed by senior management, resource/line managers and colleagues in Schools. The role should be seen as career enhancing. The impact of the role on successful collaborative partnerships and the student learning experience needs to be recognised. Recruitment and selection of link tutors needs to be reviewed with emphasis being placed on the need for experience and/or potential ability to undertake the role. Induction and ongoing support requires review and needs to focus on roles and responsibilities but also the critical success factors – Induction needs to be interactive, ‘basic’, generic but also specific .

7. Early Tentative Recommendations Central ongoing support should include a case study approach with an emphasis on interaction and the sharing of good practice initiatives and issues of concern. A programme of mentorship is needed. A repository of case studies and a bank of frequently asked questions would be a helpful resource. Ongoing support is needed at a School level. A programme of staff exchange should be considered – this can be as simple as providing a guest lecture or for a longer period of time. This needs also to be a reciprocal arrangement. There needs to be a review of the title ‘Link Tutor’. Attention needs to be placed on the need to create amongst students in the partners a sense of belonging to UH.

8. UH Student Identity and the student experience • UH student identity is seen as a fundamental part of the student experience • UH award • Recent experiences from re-validations • Across a range of partnerships – home and overseas

9. UH Student Identity and the student experience Recommendation: To strengthen the University of Hertfordshire identity for students, exploring initiatives for student collaboration between both institutions. It used to be a technical college It’s in England It’s one of the Top UK Universities

10. Possible Solutions • UH involvement • Induction – StudyNet, • UH video • HSU collaboration • UH presence at partner – UH floor (Subang), posters etc. Reciprocal learning • Role of LT and other visitors • Guest lectures by UH and partner staff • INTI Global classroom • Shared conferences • Staff and student exchanges • Staff secondments

11. The Way Forward • Link tutor, school and partner involvement • Marcomms • Staff development • Resources? • Top tips? Any other ideas………..