Does e-mentoring work? The effectiveness and challenges of an international professional mentoring scheme

Advances in technology have enabled online solutions to open up possibilities of mentoring relationships that cross boundaries of time, geography and culture (Zay 2011). This empirical study uses an action research approach to evaluate mentor-mentee relationships which are defined by their international separation. The paper highlights the extent to which e-mentoring relationships developed within this scheme and discusses the factors to be considered when technology is used to support mentoring relationships

E-mentoring as a HRD intervention: an exploratory action research study within an International Professional Mentoring Scheme

Advances in technology have reshaped mentoring as a human resource development (HRD) intervention and heralded e-mentoring, using online solutions, as an alternative to traditional mentoring. In this article we report on a unique learning opportunity as a part of the HRD curriculum in a Higher Education Institution (HEI) in which mentoring was offered to pairs separated by not only geographical distance but also by time zone, culture and organisation (Global Mentoring Relationships, GMRs). We used an action research approach to aid the programme team’s understanding of their own practice and to evaluate 23 GMRs within an e-mentoring scheme in a UK based university. We offer empirical evidence of the application of media richness theory (MRT) as well as traditional models of mentoring to develop and evaluate e-mentoring relationships, particularly GMRs. Key findings highlight how the mode of communication and its media richness affect GMRs and demonstrate the effect of the type and style of mentoring on the success of GMRs. Based on our results, we recommend a combination of e-mentoring methods using various forms of technology and the sharing of models to create a common language to enhance the practice of e-mentoring in and across organisations

Business strategy and the environment Tesco Plc's declining financial performance and underlying issues

The case presents a teaching tool which requires students to: 1) analyze the financial performance of Tesco Plc over the last four years; 2) compare Tesco’s market position with key competitors; 3) identify and evaluate Tesco’s business strategy; 4) evaluate the causes of Tesco’s decline in performance; 5) develop recommendations to address declining performance; 6) identify and evaluate the Human Resource strategic role in addressing and supporting performance. The case is suitable for a business strategy or human resource strategy class. The case is appropriate for use at the undergraduate or masters level. Students should have some familiarity with business and human resource management strategy before being assigned to the case. Students might be assigned to work individually or in teams on the project. Individuals or groups may be required to present their research to the class for discussion and comment. Six to ten hours outside of class should be required to complete the case study exercise. Classroom discussion should be between two to three hours

Evidence on education to career transitions in the financial and accountancy sector

The aim of this pilot project was three-fold: 1) create a learning intervention with the aim of developing priority employability skills for first year undergraduate students as determined within the financial services and accountancy sector; 2) explore the participants’ experience of the programme content; 3) identify recommendations for future schemes. The United Kingdom (UK) Financial and Legal Skills Partnership (FLSP) developed a platform to provide mentoring and skills development across financial services and accountancy. Known as “Get In Get On” (GIGO), the FLSP’S virtual work experience comprises two discreet though interdependent features: 1) skills and knowledge development; 2) e-career mentoring. Between February 2014 and April 2014, twenty eight mentees and mentors (from Middlesex University and supportive organisations/individuals) participated in the scheme. The pilot evaluation suggests that there is reciprocal learning for students and professional mentors within the context of the accounting and finance profession. Students have benefitted from a heighted awareness of the career opportunities available in the sector and how their studies may assist them in developing their key employability attributes. Feedback suggests that the scheme has greatest benefit for students entering higher education, with a view to preparing them for future employment

Effect of plyometric training on swimming block start performance in adolescents

This study aimed to identify the effect of plyometric training (PT), when added to habitual training (HT) regimes, on swim start performance. After the completion of a baseline competitive swim start, 22 adolescent swimmers were randomly assigned to either a PT (n = 11, age: 13.1 ± 1.4 yr, mass: 50.6 ± 12.3 kg, stature: 162.9 ± 11.9 cm) or an HT group (n = 11, age: 12.6 ± 1.9 yr, mass: 43.3 ± 11.6 kg, stature: 157.6 ± 11.9 cm). Over an 8-week preseason period, the HT group continued with their normal training program, whereas the PT group added 2 additional 1-hour plyometric-specific sessions, incorporating prescribed exercises relating to the swimming block start (SBS). After completion of the training intervention, post-training swim start performance was reassessed. For both baseline and post-trials, swim performance was recorded using videography (50Hz Canon MVX460) in the sagital plane of motion. Through the use of Silicon Coach Pro analysis package, data revealed significantly greater change between baseline and post-trials for PT when compared with the HT group for swim performance time to 5.5 m (−0.59 s vs. −0.21 s; p < 0.01) and velocity of take-off to contact (0.19 ms−1 vs. −0.07 ms−1; p < 0.01). Considering the practical importance of a successful swim start to overall performance outcome, the current study has found that inclusion of suitable and safely implemented PT to adolescent performers, in addition to HT routines, can have a positive impact on swim start performance

The cosmic evolution of radio-AGN feedback to z=1

This paper presents the first measurement of the radio luminosity function of 'jet-mode' (radiatively-inefficient) radio-AGN out to z=1, in order to investigate the cosmic evolution of radio-AGN feedback. Eight radio source samples are combined to produce a catalogue of 211 radio-loud AGN with 0.5<z<1.0, which are spectroscopically classified into jet-mode and radiative-mode (radiatively-efficient) AGN classes. Comparing with large samples of local radio-AGN from the Sloan Digital Sky Survey, the cosmic evolution of the radio luminosity function of each radio-AGN class is independently derived. Radiative-mode radio-AGN show an order of magnitude increase in space density out to z~1 at all luminosities, consistent with these AGN being fuelled by cold gas. In contrast, the space density of jet-mode radio-AGN decreases with increasing redshift at low radio luminosities (L_1.4 < 1e24 W/Hz) but increases at higher radio luminosities. Simple models are developed to explain the observed evolution. In the best-fitting models, the characteristic space density of jet-mode AGN declines with redshift in accordance with the declining space density of massive quiescent galaxies, which fuel them via cooling of gas in their hot haloes. A time delay of 1.5-2 Gyr may be present between the quenching of star formation and the onset of jet-mode radio-AGN activity. The behaviour at higher radio luminosities can be explained either by an increasing characteristic luminosity of jet-mode radio-AGN activity with redshift (roughly as (1+z) cubed) or if the jet-mode radio-AGN population also includes some contribution of cold-gas-fuelled sources seen at a time when their accretion rate was low. Higher redshifts measurements would distinguish between these possibilities.Comment: Accepted for publication in MNRA

Experimental Study of the Relationship between Vitamin B12 and two Animal Tumour Systems

THE encouraging results of massive vitamin B12 dosage in treating neuroblastoma in children (Bodian, 1959) suggested a parallel investigation of the effects of this vitamin on tumours occurring in experimental animals. Initial attempts to implant tissue from human neuroblastomata were unsuccessful, and therefore a spontaneous retroperitoneal tumour of mice was obtained (C1300, Roscoe B. Jackson Memorial Laboratory, Bar Harbour, Maine). This was originally considered to be a neuroblastoma, and although it has been shown histologically to be an undifferentiated sarcoma, it was decided to test the effects of vitamin B12 upon it, together with a fibrosarcoma of rats (PWA2) to broaden the scope of the study. If vitamin B12 did affect tumour tissue, it would be reasonable to expect a relatively high uptake of the vitamin by such cells. The distribution of vitamin B12 in neoplastic and other tissues has therefore been observed in mice and rats bearing tumour transplants. As far as can be ascertained the only workers who have reported studies of the relationship of vitamin B12 to tumour growth ar