Abstract
PurposeThe purpose of this paper is to examine the impact of student engagement in UCL’s Transition Mentoring scheme upon the individuals who take the role of mentor.Design/methodology/approachThe study used data gathered from questionnaire responses from four cohorts of mentors from 2008‐2011.FindingsThe findings suggest that by assuming the role of mentor, students experience a development in their ability to critically reflect on their skills, knowledge and approaches to learning. From this increased awareness of their learning conceptions, and critical evaluation of their strengths and weaknesses, mentors actively develop new methods to accelerate their academic and personal development. In this way, the act of mentoring other students seems to enable the mentors to develop a more critical learner self‐concept. Through this process, many mentors experience a transformation from the learner they were before they took the mentoring role.Originality/valueThis paper explores the role peer learning plays in the development of students’ learning conceptions and is of value to researchers and practitioners with an interest in student engagement and the development of learner identities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
