Presenting and publishing with personal tutees to empower international student voices: the tutor’s reflections

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1731

Keywords:

staff-student partnership, international students, personal tutoring, co-presenting, co-publishing

Abstract

There is an increasing need to adapt to the changing needs of a diverse student population (Walker, 2022). Enhancing international students’ experiences is one of the strategic drivers in the higher education sector, and the UKAT Association aims to develop personal tutors’ practice in the UK (UKAT, 2025). This presentation focused on a personal tutor’s reflections on a partnership with two international postgraduate tutees, aiming to improve support for international students through personal tutoring. The tutor co-presented with the tutees at an external conference and an internal event on the topic of supporting international students through personal tutoring, and they also collaborated in writing for publication. Through this collaboration, they developed resources that were incorporated into the personal tutoring handbook to enhance tutors’ support of international students.

This presentation critically examined the practical outcomes of this partnership, highlighting both its benefits and challenges. It showed the importance of collaborating with international students to build meaningful relationships with them and inform the development of resources that promote inclusivity. The initiative has practical implications for academics, personal tutors and learning developers, offering a model of partnership with their university students to co-create oral and written outputs. These collaborations can strengthen students’ sense of belonging and enhance their personal development. For international students adapting to a new learning culture, such initiatives foster inclusivity and create rewarding experiences for both students and staff. This approach empowers student voices and contributes to the design of resources that ensure equity and inclusivity in higher education.

Author Biography

Elina Stylianou, University of Leeds, UK

Elina Stylianou is a student development coach within the Faculty of Social Sciences at the University of Leeds. As part of her role, she provides coaching sessions to students which support them to develop their confidence and self-efficacy and co-create development plans to enable academic, personal, and professional growth. With a background in TESOL, Elina’s research interest centres on using literary text as a resource in second language teaching, using creative materials to promote students’ engagement in the classroom and enhance their higher-order thinking skills. She has a PhD in TESOL, is a Fellow of the Higher Education Academy, a Recognised Senior Advisor, and a member of the ALDinHE CPD Working Group.

References

Gravett, K., and Winstone, N.E. (2022) ‘Making connections: authenticity and alienation within students' relationships in higher education’, Higher Education Research and Development, 41(2), pp.360-374. Available at https://doi.org/10.1080/07294360.2020.1842335

Schell, E. (2023) ‘“Every piece can fit”: understanding and remedying cultural mismatches between Chinese diaspora students and advisors’, NACADA Journal, 43(2), pp.85-104. Available at: https://doi.org/10.12930/NACADA-23-25

Stylianou, E., Wang, Z. and Zhang, T. (in press) ‘Presenting with Personal Tutees: What do International Postgraduate Students Need?’, in S. Beckingham and W. Garnham (eds) Creative Approaches to Personal Tutoring and Academic Advising: A Practical Guide of Methods, Activities, and Curriculum Design. London: Routledge.

UK Advising and Tutoring (2025) ‘UKAT: The UK advising and tutoring association’, UKAT. Available at https://www.ukat.ac.uk (Accessed: 23 May 2025).

Walker, B.W. (2022) ‘Tackling the personal tutoring conundrum: a qualitative study on the impact of developmental support for tutors’, Active Learning in Higher Education, 23(1), pp.65-77. Available at: https://doi.org/10.1177/1469787420926007

Wisker, G., Exley, K., Antoniou, M., and Ridley, P. (2008) Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. London: Routledge.

Zhang, Y. (2015) ‘Intercultural communication competence: advising international students in a Texas community college’, NACADA Journal, 35(2), pp.48-59. Available at: https://doi.org/10.12930/NACADA-15-007

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Published

30-09-2025

How to Cite

Stylianou, E. (2025). Presenting and publishing with personal tutees to empower international student voices: the tutor’s reflections. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1731

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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