Empowerment of academic staff through
mentoring and coaching
Angela Benzies, Caroline Turnbull, Elaine Mowat
Edinburgh Napier University, Scotland
ABSTRACT: Mentoring and coaching offer meaningful and significant ways in which
academic staff can encourage and support each other in their professional development and
ultimately go on to enhance the student experience. The Edinburgh Napier Mentoring and
Coaching Award (ENMCA) aims to provide a framework for this activity that includes
scholarship, reflective practice and peer support, designed to enable the mentor/coach and
mentee/coachee to identify and work collaboratively towards achievement of the mentee’s
development goals. This paper explores if and how mentors who have participated in the
ENMCA report empowerment through the learning and mentoring practice of the
programme, and to evaluate the impact this might have on the institution, such as supporting
achievement of the strategic aim of academic excellence and demonstration of
organisational values such as professionalism, ambition, inclusion and innovation.
1 Introduction
Mentoring and coaching are one-to-one developmental relationships or learning alliances
(Clutterbuck,1998a) at the heart of which is the provision of space and time for reflective
dialogue and a unique combination of challenge and support. These may be considered to
be forms of learning conversations, offering space and time for exploration, reflection,
challenge and support (Garvey et al, 2009). Creating a pool of staff who are able to work in
this way extends the opportunity for colleagues to learn from and with one another, and also
offers the potential to develop learning and teaching practice across the institution and,
ultimately, to enhance the student experience. By building such capacity it is potentially
possible to provide this type of one-to-one learning to a broad range of staff, whereas in
some organisations mentoring and particularly coaching are seen as a type of professional
development reserved for senior management.
It is recognised that many individuals have been mentoring and coaching their colleagues
within the University in a variety of ways over many years including directly supporting
academic practice enhancement and professional development. However, this has usually
been informal, unrecognised and not always supported by theoretical underpinning.
Therefore the ENMCA is a means to formally recognise participants’ existing mentoring
expertise and to extend this (Benzies & Mowat, 2012a and 2012b).
The ENMCA, designed to support and recognise mentoring and coaching for the specific
purpose of enhancing academic practice, is in its second iteration, following a successful
pilot in 2012. It comprises four one-day workshops and ten hours of mentoring and coaching
practice over an eight month period and seeks to combine skills development with an
exploration of scholarship in the field. The aim is for participants to engage in a
developmental journey, to share experiences and to provide mutual support. Workshops are
designed to be highly participative and a regular feature involves participants working
together in action learning sets to explore and respond to dilemmas arising in practice. The
Code of Ethics from the European Mentoring & Coaching Council (EMCC, 2008) forms the
basis for ethical practice within the programme.
Learning is supported online by access to a variety of resources and opportunities for pre
and post workshop discussion on the University’s VLE. Participants are expected to
undertake relevant practice with at least two colleagues over the course of the programme.
They also have two individual supervision sessions with a qualified mentor/coach supervisor.
These are designed to provide a safe space for each individual to reflect on their practice, to
help anticipate and prevent and/or solve mentoring dilemmas, or simply to explore
application of theory and techniques.
Three assessments are designed as opportunities to reflect on stages of the mentoring
process and on personal development as a mentor. As the work is oriented around
academic rather than general professional practice, the UK Professional Standards
Framework for Teaching and Supporting Learning in Higher Education (Higher Education
Academy, 2011) becomes a useful point of reference in discussions. Mentoring and
coaching are included in the criteria for award of Senior Fellow of the Higher Education
Academy so the assessment scheme requires participants to provide a commentary against
the UKPSF to show how they have supported colleagues in their academic practice and to
reflect on their own development against Clause VII of Descriptor 3 (D3). Work done within
the ENMCA may be used as part of the evidence for an application for professional
recognition against Descriptor 3 of the UKPSF and may include helping prepare colleagues
for professional recognition against Descriptors 1 to 4 of the UKPSF.
The ENMCA aligns directly with the Staff and Educational Development Association (SEDA)
Professional Development Framework (PDF) award for Mentoring and Coaching, which was
developed by Edinburgh Napier as a precursor to the creation of the ENMCA (SEDA, 2011).
The PDF identifies a set of underpinning values and core learning outcomes that are
common to all the named awards, together with specialist learning outcomes, with all
outcomes formally assessed. The values describe an approach to learning, characterised by
pedagogical expertise and scholarship, reflective practice, and support for the development
of individuals and learning communities; core learning outcomes address the area of
identifying, planning and successfully engaging in continuing professional development. The
specialist learning outcomes allow participants to:
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Recognise where mentoring/coaching may be beneficially used for staff development
Develop and implement strategies and plans for mentoring/coaching schemes or for
the mentoring/coaching of individuals
Demonstrate understanding of mentoring/coaching theory and process in order to
effectively mentor/coach colleagues in connection with one or more specific
professional development objectives
Analyse and apply information from the relevant literature and from other sources
(e.g. experience, peers) to inform and enhance mentoring/coaching practice.
Participants in the programme have included academic and professional services staff from
a range of disciplines, a key selection criterion being their ability and opportunity to mentor
and coach colleagues in relation to teaching and supporting learning. Some join the
programme with previous experience of mentoring or coaching and the Award offers a new
opportunity for recognition of their practice, as well as the chance to further develop their
skills and theoretical knowledge while applying this to the enhancement of academic
practice. The 2012/13 cohort comprises nine participants within two of the three Faculties
and from two professional service areas. With each mentoring between two or three
colleagues, there are currently around 30 people benefitting from the programme.
2 ENMCA approach to mentoring and coaching
Definitions of mentoring and coaching are numerous, varied and contested. One aim of the
programme is to draw upon the collective scholarship of the group of participants and tutors
to help define an institutional practice approach to mentoring and coaching. Our emerging
model is non-directive and developmental, rather than managerial or didactic (Clutterbuck,
2004). This may be considered to be aligned with Brockbank and McGill’s (2006)
engagement and evolutionary approaches which support reflective learning for both
improvement and transformation. The notion of the ‘British Eclectic Model’ (Megginson and
Clutterbuck, 2005) also informs the ENMCA approach, encouraging engagement with a wide
variety of models and theoretical approaches, while prioritising what is appropriate for the
client.
Power is an important and inevitable consideration in mentoring and coaching. Loosely
defined as the ‘ability to get things done’ (Clutterbuck, 1998b) power can emerge as a
dynamic within relationships as a result of differentials in knowledge, experience
and influence. Within a developmental, non-directive approach, it is critical for mentors and
mentees to be aware of power issues and to have strategies to help address them
effectively. Being explicit about power issues within the relationship offers important
opportunities for insight and new learning for both mentor and mentee (Brockbank and
McGill, 2006).
The exploration of power in mentoring and coaching relationships has arisen naturally within
the ENMCA, as participants bring their experiences to action learning sets or reflect on them
in their assignments. Typical issues include: having to manage the boundaries of other
mutual interactions that exist outside the mentoring and coaching relationship, negotiating
decisions over practicalities such as when and where to meet, mentees investing ‘guru’
status in the mentor and pairings where colleagues are in very different roles and
hierarchical levels in the university. We have created specific opportunities to address such
issues through inviting a guest speaker to share experiences on the area, designing relevant
workshop sessions and providing access to relevant literature and resources. In the second
workshop the cohort explores definitions, perceptions and experiences of power in
mentoring and coaching relationships, considering the positive and negative aspects and
any differences in these learning processes.
Empowerment has been defined as ‘a multidimensional social process that helps people
gain control over their lives.’ (Page and Czuba, 1999 cited in Mackenzie et al, 2010, p15).
Clutterbuck (1994) relates empowerment to individuals gaining more control over their
working environment, enhancing their contribution, and taking opportunities for personal
growth. In terms of mentoring and coaching practice and empowerment, it is pertinent to
note the distinction between approaches in which the status quo remains unchallenged and
relationships in which clients are encouraged to question the ‘taken for granted’ aspects of
their situation (Brockbank and McGill, 2006). On a similar note, Angelique et al (2002)
describe an alternative approach to professional development for academic staff, based on a
dynamic and fluid grouping of mutually supportive peer relationships, committed to sharing
power, making connections and capable of questioning orthodoxies. Such relationships are
a vehicle for empowerment: ‘By becoming a collective, we are able to take risks and
negotiate the power structure of the university in ways that individual, unempowered,
untenured faculty members can rarely do alone’ (p206)
The outworking of empowerment in mentoring and coaching within the ENMCA approach
may be considered to a feature of the design of the learning and the interactions with
programme participants in the following ways:
 The interactive and participative nature of the face to face sessions uses tutors as
enablers of learning, rather than presenters of material, and recognises the
experience that participants bring as learners, teachers and mentors/coaches. The
tutors design the programme framework, provide appropriate input and guidance for
participants' own learning and a 'lens' to see that through;
 Support for the set-up of mentoring and coaching relationships with two clients to
enable practice of concepts explored in a client-centred and ethical manner over an
extended period;
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Action learning sets to allow participant articulation of issues arising in practice, to
practise active listening and effective questioning techniques, and to learn strategies
for action planning as a group of peers. Having provided the framework for the
action learning process, each set is given control of the process and its evolution.
Participants are enabled through the reflective and flexible nature of the assessment
design to present unique aspects of learning on key stages of mentoring and
coaching development and examine models, tools and techniques and their
effectiveness, adapting these or creating new ones. Empowered through
assessment flexibility and individuality that allows for different personal approaches
and choice over format. Assessment for learning extended to group learning by the
sharing of selected and unique insights from assessment with the other participants.
Permission to experiment within a clear ethical framework, bounded by the emerging
Edinburgh Napier model.
Empowered by providing details of and support to engage in development
opportunities during the programme such as writing on mentoring or coaching for
internal journals and attending or participating in conferences.
3 Research design
As power and empowerment in mentoring and coaching had arisen in the course of the
programme, it was decided to extend this into a small qualitative research project. The aim
was to explore if and how mentors who have participated in the ENMCA report
empowerment through the learning and mentoring practice of the course, and to evaluate
the impact this might have institutionally, such as achievement of the strategic aim of
academic excellence or demonstration of organisational values such as professionalism,
ambition, inclusion and innovation. An ethnographic approach is being taken and the
analysis is thematic, seeking to find the key issues of empowerment as perceived by
programme participants (Cohen et al, 2007).
Following discussion with ENMCA participants around issues relating to empowerment at a
programme workshop in February 2013, the researchers are now engaged in the process of
conducting individual interviews to explore responses in further depth. A convenience or
opportunity sample approach (Cohen et al, 2007) is being taken, with eligible participants in
the research being current ENMCA participants. A sub-set of the interviews to date has been
selected for analysis in this first phase in order to present early findings on key emerging
themes at this conference. The work will continue beyond this as the interactions in
workshops, assessment responses and participant feedback on supervision sessions over
the programme indicate that a deeper study is merited. Further research and outputs are
planned for the next 18-month period, including investigation of mentees’ perceptions.
4 Emerging themes from the interviews
The responses so far tend to focus on mentoring rather than coaching so the terms mentor,
mentee and mentoring are used throughout this section, with coaching highlighted where
applicable.
4.1 Definitions and effects of empowerment
Having ownership of one’s own work and the power to change it was an important aspect, as
were feelings of confidence in abilities, of being seen as a valued member of the team, to be
heard and invited to contribute to the team and that contribution being seen as important. It
was felt that empowerment allows for a sense of self-direction and increased autonomy but
this might require a shift in management approach to be more supportive and less
constraining/directional. Receiving good feedback from students and colleagues was seen
as empowering and indicated the importance of perceptions of self-efficacy, together with
feedback on performance from others.
Some mentors defined empowerment as supporting mentees to explore new tools and
techniques; success was defined as the mentee being able to take the tools and use them
without mentor support. Empowerment was also seen as enabling someone to perform well
in their role, making them more independent and able, increasing confidence and willingness
to be visible. Beyond performance, there was a notion of enabling a mentee to have a bigger
vision of themselves and their situation and feeling more mentally able to enter that space
and perform confidently and competently.
Respondents felt that there was potentially significant impact of the empowerment of staff in
terms of enhanced work performance, sense of ownership of one’s role and being able to
see new possibilities or opportunities, including working across organisational boundaries all
of which have the potential to ultimately lead to enhancement of the Student Experience.
This was felt to arise from how a person perceives their role or situation and takes control,
rather than the role or situation having changed. Empowerment was indicated to some partly
through a sense of respect for the individual and their decisions, and the confidence and
enhanced self-esteem of that individual leading to better performance. Feeling valued by the
University was reported as positive and the very fact the programme was running was seen
by some to mean the organisation is paying attention to mentoring, its importance and
valuing its staff.
4.2 Mentor empowerment
Mentor empowerment was reported by one respondent as being empowered in ways she did
not realise she needed empowering in, which was perceived to provide significant gains in
enhancing the professionalism of her mentoring practice.
A greater understanding of oneself and the differences in personality and approaches of
others was fostered during the programme. This had been achieved mainly through the use
of Myers Briggs Type Indicator (MBTI) testing, one-to-one feedback on the assessment
results and subsequent discussions at workshops on the implications for the mentoring and
coaching practice of individuals.
The acquisition of tools and techniques for mentoring added to the sense of having options
to consider one’s own approach to life and work as well as that of the mentees. There was a
sense from those interviewed of beginning to feel empowered, to see the potential and
possibilities for empowerment and of being on a journey towards that, rather than feeling
empowerment had been achieved. There was a feeling of having been empowered by the
programme.
4.3 Mentor perceptions of mentee empowerment
Mentors were asked about their perceptions of mentee empowerment. However, it was
noted that a mentee ‘empowerment baseline’ had not been established or discussed
explicitly during the relationships so it was difficult for mentors to comment and felt more
appropriate for mentees to state the extent to which they felt empowered. Also it was
reported that conversations had been positively focused on what the mentee could do and
identifying what further action they themselves could take, rather than embarking on a
discussion that might lead to apportioning blame. It could be argued that it is both
psychologically healthy and empowering to focus on accepting responsibility for oneself and
exploring one’s choices in a supportive manner. Mentors felt that mentee empowerment was
evidenced in their learning and reactions within the mentoring discussions. Mentee feedback
to mentors has provided some examples of empowerment with mentees able to make
changes, improvements and progress towards their goals with tangible outcomes reported
such as one mentee obtaining an academic post and another having published their first
article over the course of the relationship.
4.4 Mechanisms of empowerment
When asked about what created or contributed to any sense of mentor empowerment
experienced, answers included: the design of programme and a sense of progressing
through stages within it; the interactive and participative nature of the workshops; the
sequencing of the workshop activities; the way assessment has been aligned to learning and
practice; having two supervision session at intervals in the programme perceived to be
helpful and the timing of the MBTI element. Participants commented on the need for time for
assimilation of new knowledge, being able to use the learning to synthesise new
perspectives on the nature of the one-to-one learning relationship and mentor/coach role
and applying this. Importance was placed on being enabled to develop one’s practice with
volunteer mentees, to reflect on it, to discuss deeply in supervision sessions, as well as the
integrated nature of assessments and the support during the assessment process as a way
to grow in confidence. Participants valued the opportunity to work with colleagues from
across the university with different perspectives in a safe environment. Getting to know
mentees, their aspirations and then contracting to ‘unlock’ a little of that for them provided a
sense of empowerment and satisfaction, as did ‘Eureka moments’, i.e. when the mentor
helped mentees see things clearly, which was felt to be well aligned with participants identity
and aspirations as a teacher.
4.5 Organisational benefits and challenges
The ENMCA programme supports Edinburgh Napier University’s strategic aims of academic
excellence; the creation, exploitation and transfer of knowledge; and achievement of the
highest organisation standards. It also maps to the following aspects of the University
Learning, Teaching and Assessment Strategy (Edinburgh Napier University, 2009):
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Teaching is highly regarded and valued
We seek to appoint and develop high quality staff
We encourage academic leadership and excellence
Respondents identified a range of potential direct and indirect benefits to the organisation
from their mentoring practice. These included staff developing fresh perspectives and
enhancing their performance, to the development of stronger working relationships and
productivity in specific areas of academic practice such as publishing. A potential impact on
students was also highlighted, with a positive cycle of more empowered staff leading to more
empowered students identified as another possible long term outcome. However
respondents pointed out emerging challenges to the organisation, such as the impact of
more assertive individuals better able to prioritise and saying ‘no’ to certain tasks in a
professional ‘managed not moaning’ way. This raises questions around the ability of
organisations to cope with more empowered staff members, willing to address some of the
assumptions about ‘how things are done around here’. Could the organisation see past such
initial concerns, identify possible longer term returns and feel able to take the risk? In the
face of a difference of view over what or how much should be done, could the organisation
envisage a professional dialogue that could seek to involve empowered staff working with
managers to find optimum solutions to the work challenges posed?
Mentors also highlighted paradoxes around the perception of support from the institution; on
the one hand support was acknowledged by the availability of the development opportunity
and the chance to participate; on the other hand mentors have had to use much of their own
time to complete the programme.
4.6 Aspects of ENMCA programme important to empowerment
Participants were asked to reflect on what, if any, aspects of the EMNCA programme had
been important to them in relation to empowerment. The following points emerged:
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The opportunity to challenge assumptions of organisation, self, role and capabilities
The academic rigor in the delivery approach and encouragement to examine the
evidence, rather than simply accept
Professionalism of programme, its facilitators, mentors and mentees
Workshops for discussion of practice and the action learning sets to explore
emerging issues with peers, in a safe space where other perspectives are valued.
Online access to resources was viewed as helpful in the context of targeted
engagement at a time to suit the participant
Supervision sessions were highly valued and deemed on the whole to exceed
expectations, with participants surprised that most of session was focused on them
as mentors rather than on mentees
Small programme group size was helping in getting to know people, as was
facilitated discussions, and the experience felt inclusive
4.7 Other relevant factors in empowerment
At the end of the interview participants were asked for any additional comments they felt
relevant to empowerment. These included challenges around individual differences in
perceptions of empowerment compounded by different personalities and varying mentor
expertise and/or competence, along with concerns over managing the potential for mentee
dependency. Difficult mentees may limit sense of progress for the mentor though a greater
appreciation from ENMCA of individuals’ different approaches has allowed participants to be
more acceptant of and better prepared for this. A significant aspect of development has been
the increased self-awareness of the participants e.g. the challenges of deep listening,
resisting a personal urge to ‘fix’ the mentee’s problems. A need was identified for additional
resources to support the matching process, without the organisation being too ‘managerial’
in its support. Participants valued the fact that the mentoring framework is not too
constrained by the organisation in terms of meeting patterns, duration of relationship etc.
and it was perceived that this could be more challenging if the scheme became more
‘formal’. There were concerns about having time for professional practice, including
preparation, when the programme is over. Questions were asked about how the supervision
needed to ensure good practice in this responsible role will be provided in the future and,
finally, if the organisation can meet trained mentors’ expectations.
5 Other experiences of mentoring in higher education
A study of a mentoring program (i.e. a scheme to match mentors and mentees rather than a
programme of study) for academics in the University of Sydney examined the benefits
arising from moving from informal mentoring to something more structured, albeit retaining
what were described as the best aspects of the informal approaches previously used (Bell
and Treleaven, 2010). In examining the factors contributing to its success, the provision of
guidelines, resources and the formalisation of contracts were considered by participants to
be helpful but factors including the sense of informality, freedom to choose how to use the
resources, when to meet and the fact that participation in the programme was not
compulsory were valued. Some were paid as recognition of their time investment, though
other forms of recognition were important, such as a note of thanks from a Dean, and there
were also volunteer mentors who saw mentoring as part of their leadership role.
Interestingly, ‘Having participated in the program or being experienced informal mentors, few
mentors felt they required formal training, with most unwilling to allocate time for training’
(p62).
The researchers analysed 70 reflective statements from mentors and mentees from a fouryear period of operation and found significant benefits reported for both mentors and
mentees. For mentees, these included: career development, assistance with research bids
and papers, feedback on teaching, networking skills, improvement of time management and
developing research-teaching linkages. For mentors, enhancement of leadership skills and a
sense of satisfaction from being able to give and receive were noted. Interdisciplinary and
the development of collegiality was a benefit, with some mentor and mentee pairs going on
to produce collaborative work such as research papers.
Felton et al (2013) talk of formation as a means to engage in the development of the whole
person, rather than just developing intellectually, and mentoring happens in the context of
‘Formation Mentoring Communities’ (FMC) which comprise academic and other staff in
supportive peer relationships:
‘our ... experience ... attests to the power of a small community of peers to
encourage and support individual creativity, authenticity, integrity and change. .....
All the faculty and staff who participated were able to identify and connect to their
core values, revitalise their individual dreams, and renew their commitment to
goals that serve as a foundation of their work and their lives.’ (p31)
This view of mentoring is perhaps significant as we move from ENMCA 2012/13 into further
development and practice and extend the invitation to programme completers to join a
university special interest group in mentoring, SIG-M.
6 Discussion
The experience of the ENMCA and the findings of the research so far indicate that the
programme is highly valued by mentors as it offers these participants what they describe as
a high quality learning experience that aligns with their values and interests and provides the
opportunity for meaningful engagement with their colleagues in the University. The design of
the programme is seen to facilitate empowerment in the nature of the interactions with tutors
and peers and by being supported in the practical work, facilitating growth in confidence. The
opportunity to develop and use mentor/coach skills to assist and empower others in
achieving their goals is seen as highly satisfying and being able to do the programme was
felt to provide legitimacy to current mentoring practice. Development of a collegial
atmosphere was noted as a benefit and mentioned by participants as aspect of
empowerment.
Information on mentee effects is limited at this point in the research but feedback to mentors
and their observations indicate that mentees are obtaining some significant benefits in
development of confidence, enhanced self-esteem, better self-management and
achievement of career goals. This range of effects is indicated by Kay and Hinds’ (2009, p5)
definition of mentoring as ‘a developing relationship encompassing a wide range of issues’
which can help an individual achieve their ‘vision for the future’. Perhaps this articulation of
vision is where the empowerment starts, with the mentor facilitating and supporting the
mentee’s analysis and decision-making.
It seems to participants that the organisation is indeed gaining benefits, though some felt
that these may be indirect and one person described them as ‘hidden’, referring to the
programme lacking visibility at this point in time. While an institution has potentially much to
gain from more engaged, confident and self-directed staff, there is an inherent tension
between the implications of having more empowered individuals and managing the day-to-
day demands of the organisation. We look forward to exploring this in further research.
7 Conclusions and next steps
The research work is at a relatively early stage, with the next steps being to complete the
interviews and analysis with the remaining mentors in this session’s cohort before beginning
to evaluate mentee experiences. Consideration will be given to other institutional schemes,
with a view to further developing links and learning from their approaches, as well as
continuing to develop our own practice within the ENMCA programme and SIG-M.
As the ENMCA seeks to build mentoring and coaching capacity in order to enhance
academic practice, empowerment of those involved in teaching and supporting learning is a
key component of the success of this initiative; such empowerment applies to both
mentors/coaches and mentees/coachees and reflects something of moving from informal
mentoring and coaching to practice that is legitimised and supported by the organisation.
An upcoming presentation on the ENMCA will give senior management and others the
opportunity to discuss the work to date and consider its linkages to initiatives such as the
anticipated introduction of an HEA-accredited professional recognition scheme and the
development and support of programme leaders. We now have the opportunity to decide
how we take this forward, secure support for the programme and ensure the organisation is
prepared for the changes that may come from a growing, highly skilled and motivated group
of mentors and coaches as well as a more empowered staff.
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