Tackling transition:the value of peer mentoring

This paper is aimed at those interested in the promotion of student retention in higher education; particularly those with an interest in peer mentoring as a means of student support. It critically discusses the results of an exploratory study analysing the perceptions of peer mentors and mentees within five universities in the United Kingdom. The aim of the study was to analyse how student peer mentoring can aid transition into university by focusing specifically on how senior students can support their junior counterparts in their first year at university. The paper discusses the results of a survey which was completed by 329 student peer mentors and mentees. Focusing on the benefits and outcomes of participation in Mentoring Programmes, the survey was distinctive in that it asked mentors and mentees similar questions. From a theoretical perspective, the paper contributes to debates about peer support in higher education showing that participation in such programmes can have positive outcomes from both social and pedagogic perspectives. Practically speaking, the results have important implications for Higher Education Institutions as the research highlights the importance of putting into place formally structured Peer Mentoring Programmes which facilitate student support at a time when new students are most at risk of ‘dropping out’

Mentoring and Protégé Narcissistic Entitlement

The relationship between protégé narcissistic entitlement and protégé mentoring outcomes is examined among a total sample of 132 protége´s employed in a variety of settings. Narcissistic entitlement (NE) refers to a dispositional variable that reflects preoccupation with the expectation of special and preferential treatment from others. Results indicate that protége´s with greater NE report relationships of shorter duration, less career mentoring support, lower relationship quality, and greater negative mentoring experiences than do protége´s with lesser NE. Additionally, protégé NE moderated the relationship between mentor commitment and relationship quality such that the relationship was stronger for protége´s higher in NE than for protége´s lower in NE. NE was not related to whether participants had experience as a protégé. Implications include the need for expanded education regarding mentoring relationships that take into account the role the individual plays in the relationship

Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum

This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing the practicum teachers' contributions. The influence of the mentoring functions on the seven practicum teachers' ill-structured problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies in solving real-world teaching problems. © Springer Science+Business Media, Inc. 2007.link_to_subscribed_fulltex