Illuminating constellations of peer mentoring: The case of Music programmes in Higher Education

Abstract

Formal peer mentoring schemes are often viewed as supportive mechanisms enabling individuals to engage with role models to scaffold the acquisition of social capital that aids successful transition between different educational or professional environments and to inspire and motivate decision-making processes. This study explores the findings of mentor exit interviews conducted at the end of a pilot peer-mentoring scheme to support aspirations for progression into postgraduate study that was delivered within a UK conservatoire’s Faculty of Music. These exit interviews illuminated constellations of informal mentoring platforms, implicit within multiple sites where the ‘horizontal’ structure of music programmes (UK FHEQ levels 4–7) intersects with principal instrumental study and associated activities structured in ‘vertical’ departments. The findings suggested that these reflexive multi-directional exchanges are not formally conceptualised as ‘mentoring’ but recognised within the subject area, and hold potential transformative power in supporting students in their transition throughout higher education and beyond.