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Teachers, facilitators, gatekeepers? Tutors' perceptions of their role in the changing university context - a faculty case study

Noonan, Adrienne; Brooks, Kate; Kennedy, Helen W.

Authors

Kate Brooks

Helen W. Kennedy



Abstract

This project aims to widen out the current debates on students’ attitudes to university culture and look at the other crucial players in this field: the tutors themselves.

The project builds on previous research in the faculty into students’ assumptions, definitions and investments in their learning experiences (Brooks and Kelly 2006, 2007; Brooks 2008) and run parallel to current work in the faculty on student expectations, attitudes and feedback on the GDP.

Citation

Noonan, A., Brooks, K., & Kennedy, H. W. Teachers, facilitators, gatekeepers? Tutors' perceptions of their role in the changing university context - a faculty case study

Other Type Other
Journal Looking Out: Effective Engagements with Creative and Cultural Enterprise. Key Report
Print ISSN 978-0-9558978-2-5
Peer Reviewed Not Peer Reviewed
Keywords graduate development plan, GDP, staff, tutor engagement