Faculty and Undergraduate Student Perceptions of an Integrated Mentoring Approach

Autor/inn/en	Livingstone, Nicola; Naismith, Nicola
Titel	Faculty and Undergraduate Student Perceptions of an Integrated Mentoring Approach
Quelle	In: Active Learning in Higher Education, 19 (2018) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417723233
Schlagwörter	Integrated Activities; Mentors; Undergraduate Students; College Faculty; Teacher Attitudes; Student Attitudes; Student Experience; Training Methods; Mixed Methods Research; Semi Structured Interviews; Questionnaires; Models; Fidelity; Change Strategies; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Integrierender Unterricht; Fakultät; Lehrerverhalten; Schülerverhalten; Studienerfahrung; Didaktik; Trainingsmaßnahme; Fragebogen; Analogiemodell; Lösungsstrategie; Ausland
Abstract	The role of an academic mentor is typically diverse, discipline specific and institutionally heterogeneous. Mentoring relationships are commonplace, yet the experience and delivery of mentoring in universities reflect a broad spectrum of approaches and execution. This article reflects on the pedagogic evolution of mentoring, examining the student response to systematic changes in undergraduate mentoring. Much has been written on mentoring, but this research focuses on student experiences when pastoral, professional and curriculum-based mentoring models are integrated and applied together, rather than adopted as separate, distinct approaches. The research employs a mixed methodology, adopting qualitative and quantitative analytical techniques to investigate how mentoring relationships evolved following the implementation of an updated contemporary mentoring system. Initially, faculty responses to the changing mentoring system were related through semi-structured interviews. Student experiences were then collected in a pilot study via questionnaires disseminated across all undergraduate levels and subsequently analysed. Key findings suggest that by adopting multifaceted approaches to mentoring which blend the modern and traditional, institutions can effectively add significant 'value' to the student experience. Typically (but not exclusively), the undergraduate students' personal and academic development is enhanced when a system which integrates the pastoral, professional and curriculum-based models is applied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01