Collaborative Tutor Development: Enabling a Transformative Paradigm in a South African University

May. 10, 2010

Source: Mentoring & Tutoring: Partnership in Learning, Volume 18, Issue 2, p. 91 – 106.
(May 2010).

Transformation policies in South Africa have seen higher education come under increasing pressure to broaden participation from historically under-represented groups.

The present article examines the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, student enrolments have become increasingly diverse in terms of cultural, socio-economic and linguistic backgrounds, as well as the level of preparedness that students have for traditional higher education programs.
These diverse backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. Furthermore, tutorial systems have come to play an increasingly pivotal role in student learning.

The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse.

The authors propose that this research can constitute a model for integrating academic development practice within subject-specific curricula via tutors.
This is realized through a collaborative initiative that enables change.

Updated: Jan. 02, 2011