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1 – 10 of over 10000Cindy Olivier and Catherine Burton
The transition from school to higher education is a complex process. Peer mentoring is often used by institutions to facilitate this process. The purpose of this research, which…
Abstract
Purpose
The transition from school to higher education is a complex process. Peer mentoring is often used by institutions to facilitate this process. The purpose of this research, which was conducted at a South African university, was to determine whether a peer mentoring programme, which involved a large number of students and a limited number of mentors, could successfully assist students to adapt to the academic and psychosocial demands of university life.
Design/methodology/approach
A sequential explanatory mixed method design was implemented. In the first phase, a questionnaire was used to collect data to establish participants' experience of the programme. The findings from the questionnaire were used to inform the qualitative phase, in which the participants' perceptions of the benefits of the mentor programme were further explored by means of group interviews. The qualitative data were analysed using inductive qualitative content analysis.
Findings
The results indicate that a structured peer mentoring programme, in which a mentor works with up to 70 mentees in a group setting, can be a useful tool to assist with students' transition to university. The research found that the peer mentoring programme contributed to the students' academic, social and personal integration into the higher education environment.
Research limitations/implications
The perspectives of mentors and faculty were not included. No comparative study with students who did not participate in the programme was conducted.
Practical implications
This research illustrates that it is possible to mentor large groups of disadvantaged and vulnerable students notwithstanding limited resources.
Originality/value
In contrast to the existing literature on peer mentoring in higher education, which focuses on one-on-one or small-group mentoring, this research suggests that peer mentoring of larger groups can also play an important role in assisting students to transition to higher education. The description of the programme and the benefits students derived from it offer other institutions with limited resources some ideas about how a peer mentoring programme can be implemented.
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Sue Spence and Denis Hyams-Ssekasi
Working collaboratively with local business is vitally important in the delivery of higher education (HE) in further education (FE). The purpose of this paper is to explore an…
Abstract
Purpose
Working collaboratively with local business is vitally important in the delivery of higher education (HE) in further education (FE). The purpose of this paper is to explore an effective way of engaging local employers to enhance the employability skills of students through a closely monitored and supported mentoring relationship. The project was developed in order to address the employability needs of final year business students at a HE facility offered by a college situated in the North West of England.
Design/methodology/approach
Qualitative data were collected through the use of reflective journals and a series of focus groups with mentors and mentees.
Findings
Overall both mentors and mentees reported positive responses to the mentoring scheme. From the mentees point of view self-confidence, employability skills and networks were enhanced. Mentors reported satisfaction in contributing to the local community. Challenges were found in matching mentors with appropriate mentees. A perceived poor match negatively affected the relationship. Mentors reported that mentees lacked career direction and seemed to have limited understanding of what was expected in the mentoring process.
Research limitations/implications
The scope of this study is one mentoring scheme in one institution and therefore has limited generalisability. However, there are implications for the development of further mentoring schemes in other institutions in the UK and beyond.
Originality/value
This mentoring scheme was carried out in FE that offers HE courses in a northern town with above average levels of unemployment and with a diverse ethnic population. The scheme involves senior managers volunteering to support business undergraduates.
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Judie M. Gannon and Angela Maher
The purpose of this paper is to explore the value of an alumni and employer engagement mentoring initiative in a hospitality and tourism school within a UK university.
Abstract
Purpose
The purpose of this paper is to explore the value of an alumni and employer engagement mentoring initiative in a hospitality and tourism school within a UK university.
Design/methodology/approach
The paper uses the survey method and interviews to provide qualitative and quantitative data on the participants’ reactions to the initiative.
Findings
The main components of successful mentoring programmes; matching, preparation, interaction and evaluation are explored to help identify the long‐ and short‐term challenges and benefits of mentoring students as they transition into the graduate labour market. The findings highlight the benefits to mentors and mentees and the challenges for ensuring participant engagement and ongoing development. The article concludes with an agenda for further mentoring developments in the midst of the dynamic challenges facing UK higher education institutions and the hospitality and tourism industry.
Practical implications
The article highlights the importance of a systematic approach to developing a mentoring programme and engaging industry in a distinctive way with the transitioning of undergraduates into the workplace.
Originality/value
This article offers unique evidence of an employer engagement initiative aimed at supporting sector specific management graduates as they transition from university into industry.
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Wendy Nuis, Niels Andreas van der Baan and Simon Beausaert
Given the dynamic and fast-evolving labour market, developing students’ employability competences has become of utmost importance for higher education institutions. The ability to…
Abstract
Purpose
Given the dynamic and fast-evolving labour market, developing students’ employability competences has become of utmost importance for higher education institutions. The ability to reflect is essential to develop these competences, as it helps students to identify their learning needs and make plans for further development. However, reflective abilities are not easy to acquire and students need guidance to help them reflect. Therefore, mentoring is often used as an instructional approach to stimulate students to reflect. Empirical evidence on the relation between mentoring and employability competences is scarce, and the mediating role of reflection especially has rarely been researched. Consequently, the present study aims to investigate this mediating relationship, employing a pre-test post-test design.
Design/methodology/approach
Questionnaire data were collected from students before and after participation in four similar 1-year mentoring programmes in higher education within the Netherlands and Belgium (n = 160).
Findings
The path analysis demonstrated that, first, trust and availability, autonomy support and empathy were significantly related to students’ employability competences. Secondly, autonomy support and similarity were significantly related to students’ critical reflection. Thirdly, critical reflection was significantly related to students’ employability competences. Last, reflection partially mediated the relationship between mentoring (autonomy support and similarity) and employability.
Originality/value
To the best of the authors’ knowledge, this study is the first attempt to demonstrate that mentoring programmes in higher education enable students to reflect and, in turn, develop their employability competences. Furthermore, it provides mentoring programme directors and mentors with concrete guidelines for developing students’ reflection and employability competences.
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The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also…
Abstract
Purpose
The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue.
Design/methodology/approach
The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships.
Findings
The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs.
Research limitations/implications
A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts.
Originality/value
Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.
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Ruth Crawford, Kathy Monson and Judy Searle
Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was…
Abstract
Purpose
Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was developed by a health provider to raise awareness of careers in the health sector. The purpose of this paper is to report on a study undertaken in a tertiary institution which involved tracking and mentoring students who had been engaged in PI, and mentoring them through their tertiary studies.
Design/methodology/approach
In total, 40 students (n=40) were recruited into the four year study, which involved a survey and participating in focus groups.
Findings
PI was found to be an effective initiative of encouraging secondary students to enter a career in health, but more work is needed to facilitate students’ choice of tertiary provider and academic programme. Within the tertiary sector, mentoring was found to be lacking.
Originality/value
Group mentoring and peer mentoring are introduced to mitigate these concerns and provide students with the mentoring support they require.
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Mentoring programmes for students have been made ‘popular’ with the increase in New Zealand universities over the past 10 years. These programmes have targeted the groups of ‘low…
Abstract
Mentoring programmes for students have been made ‘popular’ with the increase in New Zealand universities over the past 10 years. These programmes have targeted the groups of ‘low achieving’ students, especially those of Pacific ethnicity, who have been identified as students who need academic support. For the universities, the main priority has been to increase the academic achievement levels of the students. Mentoring has value and it is beneficial for all of those involved. However, there needs to be examination and analysis of mentoring programmes, especially with regard to the impacts. As a practitioner and theorist of mentoring, I present a personal exploration of the interpersonal relationships formed in mentoring between myself and my students so that a clearer depiction of mentoring relationships may occur for those have a keen interest with Pacific students. The nature of mentoring in a university context is challenging but with the philosophical approach of appreciative mentorship, the challenges quickly fade into the background. Mentoring as a process of relationship development is critical for the successful academic futures of Pacific students in tertiary education.
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Due to recent bottlenecks in the apprenticeship market the transition from general schooling into the German employment system has become more and more problematic for many pupils…
Abstract
Purpose
Due to recent bottlenecks in the apprenticeship market the transition from general schooling into the German employment system has become more and more problematic for many pupils over the past years. In particular, young persons with migrant backgrounds, low academic achievement or missing school graduations need special help from “Managing transition” projects. The purpose of this paper is to present some findings from a formative evaluation of a mentoring project.
Design/methodology/approach
The evaluation of the mentoring programme was done in a case study manner. A formative evaluation design with a three‐part survey was chosen. The survey also used standardised questionnaires as oral interviews.
Findings
In the survey, it could be found that the mentoring programme had many problems to overcome. For example, it did not succeed in building a continuous and trustworthy communication between mentors and pupils. Moreover, the pupils were unsuccessful in getting an apprenticeship training position despite overcoming lethargy in order to start applying. Furthermore, the mentors felt insufficiently prepared with regards to content and methodological design of the mentoring.
Research limitations/implications
Considering the small sample (six students and eight mentors), it was quite clear that the evaluation study could not generate a representative analysis. The research should be regarded as an explorative case study only.
Practical implications
As a result of the formative evaluation, some recommendations are given that should optimise the continuation and extension of the mentoring programme.
Originality/value
The findings of this mentoring programme are useful for people planning to start similar projects because practical problems and possible solutions are mentioned.
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Jamilah Al-Muhammady Mohammad, Ahmad Fuad Abdul Rahim, Mohd Zarawi Mat Nor, Rozaziana Ahmad and Muhamad Saiful Bahri Yusoff
The purpose of this paper is to evaluate mentoring behaviours in a public medical school in Malaysia and examine factors associated with those mentoring behaviours. The study is…
Abstract
Purpose
The purpose of this paper is to evaluate mentoring behaviours in a public medical school in Malaysia and examine factors associated with those mentoring behaviours. The study is important because effective mentoring promotes the personal and professional growth of mentees.
Design/methodology/approach
A cross-sectional study was conducted with a population of 632 medical students. The authors used the Mentor Behaviour Scale (MBS) to measure four domains of mentoring behaviour: mentoring relationship structure, engagement, autonomy support and competency support. The authors evaluated the scoring of these domains as high, moderate or low scores.
Findings
A total of 508 (80.4 per cent) medical students in Years 2–5 participated in this study. Mentoring relationship structure, engagement and competency support were perceived as moderate scores, whereas autonomy support was perceived as a low score. Students in the early phases of study had better attitudes regarding mentoring behaviours. More frequent meetings and longer duration of meetings were significantly associated with better attitudes towards mentoring behaviour.
Originality/value
This paper evaluates contemporary mentoring behaviours in a Malaysian public medical school and contributes to non-western literature on mentoring. These behaviours were reflected in the four domains of the theory-based MBS.
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Bill (W.E.) Boyd, Katrina Alexander, Margie Wallin, Warren Lake, Rob Cumings and Rachel Callahan
This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key…
Abstract
This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.
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