Tutoring support within the framework of individual educational trajectories at the university
Research Article
Acknowledgments
The study was supported by the Russian Science Foundation grant No. 25-28-00071, https://rscf.ru/project/25-28-00071/
How to Cite
Gavrilyuk T.V., Bocharov V.Y. (2025) Tutoring support within the framework of individual educational trajectories at the university. Zhurnal sotsiologii i sotsialnoy antropologii (The Journal of Sociology and Social Anthropology), 28(1): 78–109 (in Russian). DOI: https://doi.org/10.31119/jssa.2025.28.1.4 EDN: BVUPWD
Abstract
This article discusses the conditions, contents, and assessment of the effectiveness of tutoring support as a relatively recent practice in Russian higher education, which was introduced in the process of implementing individualized learning pathways. The Center for Educational Analytics of University of Tyumen conducted a sociological survey, including a survey of first- and second-year undergraduate students (N = 1013), semi-structured interviews with university administrators (n = 20), and focus groups with both experienced and novice tutors (n = 2). According to the findings of the study, the majority of interviewees believed that the current educational system requires a professional support service for students. Approximately 60% of respondents agreed that interacting with a tutor could be beneficial, but only if the tutor's role was focused on designing an educational path or supporting professional development. To date, surveyed students who have worked with tutors have already seen some results in their general development: almost 40% reported that they improved their communication skills, and one out of four learned how to work in teams, set goals, and achieve them. Additionally, one out of five students learned how to select electives and develop skills in emotional self-regulation. However, during the survey, it was found that the majority of students were not well-informed about the activities of the Tutor Support Center. As a result, they were unable to evaluate the effectiveness of their tutoring assignments.
Keywords:
tutoring, tutoring service, educational services, individual learning trajectories, mentoring, university
References
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Гедгафова Л.М. (2013) Практика реализации модели тьюторского сопровождения в отечественном высшем образовании. Вестник Южно-Уральского государственного гуманитарно-педагогического университета, 11: 73–79.
Gedgafova L.M. (2013) The practice of implementing the model tutoring support in the national higher education. Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta [Bulletin of the South Ural State Humanitarian Pedagogical University], 11: 73–79 (in Russian).
Гончарова Е.В., Шевченко Т.С. (2012) Сопровождение индивидуальной образовательной траектории обучения студентов. Вестник Нижневартовского государственного университета, 2: 12–18.
Goncharova E.V., Shevchenko T.S. (2012) Assistance to guide students’ individual learning trajectories. Vestnik Nizhnevartovskogo gosudarstvennogo universiteta [Bulletin of Nizhnevartovsk State University], 2: 12–18 (in Russian).
Гретинская Е.О. (2015) Тьюторство в России как новая модель образования: становление и развитие. Проблемы современной науки и образования, 4(34): 134–138.
Gretinskaya E.O. (2015) Tutoring in Russia as a new model of education: formation and development. Problemy sovremennoy nauki i obrazovaniya [Problems of modern science and education], 4(34): 134–138 (in Russian).
Емельянова Л.А., Солодкова М.И., Борченко И.Д. (2018) Тьюторство как технология современного качества индивидуализации образования. Научно-педагогическое обозрение. Pedagogical Review, 3(21): 144–153. https://doi.org/10.23951/2307-6127-2018-3-144-153.
Emelyanova L.A., Solodkova M.I., Borchenko I.D. (2018) Tutoring as a technology of modern education individualization quality. Nauchno-pedagogicheskoye obozreniye [Pedagogical Review], 3(21): 144–153. https://doi.org/10.23951/2307–6127–2018–3–144–153 (in Russian).
Ерофеева Н.Е. (2013) Тьюторство с субъектной позиции студентов. Вестник Оренбургского государственного университета, 2(151): 81–85.
Yerofeeva N.E. (2013) About the students’ subjective position about tutoring. Vestnik Orenburgskogo gosudarstvennogo universiteta [Vestnik of the Orenburg State University], 2(151): 81–85 (in Russian).
Ерофеева Н.Е., Мелекесов Г.А., Чикова И.В. (2015) Опыт реализации тьюторского сопровождения образовательного процесса в вузе. Вестник Оренбургского государственного университета, 7(182): 98–104.
Yerofeeva N.E., Melekesov G.A., Chikova I.V. (2015) Experience in the implementation of tutor support of the educational process at the university. Vestnik Orenburgskogo gosudarstvennogo universiteta [Vestnik of the Orenburg State University], 7(182): 98–104 (in Russian).
Здравомыслов А.Г., Ядов В.А. (2003) Человек и его работа в СССР и после: учебное пособие для вузов. 2-е изд., испр. и доп. М.: Аспект Пресс.
Zdravomyslov A.G., Yadov V.A. (2003) Man and his work in the USSR and after: a textbook for universities. Moscow: Aspekt Press (in Russian).
Ковалева Т.М., Кобыща Е.И., Попова С.Ю., Теров А.А., Чередилина М.Ю. (2012) Профессия «тьютор». М.; Тверь: «СФК-офис».
Kovaleva T.M., Kobyshcha E.I., Popova S.Yu., Terov A.A., Cheredilina M.Yu. (2012) Profession "tutor". Moscow; Tver: SFK-ofis (in Russian).
Коджаспирова Г.М. (2019) Возникновение и эволюция становления тьюторства в России. Наука и Школа, 1: 107–117.
Kodzhaspirova G.M. (2019) Origin and evolution of the formation of tutorship in Russia. Nauka i Shkola [Science and School], 1: 107–117 (in Russian).
Латышев А.С. (2020) Компетентностная модель тьютора — разработка и реализация в современном российском университете. Вестник Омского университета. Сер. «Экономика», 18(1): 99–110. https://doi.org/10.24147/1812-3988.2020.18(1).99-110.
Latyshev A.S. (2020) Modern tutor competency model — development and implementation in Russian higher education. Vestnik Omskogo universiteta. Ser. «Ekonomika» [Herald of Omsk University. Series “Economics”], 18(1): 99–110. https://doi.org/10.24147/1812–3988.2020.18(1).99-110 (in Russian).
Романов В.А., Кормакова В.Н. (2012) Коучинг-технология в тьюторском сопровождении учебно-профессиональной самореализации будущих специалистов. Известия Тульского государственного университета. Гуманитарные науки, 3: 439–447.
Romanov V.A., Kormakova V.N. (2012) Coaching technology is accompanied by a tutor training and professional fulfillment of future professionals. Izvestiya Tul'skogo gosudarstvennogo universiteta. Gumanitarnyye nauki [Izvestiya Tula State University. Humanitarian Sciences], 3: 439–447 (in Russian).
Сергеева М.Г. (2019) Тьюторское сопровождение в системе профессионального образования: зарубежная и российская практика. Проблемы современного педагогического образования, 63-1: 298–301.
Sergeeva M.G. (2019) Tutor support in the system of professional education: foreign and Russian practice. Problemy sovremennogo pedagogicheskogo obrazovaniya [Problems of modern teacher education], 63-1: 298–301 (in Russian).
Зоткин А.О., Гулиус Н.С. (ред.) (2019) Становление тьюторской модели современного университета в России. Томск: Издат. дом Том. гос. ун-та.
Zotkin A.O., Gulius N.S. (ed.) (2019) The formation of the tutor model of a modern university in Russia. Tomsk: Izdat. dom Tom. gos. un-ta (in Russian).
Челнокова Е.А., Тюмасева З.И. (2016) Тьюторская деятельность в дистанционном обучении. Вестник Мининского университета, 3(16): 17.
Chelnokova E.A., Tyumaseva Z.I. (2019) Tutor system in educational practice in Great Britain. Vestnik Mininskogo universiteta [Vestnik of Minin University], 7(2): 6. https://doi.org/10.26795/2307–1281–2019–7–2–6 (in Russian).
Челнокова Е.А., Тюмасева З.И. (2019) Тьюторская система в образовательной практике Великобритании. Вестник Мининского университета. 7(2): 6. https://doi.org/10.26795/2307-1281-2019-7-2-6.
Chelnokova Е.А., Tyumaseva Z.I. (2016) Tutoring activities in distance learning. Vestnik Mininskogo universiteta [Vestnik of Minin University], 3(16): 17 (in Russian).
Bassett J., Gallagher E., Price L. (2014) Personal Tutors’ Responses to a Structured System of Personal Development Planning: A Focus on ‘Feedback’. Journal for Education in the Built Environment, 9(1): 22–34.
Braine M.E., Parnell J. (2011) Exploring Student’s Perceptions and Experience of Personal Tutors. Nurse Education Today, 31(8): 904–910.
Broad J. (2006) Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(2): 119–143.
Cartney P., Rouse A. (2006) The emotional impact of learning in small groups: Highlighting the impact on student progression and development. Teaching in Higher Education, 11(1): 79–91.
Cooke R., Barkham M., Audin K., Bradley M., Davy J. (2004) How social class differences affect students’ experience of university. Journal of Further and Higher Education, 28(4): 407–421.
Ghenghesh P. (2017) Personal tutoring from the perspectives of tutors and tutees. Journal of Further and Higher Education, 42(5): 1–15. https://doi.org/10.1080/0309877X.2017.1301409.
Grant A. (2006) Personal tutoring: A system in crisis? In: Thomas L., Hixenbaugh P. (ed.) Personal tutoring in higher education. Stoke on Trent: Trentham Books: 11–31.
Grey D., Osborne C. (2018) Perceptions and principles of personal tutoring. Journal of Further and Higher Education, 44(2): 1–15. https://doi.org/10.1080/0309877X.2018.1536258.
Naidoo R., Jamieson I. (2005) Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education. Journal of Education Policy, 20(3): 267–281.
Owen M. (2002) Sometimes You Feel You’re in Niche Time — The Personal Tutor System, a Case Study. Active Learning in Higher Education, 3(1): 7–23.
Riddell S., Bates N. (2010) The Role of the Personal Tutor in a Curricular Approach to Personal Development Planning. Journal of Learning Development in Higher Education, special edition: 1–18. https://doi.org/10.47408/jldhe.v0i0.103.
Sennett R. (2004) Respect: The formation of character in an age of inequality. London: Penguin.
Sosabowski M.H., Bratt A.M., Herson K., Olivier G.W.J., Sawers R., Taylor S., Zahoui A.-M., Denyer S.P. (2003) Enhancing quality in the M. Pharm degree programme: optimism of the personal tutor system. Pharmacy Education, 3(2): 103–108.
Stephen D.E., O'Connell P., Hall M. (2008) ‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education, 13(4): 449–460, https://doi.org/10.1080/13562510802169749.
Stuart K., Willocks K., Browning R. (2019) Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research, 29(3): 1–20. https://doi.org/10.1080/09650792.2019.1626753.
Thomas L. (2006) Widening participation and the increased need for personal tutoring. In: Thomas L., Hixenbaugh P. (ed.) Personal tutoring in higher education. Stoke on Trent: Trentham Books: 21–31.
Tinklin T., Riddell S., Wilson A. (2005) Support for students with mental health difficulties in higher education: The students’ perspective. British Journal of Guidance and Counselling, 33(4): 495–512. https://doi.org/10.1080/03069880500327496.
Yale A.T. (2017) The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education. Journal of Further and Higher Education, 43(4): 1–12. https://doi.org/10.1080/0309877X.2017.1377164.
Aleksandrova E., Andreeva E. (2012) Theory and Practice of Tutoring in Russia. Izvestiya Saratovskogo un-ta, Ser. «Akmeologiya obrazovaniya. Psikhologiya razvitiya» [Izvestiya of Saratov University. Series: Educational acmeology. Developmental psychology], 2(2): 222–232 (in Russian).
Гедгафова Л.М. (2013) Практика реализации модели тьюторского сопровождения в отечественном высшем образовании. Вестник Южно-Уральского государственного гуманитарно-педагогического университета, 11: 73–79.
Gedgafova L.M. (2013) The practice of implementing the model tutoring support in the national higher education. Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta [Bulletin of the South Ural State Humanitarian Pedagogical University], 11: 73–79 (in Russian).
Гончарова Е.В., Шевченко Т.С. (2012) Сопровождение индивидуальной образовательной траектории обучения студентов. Вестник Нижневартовского государственного университета, 2: 12–18.
Goncharova E.V., Shevchenko T.S. (2012) Assistance to guide students’ individual learning trajectories. Vestnik Nizhnevartovskogo gosudarstvennogo universiteta [Bulletin of Nizhnevartovsk State University], 2: 12–18 (in Russian).
Гретинская Е.О. (2015) Тьюторство в России как новая модель образования: становление и развитие. Проблемы современной науки и образования, 4(34): 134–138.
Gretinskaya E.O. (2015) Tutoring in Russia as a new model of education: formation and development. Problemy sovremennoy nauki i obrazovaniya [Problems of modern science and education], 4(34): 134–138 (in Russian).
Емельянова Л.А., Солодкова М.И., Борченко И.Д. (2018) Тьюторство как технология современного качества индивидуализации образования. Научно-педагогическое обозрение. Pedagogical Review, 3(21): 144–153. https://doi.org/10.23951/2307-6127-2018-3-144-153.
Emelyanova L.A., Solodkova M.I., Borchenko I.D. (2018) Tutoring as a technology of modern education individualization quality. Nauchno-pedagogicheskoye obozreniye [Pedagogical Review], 3(21): 144–153. https://doi.org/10.23951/2307–6127–2018–3–144–153 (in Russian).
Ерофеева Н.Е. (2013) Тьюторство с субъектной позиции студентов. Вестник Оренбургского государственного университета, 2(151): 81–85.
Yerofeeva N.E. (2013) About the students’ subjective position about tutoring. Vestnik Orenburgskogo gosudarstvennogo universiteta [Vestnik of the Orenburg State University], 2(151): 81–85 (in Russian).
Ерофеева Н.Е., Мелекесов Г.А., Чикова И.В. (2015) Опыт реализации тьюторского сопровождения образовательного процесса в вузе. Вестник Оренбургского государственного университета, 7(182): 98–104.
Yerofeeva N.E., Melekesov G.A., Chikova I.V. (2015) Experience in the implementation of tutor support of the educational process at the university. Vestnik Orenburgskogo gosudarstvennogo universiteta [Vestnik of the Orenburg State University], 7(182): 98–104 (in Russian).
Здравомыслов А.Г., Ядов В.А. (2003) Человек и его работа в СССР и после: учебное пособие для вузов. 2-е изд., испр. и доп. М.: Аспект Пресс.
Zdravomyslov A.G., Yadov V.A. (2003) Man and his work in the USSR and after: a textbook for universities. Moscow: Aspekt Press (in Russian).
Ковалева Т.М., Кобыща Е.И., Попова С.Ю., Теров А.А., Чередилина М.Ю. (2012) Профессия «тьютор». М.; Тверь: «СФК-офис».
Kovaleva T.M., Kobyshcha E.I., Popova S.Yu., Terov A.A., Cheredilina M.Yu. (2012) Profession "tutor". Moscow; Tver: SFK-ofis (in Russian).
Коджаспирова Г.М. (2019) Возникновение и эволюция становления тьюторства в России. Наука и Школа, 1: 107–117.
Kodzhaspirova G.M. (2019) Origin and evolution of the formation of tutorship in Russia. Nauka i Shkola [Science and School], 1: 107–117 (in Russian).
Латышев А.С. (2020) Компетентностная модель тьютора — разработка и реализация в современном российском университете. Вестник Омского университета. Сер. «Экономика», 18(1): 99–110. https://doi.org/10.24147/1812-3988.2020.18(1).99-110.
Latyshev A.S. (2020) Modern tutor competency model — development and implementation in Russian higher education. Vestnik Omskogo universiteta. Ser. «Ekonomika» [Herald of Omsk University. Series “Economics”], 18(1): 99–110. https://doi.org/10.24147/1812–3988.2020.18(1).99-110 (in Russian).
Романов В.А., Кормакова В.Н. (2012) Коучинг-технология в тьюторском сопровождении учебно-профессиональной самореализации будущих специалистов. Известия Тульского государственного университета. Гуманитарные науки, 3: 439–447.
Romanov V.A., Kormakova V.N. (2012) Coaching technology is accompanied by a tutor training and professional fulfillment of future professionals. Izvestiya Tul'skogo gosudarstvennogo universiteta. Gumanitarnyye nauki [Izvestiya Tula State University. Humanitarian Sciences], 3: 439–447 (in Russian).
Сергеева М.Г. (2019) Тьюторское сопровождение в системе профессионального образования: зарубежная и российская практика. Проблемы современного педагогического образования, 63-1: 298–301.
Sergeeva M.G. (2019) Tutor support in the system of professional education: foreign and Russian practice. Problemy sovremennogo pedagogicheskogo obrazovaniya [Problems of modern teacher education], 63-1: 298–301 (in Russian).
Зоткин А.О., Гулиус Н.С. (ред.) (2019) Становление тьюторской модели современного университета в России. Томск: Издат. дом Том. гос. ун-та.
Zotkin A.O., Gulius N.S. (ed.) (2019) The formation of the tutor model of a modern university in Russia. Tomsk: Izdat. dom Tom. gos. un-ta (in Russian).
Челнокова Е.А., Тюмасева З.И. (2016) Тьюторская деятельность в дистанционном обучении. Вестник Мининского университета, 3(16): 17.
Chelnokova E.A., Tyumaseva Z.I. (2019) Tutor system in educational practice in Great Britain. Vestnik Mininskogo universiteta [Vestnik of Minin University], 7(2): 6. https://doi.org/10.26795/2307–1281–2019–7–2–6 (in Russian).
Челнокова Е.А., Тюмасева З.И. (2019) Тьюторская система в образовательной практике Великобритании. Вестник Мининского университета. 7(2): 6. https://doi.org/10.26795/2307-1281-2019-7-2-6.
Chelnokova Е.А., Tyumaseva Z.I. (2016) Tutoring activities in distance learning. Vestnik Mininskogo universiteta [Vestnik of Minin University], 3(16): 17 (in Russian).
Bassett J., Gallagher E., Price L. (2014) Personal Tutors’ Responses to a Structured System of Personal Development Planning: A Focus on ‘Feedback’. Journal for Education in the Built Environment, 9(1): 22–34.
Braine M.E., Parnell J. (2011) Exploring Student’s Perceptions and Experience of Personal Tutors. Nurse Education Today, 31(8): 904–910.
Broad J. (2006) Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(2): 119–143.
Cartney P., Rouse A. (2006) The emotional impact of learning in small groups: Highlighting the impact on student progression and development. Teaching in Higher Education, 11(1): 79–91.
Cooke R., Barkham M., Audin K., Bradley M., Davy J. (2004) How social class differences affect students’ experience of university. Journal of Further and Higher Education, 28(4): 407–421.
Ghenghesh P. (2017) Personal tutoring from the perspectives of tutors and tutees. Journal of Further and Higher Education, 42(5): 1–15. https://doi.org/10.1080/0309877X.2017.1301409.
Grant A. (2006) Personal tutoring: A system in crisis? In: Thomas L., Hixenbaugh P. (ed.) Personal tutoring in higher education. Stoke on Trent: Trentham Books: 11–31.
Grey D., Osborne C. (2018) Perceptions and principles of personal tutoring. Journal of Further and Higher Education, 44(2): 1–15. https://doi.org/10.1080/0309877X.2018.1536258.
Naidoo R., Jamieson I. (2005) Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education. Journal of Education Policy, 20(3): 267–281.
Owen M. (2002) Sometimes You Feel You’re in Niche Time — The Personal Tutor System, a Case Study. Active Learning in Higher Education, 3(1): 7–23.
Riddell S., Bates N. (2010) The Role of the Personal Tutor in a Curricular Approach to Personal Development Planning. Journal of Learning Development in Higher Education, special edition: 1–18. https://doi.org/10.47408/jldhe.v0i0.103.
Sennett R. (2004) Respect: The formation of character in an age of inequality. London: Penguin.
Sosabowski M.H., Bratt A.M., Herson K., Olivier G.W.J., Sawers R., Taylor S., Zahoui A.-M., Denyer S.P. (2003) Enhancing quality in the M. Pharm degree programme: optimism of the personal tutor system. Pharmacy Education, 3(2): 103–108.
Stephen D.E., O'Connell P., Hall M. (2008) ‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education, 13(4): 449–460, https://doi.org/10.1080/13562510802169749.
Stuart K., Willocks K., Browning R. (2019) Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research, 29(3): 1–20. https://doi.org/10.1080/09650792.2019.1626753.
Thomas L. (2006) Widening participation and the increased need for personal tutoring. In: Thomas L., Hixenbaugh P. (ed.) Personal tutoring in higher education. Stoke on Trent: Trentham Books: 21–31.
Tinklin T., Riddell S., Wilson A. (2005) Support for students with mental health difficulties in higher education: The students’ perspective. British Journal of Guidance and Counselling, 33(4): 495–512. https://doi.org/10.1080/03069880500327496.
Yale A.T. (2017) The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education. Journal of Further and Higher Education, 43(4): 1–12. https://doi.org/10.1080/0309877X.2017.1377164.
Article
Received: 14.01.2025
Accepted: 25.03.2025
Citation Formats
Other cite formats:
ACM
[1]
Gavrilyuk, T.V. and Bocharov, V.Y. 2025. Tutoring support within the framework of individual educational trajectories at the university. Zhurnal sotsiologii i sotsialnoy antropologii (The Journal of Sociology and Social Anthropology). 28, 1 (Mar. 2025), 78–109. DOI:https://doi.org/10.31119/jssa.2025.28.1.4.
Section
Sociology of Education
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