Abstract
Peer mentoring schemes are increasingly visible within professional practice, and in recent years, universities have integrated mentoring across undergraduate programmes. In order to provide the appropriate support to peer mentors and contribute to the future development and success of peer-mentoring schemes, it is necessary to investigate not only the benefits afforded to mentees, but also peer mentors' perceptions of their experiences. This small-scale qualitative study was conducted with participants who were recruited from the peer-mentoring scheme across two professional undergraduate health programmes: Podiatry and Sports Therapy. Semi-structured interviews were used to explore the early experiences and expectations of being a mentor, mentorship activities, reasons and personal narratives for becoming a mentor, and the effectiveness of the training they received. Findings suggest that constructive and destructive friction exist between how mentors perceive their mentorship role and the strategies and skills they develop and use during their mentorship experiences.The study concludes with recommendations for new mentors and implementation of mentorship schemes within the widening population context of higher education.
Highlights
In recent years, peer-mentoring programmes have been embedded into undergraduate courses to support first year students at the start of their academic life (Bayer, Grossman & Dubois, 2015; Heirdsfield, Walker, Walsh &Wilss, 2008)
The present small-scale study investigated the experiences of student mentors in two mentorship programmes that took place at the University of East London (UEL), School of Health, Sports and Bioscience
The training further supported the mentor’s perceptions of mentorship, the resulting expectations, the challenges and barriers to mentoring, and the understanding of developing emotional intelligence and resourcefulness. This small-scale study sought to investigate the early experiences and expectations of undergraduate peer mentors who were involved with two mentorship schemes in Health and Sports Science
Summary
Peer-mentoring programmes have been embedded into undergraduate courses to support first year students at the start of their academic life (Bayer, Grossman & Dubois, 2015; Heirdsfield, Walker, Walsh &Wilss, 2008). With the ever-changing student demographics, which include increased populations of racial and ethnic minority students as well as mature students, who have been out of education for a number of years, it is important that support mechanisms are implemented early to ensure a sense of belonging within the university environment (Glaser, Hall & Halperin, 2006) Those who feel they do not fit in, have difficulty settling at university (Kane, Chalcraft & Volpe, 2014; Christie, Munro & Fisher, 2004). Abrahamson et al / Journal of Pedagogical Research, 3(2), 21-37 higher education environments These transitions often require a degree of independence and autonomy, coupled with a practical understanding of educational technologies and the ability to balance academic workload with external commitments such as family life. The present small-scale study investigated the experiences of student mentors in two mentorship programmes that took place at the University of East London (UEL), School of Health, Sports and Bioscience
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