University Code of Practice
Academic Tutors: for Staff and Undergraduate and Taught
Postgraduate Students
Document Reference:
Identifier:
Version :
Academic Tutors
QH:K6
3 04
Date : Sept 15
Date coming into force:
Sept 2015
Approved By:
University Learning, Teaching and Assessment
Committee (ULTAC)
Learning Enhancement and Academic Practice
(LEAP)
Originator:
Responsibilities:
Academic Tutors
Students
Disability Liaison Officers
Deans / Associate Deans
Staff Development Office
Application to collaborative provision: Information
Contacts:
LEAP 01482 466703
Applications for exemptions to:
Report Exemptions to:
ULTAC
ULTAC
Summary / Description:
This code outlines the University’s minimum expectations of academic tutors and
students, including the interaction and service level between them.
During the transition year of 2015-16, the term “Academic Tutors” applies equally to
any references to “Academic Support Tutors”.
Version 3 04 (Sept 15) introduces the following changes:
 Replaces Academic Support Tutor with Academic Tutor
 Aligns the expectation with respect to academic supervision meetings with the
University Policy (a minimum of two individual meetings per semester and four group
meetings per year) (para. 5)
 Replaces Disability Tutor with Disability Liaison Officer (in line with amendments to
QH: K3)
Version 3 03 (Aug 15) introduces the following changes:
 Replaces Personal Supervisor with Academic Support Tutor
Version 3 02 (Oct 14) introduces the following changes:
 General update
 Update to incorporate The Hull Way (para. 16)
Version 3 01 (Sep 13) introduces the following changes:
 Updates URL links
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:1
Version 3 00 (Sep 13) introduces the following changes:
 Re-defines guidelines as a Code of Practice, states supervision is intended to support
retention via advice on academic and pastoral matters (para 1) and may include
referral to other appropriate services (para 1 and appendix 1)
 Indicates the scope of students to whom the Code applies (para 4)
 Introduces statement that a supervisor should remain as a student’s lead supervisor
for the full tenure of their programme (para 5)
 Reiterates that the lead supervisor is responsible for ensuring effective
communication between supervisors (para 6)
 Removal of reference to franchise years
 Indicates that departments need not appoint a 2nd supervisor if the programme is
Single Honours and the student is undertaking either a Free Elective or an approved
module of the programme out-with the home department (para 10)
 Makes explicit the supervisor’s role in accessing records of supervisees attendance
and marks profiles (para 13)
 Indicates normal hours of attendance to be the expectation of meeting times for
supervisor and supervisee (para 13)
 Refers PDP considerations to QH:K8 (para 16)
 States students may request a reference from their supervisor (para 17) and may
request a meeting with the Senior Tutor (para 18)
 Indicates the necessity for supervisors to be trained and the option for staff to be retrained if an (Associate) Dean believes it to be necessary (para 22)
 Removes some corresponding text
Version 2 04 (Jul 11) removes the paragraph about Scarborough’s use of the Consultation
Tutor system (no longer in use)
Version 2 03 (Feb 11) updates code with reference to new committee structure
This university Code has been written in accordance with the approach approved by QSC to
enhance clarity (Quality Handbook section A2) involving the following terminology:
must = mandatory
should = advisable
may = desirable.
Where these terms are used they are emphasised in bold.
This document is available in alternative formats from
Learning Enhancement and Academic Practice
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:2
Table of Contents
PURPOSE ................................................................................................................ 4
AUTHORITY ............................................................................................................. 4
SCOPE ..................................................................................................................... 4
BEING ALLOCATED AN ACADEMIC TUTOR .......................................................... 4
Students on Joint, with or combined honours degrees .............................................. 5
Students on Placement/Study Abroad ....................................................................... 5
Students Returning From Intercalation Undertaking Repeat Period of Study ............. 5
Exchange Students ................................................................................................... 6
Modules Taken From Outside the Department .......................................................... 6
Changing your academic tutor ................................................................................... 6
OBTAINING ADVICE FROM YOUR ACADEMIC TUTOR ......................................... 6
ADVICE AND GUIDANCE AVAILABLE..................................................................... 7
THE ROLE OF DISABILITY LIAISON OFFICERS..................................................... 7
RECORD-KEEPING AND CONFIDENTIALITY ......................................................... 8
PERSONAL DEVELOPMENT PLANNING – The Hull Way ....................................... 8
REFERENCES .......................................................................................................... 9
ACCESS TO THE SENIOR TUTOR .......................................................................... 9
FEEDBACK ............................................................................................................. 10
TRAINING FOR ACADEMIC TUTORS ................................................................... 10
APPLICATION TO ALL CATEGORIES OF COLLABORATIVE PROVISION .......... 10
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:3
University Code of Practice
Academic Tutors: for Staff and Undergraduate and Taught
Postgraduate Students
PURPOSE
1. The purpose of this code of practice is to explain the commitment of the University of
Hull to provide undergraduate and postgraduate taught students1 with the support of
an academic tutor or access to equivalent academic and pastoral support. It defines
a relationship which is based on a partnership between staff and students and
therefore sets out the obligations of both through which an effective academic
support system can operate. They set out these obligations because each academic
department is free, and encouraged, to enhance the support provided, which may be
achieved, for example, by providing group academic support in addition to personal
academic support. Academic support is intended to support retention of students, by
providing support and advice to students on academic progress in addition to advice
and guidance on pastoral matters, including referral to other appropriate services.
Explanatory note (amended Aug 2015)

Para 1: The role of academic tutor is distinct from the supervision provided by a member of
academic staff for the dissertation when engaged on postgraduate study. Separate procedures
apply to that relationship (QH:B9-B25, inclusive).
2. This Code of Practice should be seen as one part of a comprehensive network of
support provided by the University which includes a number of specialist support and
advice services, covering such matters as careers, disabilities, counselling, study
advice and money matters. Some services are provided by the University, others by
the Students’ Union. The academic tutor provides the vital link to each student’s
academic department and programme of study, for example if difficulties begin to
affect academic performance and therefore need to be acted upon by the
department. All services, however, adhere to appropriate confidentiality safeguards.
AUTHORITY
3. The University Learning, Teaching and Assessment Committee (ULTAC) is the final
arbiter of the application and interpretation of this code of practice.
SCOPE
4. This Code of Practice has been approved by ULTAC and will be subject to regular
review. All academic staff who act as academic tutor are expected to be familiar with
them. This code – and therefore the commitment to provide an academic tutor –
applies to all undergraduate and taught postgraduate students whether they are
undertaking a certificate, diploma or degree on a full-time or part-time basis on the
University campuses or elsewhere, or exchange students or single module students.
In certain circumstances it can be expected that modifications may be made for
example in terms of accessibility where a student is based other than on the
campuses.
BEING ALLOCATED AN ACADEMIC TUTOR
5. The basis of the scheme is that the department responsible for a student’s
programme of study must ensure that a named academic member of staff is
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:4
identified as the student’s academic tutor. In doing this they should make
arrangements to ensure that the risk of a conflict of interest is minimised, for example
by requiring that a member of staff does not act in a disciplinary role in respect of
his/her tutees. The academic tutor should remain as a student’s lead academic tutor
for the full tenure of the student’s programme (accepting that a mechanism for
changing tutors where necessary will be in place).
As a student you can expect your department:
 to allocate you a named academic tutor, normally during the first week of your
programme of study
 to ensure that if your academic tutor is away for more than one week during a
semester or four weeks during a vacation another member of staff is clearly
identified and available to you
 to appoint a replacement academic tutor if your original academic tutor is away
for a semester or more (for example because of study leave) or leaves the
University
 to make clear the methods by which information will be made known to you about
the academic support system and how you can expect academic tutors to
communicate with you
 to define any specific departmental requirements as to how often you should see
your academic tutor
 to provide the opportunity to meet with your academic tutor at least twice per
semester for individual meetings and at least four times per year with respect to
group meetings.
As a student you are expected:
 to read any information provided to you about who your academic tutor is and the
methods by which the department will communicate with you
 to comply with any departmental requirements as to how often you should see
your academic tutor.
Students on Joint, with or combined honours degrees
6. In addition to the appointment of an academic tutor in the lead department, a further
academic tutor must be appointed in the joint department(s). One academic tutor,
usually that in the lead department, is responsible for ensuring effective
communication between academic tutors across departments - bearing in mind the
principle that students are required to provide information only once. The lead
department is responsible for identifying a lead academic tutor and for
communicating this to students and other academic tutors.
Students on Placement/Study Abroad
7. Departments are responsible for ensuring that support from the academic tutor is
available in a practical manner while the student is away from the University, and that
the student is clear about how to access that support. The Department is also
responsible for ensuring that appropriate arrangements exist within the
organisation/institution at which the student is based for providing pastoral support.
Students Returning From Intercalation Undertaking Repeat Period of Study
8. Departments should be aware of the importance of ensuring that students returning
from intercalation or repeating a period may need additional support, for example to
help them to re-adjust, especially where there has been a significant gap since their
previous study. This may take the form of more regular academic support than for
other students.
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:5
Exchange Students
9. Students who are studying at the University on an exchange or similar programme
from an overseas University are also covered by this Code of Practice. Each student
will be allocated a ‘home’ department, irrespective of the modules they are
undertaking, and that department will be responsible for allocating an academic tutor.
Modules Taken From Outside the Department
10. Students may take optional or free elective modules from other departments.
Modules taken outside the home department as options within a Single Honours
programme or as Free Electives do not require the second department to appoint an
additional academic tutor.
Changing your academic tutor
11. The University recognises that there will be occasions where students feel that the
relationship with the academic tutor is not ‘working’. In such circumstances it is
important that there is an opportunity for a student to request a change of academic
tutor. However, this should not be done lightly, and should normally occur only after
any problems have been aired with the academic tutor or another appropriate
member of staff.
As a student you can expect your department:
 to provide an opportunity to discuss any difficulties you are experiencing in the
academic tutor relationship either with your academic tutor or another member of
staff
 to make known the procedure through which you can request a change of
academic tutor
 to take seriously any request for a change and either provide a new academic
tutor or give clear reasons why a change is not being agreed to.
As a student you are expected to:
 use any opportunity provided to discuss any difficulties either with your academic
tutor or another member of staff
 use the published procedure for requesting a change of academic tutor but only in
good faith and after the above discussions have taken place.
Remember that the University is committed to preventing harassment of any member
of the University whether staff or student. This is published in a University Policy
available
to
you
through
the
on-line
handbook
at
http://www2.hull.ac.uk/student/studenthandbook/regulations/preventionofharrassment
/harassmentpolicy.aspx. No member of staff will act to a student’s detriment as a
result of a request for a change of academic tutor.
OBTAINING ADVICE FROM YOUR ACADEMIC TUTOR
12. The effectiveness of the academic tutor system depends on the commitment of both
parties, and the recognition that an academic tutor has responsibility for a range of
matters and students.
As a student you can expect your academic tutor:
 to inform you as to when and how you can contact your academic tutor, whether
through making an appointment, ‘open access hours’, e-mail, telephone etc. to
respond to any request for an appointment/advice and be available as promised
 to advise of specific times when s/he requires you to attend a meeting whether on
a one-to-one basis or as part of a group
 to be contactable within their normal working hours
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:6

to make you aware of other appropriate specialist and support services, e.g.
welfare or counselling services
As a student you are expected to:
 use the published methods for contacting your academic tutor (e.g. making an
appointment where required or only using published ‘open access hours’)
 attend any meeting of which you are (reasonably) required to attend by your
academic tutor, or notify your academic tutor of your inability to attend and the
reason for that, and arrange a new time to meet.
ADVICE AND GUIDANCE AVAILABLE
13. The following section explains the kind of advice/guidance which students can expect
to receive from their academic tutor. However, the University – centrally and through
each department – aims to provide comprehensive and user-friendly information
about University regulations, academic progress and support services so that it
should not be necessary to contact your academic tutor to answer ‘basic’ questions.
Academic tutors will be able to devote much more time to more difficult issues if they
are not constantly answering questions which could be answered through other
information readily available within the University.
As a student you can expect your academic tutor:
 to provide you with guidance on your academic progress on your programme of
study, including explaining the implications of marks awarded and on possible
courses of action in the light of those marks
 to be able to access your records of attendance and marks profile in order to
inform an early intervention to support your academic performance to provide a
first point of contact on pastoral matters. This may include advising on your rights
and obligations as well as other more appropriate specialist support services (e.g.
Counselling, Careers, Study Advice Services, Disability Liaison Officer or
Disability Services, Students’ Union Advice Centre, Student Loans and Hardship
Office, Mature Students Advisor)
 to plan group meetings that include structured and purposeful activities that
enable students to develop academic and disciplinary/professional skills and
promote a sense of disciplinary identity and belonging
As a student you are expected:
 to be aware of other sources of information and to utilise these to answer
‘straightforward’ questions before approaching your academic tutor – especially
through the departmental/programme handbook and University student
handbook – on-line http://www2.hull.ac.uk/student/studenthandbook.aspx and
http://www2.hull.ac.uk/administration/cdte/quality_standards/student_info.aspx
 to inform your academic tutor of any difficulties you may be experiencing which
might affect your studies, (including any periods of absence from the University)
even if you do not require specific help from your academic tutor, for example
because you have approached a support service directly for help
 to be available to meet your academic tutor within the normal hours of attendance
required by your mode of study.
 to comply with the procedures within the department for notifying absences from
compulsory classes, absences from the University and use the University’s
procedures for notifying mitigating circumstances, applying for absence from
examinations, or for coursework extensions.
THE ROLE OF DISABILITY LIAISON OFFICERS
14. The role of Disability Liaison Officer plays a central role in ensuring faculties and
departments meet their obligations in relation to managing the requirements of
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:7
disabled students within their academic study. Based within the administrative teams
in faculties and / or departments, the Disability Liaison Officer works closely with
Student Wellbeing, Learning and Welfare Support to ensure the needs of students
(for example alternative examination arrangements) are met.
The key elements / responsibilities of the role are:
 To act as the main contact for the faculty / department regarding the management
and administration of disabled student adjustments / needs
 To receive information from Student Wellbeing, Learning and Welfare Support
and disseminate accordingly
 To attend induction, training sessions and forums specifically for Disability Liaison
Officers
 To work with Student Wellbeing, Learning and Welfare Support administrative
teams to ensure information is accurate
 To ensure all information is accurate and up to date appertaining to reasonable
adjustments, acting on any new, updated information provided by Student
Wellbeing, Learning and Welfare Support
 To ensure all reasonable adjustments are planned and managed for class based
activities (where necessary and appropriate) and assessments (including in-class
tests)
 To engage with students requiring adjustments ensuring an excellent student
experience
As a student you can expect your department:
 to advertise the name of the Disability Liaison Officer and how to contact him/her
 to ensure that all staff in the department are aware of the identity of the Disability
Liaison Officer, and the nature of his/her role.
As a student you are expected:
 to consider whether you would benefit from consultation with the Disability Liaison
Officer and to comply with any advertised means for contacting him/her, e.g.
using published office hours
 to make known to your academic tutor if you have any difficulties in contacting the
Disability Liaison Officer.
RECORD-KEEPING AND CONFIDENTIALITY
15. Academic tutors are not required to keep detailed records as a matter of course but it
is important that a basic record is maintained and that this is handed on to any other
colleague who takes over supervision for an individual student.
As a student you can expect your academic tutor:
 to maintain a basic record of meetings held with you including the date and a note
of the nature of the meeting and any advice given
 to respect the confidentiality of matters discussed with you, subject to any
overriding duty of disclosure.
As a student you are expected:
 to recognise that there may be circumstances in which information must be
disclosed and to discuss with your academic tutor any issues or concerns relating
to confidentiality.
PERSONAL DEVELOPMENT PLANNING – The Hull Way
16. The University supports personal development planning for all students through the
Hull Way. The promotion and support of the Hull Way is explained in QH:K8.
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:8
REFERENCES
17. The academic tutor may be approached by the student for a reference either part
way through a programme, towards the end, or even after programme has ended.
The expectation is that the academic tutor will provide a reference and refusal to do
so will be exceptional. An academic tutor might legitimately refuse to provide a
reference for example where a tutee has failed to comply with departmental
requirements to attend meetings with the academic tutor.
As a student you can expect your academic tutor:
 to provide a fair and honest assessment of you/your work according to the criteria
specified for the reference (if specified). This does not mean that the academic
tutor is not permitted to include anything which may be negative about you, but
the academic tutor should normally discuss any such matters before writing the
reference. This does not mean that the content of the reference will be
‘negotiated’ with you. It is for the academic tutor to decide – in his/her judgement
– what should be included
 to discuss with you if s/he feels unable to provide the reference for any reason
and in such a case to suggest another person who might provide the reference
 to obtain information, where practicable, from colleagues who have known/taught
you to get a broader picture of you
 to advise you whether the reference will be provided on a confidential or open
basis (such as providing you with a copy).
A student you are expected:
 to contact your academic tutor to request the reference – never put somebody
down as a referee without seeking their permission first
 to provide your academic tutor with sufficient information about the purpose for
which the reference is required to enable him/her to judge what is appropriate;
this should include details of the post/course for which you are applying if
possible
 to provide your academic tutor with a full and current CV (approach the University
Careers and Employability Service if you need help with this) and discuss, or
highlight, any particular skills, attributes or achievements which you believe are
particularly relevant and of which the academic tutor should be aware
 to ensure that you give the academic tutor reasonable notice of the need for the
reference so that s/he has time to complete it. Make clear any deadlines which
apply.
ACCESS TO THE SENIOR TUTOR
18. The University Student Progress Committee is responsible for overseeing all matters
relating to the academic progress of undergraduate and taught postgraduate
students, as well as approving the award of qualifications and administering the
system of academic appeals. The Committee is comprises Senior Tutors experienced members of academic staff who each have responsibility for students in
a number of departments other than the one in which they teach. Students may
request an appointment with the Senior Tutor responsible for the department in which
the student is studying, for example where the student is in dispute with that
department. However, Senior Tutors also provide a support role both for students
and academic tutors by providing advice on regulations and procedures in unusual or
complex cases. They do not act as a second academic tutor and therefore do not
provide the kind of advice listed under the section ‘advice and guidance available’.
19. Specifically Senior Tutors will be involved in the following types of case and may wish
to interview you to obtain appropriate information and ensure that you understand the
issues raised in the situation in question:
 extensions of intercalations
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:9





repeat years
university warnings (Senior Tutors are responsible for deciding whether to
issue a student with a University Warning, in cases where departmental
warnings have not been complied with)
extensions for ‘final stage’ dissertations beyond 12 months (postgraduate
taught masters students only)
exclusions from assessment/termination of programme of study
‘special cases’ (defined as those falling outside programme or University
regulations).
20. Such matters are formally decided by the Student Progress Committee on the
recommendation of the Senior Tutor and once a decision is made you will be
informed in writing. All of these matters are explained in the University on-line student
handbook – http://www2.hull.ac.uk/student/studenthandbook/usefulforms.aspx.
As a student you can expect your academic tutor:
 to advise you of matters which require the approval of the University Student
Progress Committee and where the Senior Tutor will need to be involved
 to advise you of who the relevant Senior Tutor is and how to contact him/her
 to advise you of the relevant procedure which needs to be followed in a given
case.
As a student you are expected:
 to use the information provided in departmental and University handbooks
 to raise issues of dispute or potential dispute with your academic tutor before
seeking to involve the Senior Tutor to see if they can be resolved satisfactorily
 to contact any sponsor or funding body (whether LEA or other) where you are
proposing a course of action which may affect your funding status (such as a
request to repeat the year or transfer to another course)
 to not expect your academic tutor to give decisions or assurances on matters
which can only be decided by the University Student Progress Committee.
FEEDBACK
21. This Code of Practice has been revised following extensive consultation.
Constructive feedback is welcome at any time either through your academic tutor or
Staff/Student Committee.
TRAINING FOR ACADEMIC TUTORS
22. The University (via Staff Development Office) provides training for academic tutors.
All academic tutors must undertake training. The Dean (or Associate Dean) may
require that academic tutors be trained whether they have attended training on a
previous occasion or not.
APPLICATION TO ALL CATEGORIES OF COLLABORATIVE PROVISION
All students on a University of Hull award must be offered the level of academic
support expected by students registered at the University. Partner institutions must
allocate academic tutors to students in accordance with this code of practice or
operate an equivalent system. This code provides information for staff and students
on the allocation and role of academic tutors, changing academic tutors, recordkeeping and confidentiality.
Academic Tutors
Learning Enhancement and Academic Practice
Version 3 04 – Sept 2015
QH:K:6:10