Proactive academic tutoring? Uniting the pastoral and the professional: a critical approach to the PAT role in the contemporary HEI landscape

This qualitative ethnographic study investigates the effectiveness of the Personal Academic Tutor (PAT) role in supporting student retention and progression from level 4 to level 5 at a widening participation university in the East Midlands, England. The research, framed within an interpretivist paradigm, gathers perspectives through semi-structured interviews with key stakeholders (n = 7), focus groups with level 4 PATs (n = 14), and a survey of level 4 home students (n = 57). The study recognizes the varied implementation of the PAT role across Higher Education Institutions (HEIs), influenced by factors such as university policy, workload, and student demographics. It builds on Earwalker's (1992) three models of personal tutoring (pastoral, professional, and curricular) highlighting the evolution towards a hybrid model combining these approaches. The paper argues for the critical importance of institutional-level implementation and measurement of PAT, using key sector metrics like retention, progression, continuation, and student satisfaction. It posits that the PAT role should enhance the overall student experience and be integral to the academic role within contemporary HEIs. The findings suggest that a multi-faceted approach to PAT, incorporating pastoral and academic support, is vital for improving student outcomes.