Pathways to Student Success
Promoting a Successful Transition to Higher
Education through Mutual Support and Guidance
Ms Mandy Ingleby, Dr Jane Andrews, Dr Robin Clark and Ms Baljit Gill
Centre for Learning Innovation and Professional Practice
presented at
22nd International Conference on The First-Year Experience
23 July 2009, Montreal, Canada
Presentation Outline
Study Rationale and Background
Research partners
Mentoring concepts
Methodology 1 and 2
Preliminary findings 1- 6
Scale
Pedagogic focus
Definitions
Benefits
Emergent conceptual framework 1 and 2
Conclusion
Summary and Questions
Background

“Pathways to Success through Peer Mentoring”

Student Retention Grant programme

HE Funding Council and Paul Hamlyn Foundation

1 of 7 Universities funded

8 partners (6 UK + 2 international)

Hypothesis:
‘Students who experience peer mentoring gain a greater
sense of belonging both socially and academically. The
result is higher retention and progression rates for the
institution and greater achievement for the student’
Research Partners
2 International
Partners
Liverpool Hope
University
Bangor University
Oxford Brookes
University
Research
through
Partnership
Sheffield
University
Aston
University
London
Metropolitan
University
Mentoring Concepts
TRADITIONAL
Older, Wiser, More Experienced
(Clutterbuck 1991)
Role model
(Moore and Amey, 1988)
PEER
Relationship between equals
(Topping 2005)
Developmental and mutually
beneficial
(Higgins and Kram 2001, Anderson and
Boud 1996)
Methodology 1: Data Capture Framework
Definition
Type
Administration
Pedagogic Focus
Operation
Benefits
Methodology 2: Content Analysis
159 HEI websites in UK
Peer = post-16 and undergraduate
Key search terms: peer mentoring, mentoring,
student mentoring, peer assisted learning, peer
tutoring, peer guides, buddy scheme
Included: Mentoring in schools - sixth formers up to
Graduate mentoring involving alumni
Excluded: mentoring involving pre-16, PG/research
students, staff, business, and involving a
professional qualification
Terminology: What’s in a name?
Peer mentoring
Student mentoring
Student academic
mentoring
Academic mentoring
Peer assisted learning
Peer assisted study
support
Study buddy
Peer Support
Proctoring
Writing mentor
Peer tutoring
Buddying circles
Global chums
Student tutoring
E-mentoring
Classification: Making sense of peer mentoring
activity in UK Higher Education Sector
Peer Mentoring – reference to settling in, networking,
signposting to support services. Includes working with
applicants as well as entrants.
Peer Tutoring –relates to subject knowledge support, study
skills, approaches to learning, and familiarisation with learning
and teaching practice in the institution
Mentoring in schools – any mentoring programme working
with sixth formers; includes face-to-face and e-mentoring
Graduate Mentoring - supporting career development,
including placement support
Preliminary Findings 1
Scale of activity across the UK HE Sector
340 peer mentoring programmes across 159 universities
7%
27%
49%
17%
86% of UK universities have some form of ‘peer mentoring’
Preliminary Findings 2
Scale: Peer Mentoring activity by programme type
159 Universities
48%
40%
29%
10%
(n = 76)
(n = 46)
(n = 63)
(n = 23)
Preliminary Findings 3
Pedagogical Focus
34%
18%
15%
14%
11%
8%
Preliminary Findings 4
Illustrative Definitions of Peer Mentoring by Programme
Type
Mentoring in Schools
…involves students working with youngsters across the region to help them
reach their full potential. [Chester University]
Peer Mentoring
Second year mentors help new full-time students settle into university
life by providing signposting and assistance [Kent University]
Peer Tutoring
Peer Assisted Learning encourages students to support each other and
to learn co-operatively under the guidance of trained students, called
PAL leaders, from the year above. [Bournemouth University]
Preliminary Findings 5
Benefits: Illustrative Benefits for Mentees
Settling in/ease of transition
Friendship and networking
Reassurance
Confidence
Signposting
Development (personal,
social, academic)
Study skills
Success/Achievement
Better prepared for
Assessment
Subject knowledge and
understanding
Aspirations
Encouragement
Self-esteem
Access to information and
advice
Preliminary Findings 6
Illustrative Benefits for Mentors
Personal, skills and professional learning and development
Certificate and Accreditation
Preparation for employment and professional practice
CV enhancement
Enhanced student experience and success
Increased sense of belonging
Increased confidence, motivation and self-esteem
Access to university networks and broader circle of friends
Better departmental contact and networks
Increased cultural knowledge
Satisfaction of helping others/sense of fulfilment
Emerging Conceptual Framework 1
Definitions of Peer Mentoring
Peer Tutoring
Peer Mentoring
Mentoring
in Schools
REALISING
POTENTIAL
BELONGING
Friendship and
Academic
integration
LEARNING
Transition
And
reassurance
Sharing
experience
Encouraging
Achievement
Confidence
Informed Choices
ME
P
O
EL
EV
D
T,
R
PO
Pre-HE
P
U
S
Co-operative
and enhanced
learning,
assessment
support
CE
N
DA
I
GU First year
&
E
C
I
DV
A
Y,
D
TU
S
, First few weeks
NT
Emerging Conceptual Framework 2
The Benefits of Peer Mentoring for Mentees
Peer Tutoring
E GE
C
N ED
E
ID W L
F
N NO
O
C TK
,
E C
C
E
N
J
Mentoring
A UB
R
in Schools
SU T, S
S
A EN
E
First year
R SM
,
REALISING
signposting
IP ES
H
S SS
POTENTIAL
D
N ,A
E
I SS
R
Aspirations
F E
First few weeks
& CC
Encouragement
ON , SU
I
Self-esteem
IT LS
S
N IL
A
K
TR Y S
D
Pre-HE
U
ST
Peer Mentoring
Conclusion:
Towards a working definition of peer mentoring in UK HE
Based on the Literature
Reciprocal Peer Learning and Support involves an
educationally focused relationship in which students support
each other either academically or socially (or both) for a set
period of time. (Clark and Andrews 2009)
Based on the Content Analysis
Peer Mentoring involves more experienced students
supporting and developing new students through the
transition and early student experience, for mutual benefit.
Summary:
Peer Mentoring in UK HE
Diversity of provision
Different pedagogical foci
Range of terminologies and definitions
Evidence of some distinguishing features
Range of benefits for mentees and mentors
Reciprocity
Need for clarity of definition and typology for
peer mentoring provision in UK HE sector
Questions?
Ms Amanda Ingleby
Strategic Adviser for Learner Enhancement (Widening Participation)
and Research Assistant for Peer Mentoring Research ‘Pathways to Success’
Telephone: + 44 (0)121 204 5228, Email: [email protected]
Dr Jane Andrews
Research Fellow
Telephone: + 44 (0)121 204 3363, Email: [email protected]
Dr Robin Clark
Head of Learning and Teaching Research
Telephone: + 44 (0)121 204 3567, Email: [email protected]
Ms Baljit Gill
Learner Enhancement Manager
Telephone: + 44 (0)121 204 4778, Email: [email protected]
CLIPP, Aston University, Birmingham, UK