Peer mentoring in higher education: a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience

Jane Andrews, Robin Clark

Research output: Contribution to conferencePaper

Abstract

Across the literature researchers agree that the concept of mentoring results in positive outcomes for both mentors and mentees alike (Enrich et al, 2004). From a pedagogical perspective, student focused mentoring activities in Higher Education are generally perceived to comprise dyadic or triadic relationships that encapsulate a diverse range of learning strategies and/or support mechanisms.
Whilst there exists a significant amount of literature regarding the wider value of Peer Mentoring in Higher Education, there remains a notable gap in knowledge about the value of such programmes in enhancing the first year undergraduate experience and thus promoting a smooth transition to University. Using the emergent study findings of a large international project, a multidimensional conceptual framework bringing together the theoretical, conceptual and contextual determinants of Peer Mentoring is proposed. This framework makes a distinctive contribution to current pedagogical theory and practice – particularly in relation to the first year experience.
Original languageEnglish
Number of pages5
Publication statusPublished - Dec 2009
EventSociety for Research in Higher Education Annual Conference - Newport, United Kingdom
Duration: 10 Dec 200912 Dec 2009

Conference

ConferenceSociety for Research in Higher Education Annual Conference
Abbreviated titleSRHE 2009
CountryUnited Kingdom
CityNewport
Period10/12/0912/12/09

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