Personal supervision for taught students

The personal supervision process is part of this system of support to students, developed with reference to six core principles.

Principles of personal supervision

Personal supervision should:

1. Contribute to a sense of belonging and community by establishing relationships between students and staff that are based on mutual respect, kindness and trust.
2. Respond to student academic and pastoral needs through a flexible, personalised approach as part of a wider system of wellbeing support.
3. Be recognised as a valuable part of academic life through appropriate support, time and training for staff undertaking the role.
4. Support students in achieving their academic and future employment goals. 
5. Be supported through electronic systems that give staff access to information that allows for meaningful conversations with students, and is consistent across the institution.
6. Be provided consistently and in line with institutional policy, to ensure all students are receiving opportunities to reflect on their learning experience in individual meetings with academic staff.

Personal supervisors have a responsibility to hold regular sessions with their supervisees in which they will support student progress and help with problems. The sections below set out a personal supervisor’s responsibility in each of these areas and provide details of the support available to you in carrying out your role.

This resource guide is intended to support personal supervisors in meeting requirements of the University Policy on Personal Supervision for Taught Students and manage expectations as to role limits. 

Additional and detailed guidance relating to all aspects of student wellbeing that may go beyond the personal supervision remit can be found in other staff supporting students web pages.

Supporting institutional priorities

Policy and guidance for personal supervision aims to support particular outcomes as follows:

• Consistency - providing consistent approaches to personal supervision will improve student satisfaction and reduce staff workload by ensuring students are directed to appropriate specialised support and expectations are managed.
• Inclusivity - personal supervisors can support inclusivity by providing a single point of contact for students throughout their course, ensuring support for academic progression is timely and appropriate. 
• Continuation, completion and awarding gaps - the academic supervisor role should be oriented towards ensuring all students achieve their academic potential, adopting an approach that is personalised and informed by an understanding of students’ prior learning and individual goals.
• Understanding the student journey - the academic supervisor role plays an important part in responding to the student journey over the whole period of study. They can assist students initially to adjust to student life, then thrive as a student of the University by providing guidance, support and encouragement by being aware of different challenges students face at different stages.