| Jenny Cavalot and Jayne RevillWe will give examples from our respective experiences of how care in the tutor-student relationship has been expressed in constructs, from large modules in lecture settings to individual interactions outside formal teaching, covering the nature and impact of each particular expression of care.
We will then cover why we believe care matters in the relationship between tutors and students. We will question our effectiveness in delivering our duty of care.
We will also argue that SHU has a wider duty to care. As the first major organisation most undergraduates will experience as independent adults, students’ experience of SHU as key stakeholders/ customers/ consumers will be formative in developing their views about effective organisations, alongside any taught topics and employability strands. If students have a meaningful experience of care, we will argue that they are more likely to take this into their future lives than an abstract taught concept. We will point out the risks of incoherence between taught subjects and student experience. For undergraduates who do not study business, their student experience may be their major source of learning about effective organisations, and be even more influential.
|D1 – (RE45, EX41, EX48, EX49) 15.30|