Tutoring is fun: a study investigating tutor motivation
Date
2009
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AFRICAN SUN MeDIA
Abstract
Introduction: In the global higher education context, diminishing resources, growing student numbers, larger class sizes and a pressure on academic staff time, are cited as some of the reasons for the increase in use of tutors in undergraduate education (Park, 2002). The reality of reduced resources often requires departments to fulfil the dual requirement of improving the quality of teaching, while ‘doing more with less’ (Topping, 1996:321). In response to this challenge, tutorial programmes have, in many instances, become a vital part of the academic support structure of undergraduate modules (Barrington, 1999).
The tutors who work on these tutorial programmes are usually young graduate students who are enthusiastic, yet have no formal teaching experience (Brailsford, Bartlett-Trafford, Bates & Mead, 2008). Contract university tutors have been characterised as ‘departmental donkeys’ (Park & Ramos, 2002), are often seen to be over-worked and undervalued and often bear the brunt of the undergraduate teaching load (Brailsford et al., 2008).
While the range of educational advantages for students participating in tutorial programmes is well researched, the benefits of tutoring, as experienced by the tutors themselves, should not be underestimated. Peer tutoring requires tutors to, for example, re-acquaint themselves with knowledge of their discipline they have already acquired, which may have a positive impact on their own studies (Topping, 1996). Peer tutoring, often promoted by the mantra ‘teach once, learn twice’, is characterised by ‘specific role-taking as tutor or tutee, with high focus on curriculum content and usually also on clear procedures for interaction, in which participants receive generic and/or specific training’ (Topping, 2005:632).
Description
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
CITATION: Burgoyne, M., Jansen, a. & Smit, C. 2009. 'Tutoring is Fun': A Study in Investigating Tutor Motivation, in B. Leibowits, A. Van der Merwe & S. Van Schalkwyk (eds.). Focus on First-year success: Perspectives emerging from South Africa and Beyond. Stellenbosch: SUN MeDIA. 227-239. doi:10.18820/9781920338220.
CITATION: Burgoyne, M., Jansen, a. & Smit, C. 2009. 'Tutoring is Fun': A Study in Investigating Tutor Motivation, in B. Leibowits, A. Van der Merwe & S. Van Schalkwyk (eds.). Focus on First-year success: Perspectives emerging from South Africa and Beyond. Stellenbosch: SUN MeDIA. 227-239. doi:10.18820/9781920338220.
Keywords
Motivation in education, Education, Higher -- South Africa, Tutors and tutoring -- South Africa, Undergraduates -- South Africa
Citation
Burgoyne, M., Jansen, a. & Smit, C. 2009. 'Tutoring is Fun': A Study in Investigating Tutor Motivation, in B. Leibowits, A. Van der Merwe & S. Van Schalkwyk (eds.). Focus on First-year success: Perspectives emerging from South Africa and Beyond. Stellenbosch: SUN MeDIA. 227-239. doi:10.18820/9781920338220.