Mentoring and Tutoring by Students

Goodlad, Sinclair

doi:10.4324/9780203761212

Cited by 32 publications

(18 citation statements)

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“…Various authors have suggested key areas to think about when setting up a coaching and/or mentoring programme within an educational context, such as training for mentors and mentees so that both parties better understand their responsibilities, obligations and rights; establishing formal mechanisms for complaint resolution (Barnett, 2008), clarity and consensus of roles (Storrs et al, 2008); the need for a well-planned and resourced programme (Ehrich et al, 2004;Goodlad, 1998); and adhering to best practice guidelines (Husband and Jacobs, 2009). The most recent common insights gained from a variety of educational coaching and mentoring interventions are summarised in Table 1.…”

Section: Coaching and Mentoring Programmes In Educationmentioning

confidence: 99%

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A comparative study of formal coaching and mentoring programmes in higher education

Jones

Smith

2022

IJMCE

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PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

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Section: Coaching and Mentoring Programmes In Educationmentioning

confidence: 99%

“…, 2008); the need for a well-planned and resourced programme (Ehrich et al. , 2004; Goodlad, 1998); and adhering to best practice guidelines (Husband and Jacobs, 2009). The most recent common insights gained from a variety of educational coaching and mentoring interventions are summarised in Table 1.…”

Section: Defining Coaching and Mentoringmentioning

confidence: 99%

A comparative study of formal coaching and mentoring programmes in higher education

Jones

Smith

2022

IJMCE

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“…Palmer and Maramba (2015) found that FG students benefit greatly from “caring agents” (e.g., family, peers) who can provide information on navigating college; they also found caring agents to be crucial in facilitating conversations about college life. Much of the existing literature accounts for PT and PM between college students and elementary school children, which indicates a need for more research at the university (Colvin, 2015; De Backer et al, 2015; Goodlad, 2013).…”

Section: What Does the Literature Say?mentioning

confidence: 99%

“…Research points to the need for a combination of peer mentoring and tutoring (Goodlad, 2013). A peer mentor/peer tutor model benefits both students and peer mentor/tutor by improving social networks, while increasing knowledge retention, motivation, and persistence (Colvin, 2015).…”

Section: What Does the Literature Say?mentioning

confidence: 99%

“…Common benefits of being a PM/PT include helping fellow students, becoming more familiar with the subject material, becoming better students themselves, and facilitating a variety of social connections (Taylor et al, 2014). Common complications with this approach include the following: (1) struggles with roles and expectations (Straus et al, 2013), (2) lack of thorough training (Goodlad, 2013), (3) difficulties with new learning models (Räisänen et al, 2020), (4) establishing appropriate boundaries, and (5) inadequate understanding of course materials (Colvin, 2015). It is important to mitigate these risks when combining the overall beneficial approaches.…”

Section: What Does the Literature Say?mentioning

confidence: 99%

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When It “Feels Like a Giant Living Room”: Implementing Peer Education at an Urban, Research-1 Hispanic Serving Institution

Amaro-Jiménez

Nandakumar

Hungerford-Kresser

et al. 2021

Journal of Hispanic Higher Education

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We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared.

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Associating students and teachers for tutoring in higher education using clustering and data mining

Nájera

Calleja

Medina

2017

Comp Applic In Engineering

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Tutoring is part of the teaching–learning process; this is considered a complementary strategy to support the development of integral and competent professionals. When teachers deal with large groups of students such as in digital learning environments, tutoring becomes a time‐consuming and difficult task that can cause distraction and overload. This paper presents an experimental study to associate students and teachers for tutoring according to their skills and affinities using the clustering methods of k‐means, expectation maximization, and farthest first. The study harvests data of 1,199 university students and 35 teachers. The results reached 100% of compatibility between clusters using expectation maximization and farthest first.

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Mentoring and Tutoring by Students

Cited by 32 publications

References 0 publications

A comparative study of formal coaching and mentoring programmes in higher education

A comparative study of formal coaching and mentoring programmes in higher education

When It “Feels Like a Giant Living Room”: Implementing Peer Education at an Urban, Research-1 Hispanic Serving Institution

Associating students and teachers for tutoring in higher education using clustering and data mining

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