A case study on the dimensions of tutorial action by areas of knowledge in the university

Abstract

As an educational institution, universities consider university tutorials to be a crucial aspect to promote the individual learning of students as well as transferable competences for life and their professional development, within the European High Education Area (EHEA). To this extent, in terms of the efficiency of tutoring, the different social, economic, political and cultural transformations that have an effect on students, lecturers and the university community in general must be taken into account. The aim of this paper is to analyse the different Tutoring and Guidance Action Plans for Students (hereinafter, TGAPS) from the point of view of the university institution, specifically the University of Las Palmas de Gran Canaria (hereinafter, ULPGC), taking into account the challenges set forth in the management and organisation of the university strategy with regard to this issue. Therefore, a content analysis of the tutoring actions in place in various Schools and Schools of the ULPGC will be carried out, by studying the different TGAPS introduced, and taking the academic, professional and personal dimensions of the tutorial into account. The results demonstrate that there are different practices within the tutoring action, albeit disorganised, weak and with no ties between the three aforementioned dimensions. The conclusions show the need of developing coordination from the different experiences of the high-level educational institution, in addition to introducing common measures from each area of knowledge. Moreover, it is important to organise creative and innovative tutoring actions that take into consideration the context of uncertainty that frames the tutoring action and the guidance procedures from the University.