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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Andrews, J., & Clark, R. (2009). Peer mentoring in higher education: a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience. Paper presented at Society for Research in Higher Education Annual Conference, Newport, United Kingdom.
Andrews, Jane ; Clark, Robin. / Peer mentoring in higher education : a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience. Paper presented at Society for Research in Higher Education Annual Conference, Newport, United Kingdom.5 p.
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Andrews, J & Clark, R 2009, 'Peer mentoring in higher education: a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience' Paper presented at Society for Research in Higher Education Annual Conference, Newport, United Kingdom, 10/12/09 - 12/12/09, .

Peer mentoring in higher education : a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience. / Andrews, Jane; Clark, Robin.

2009. Paper presented at Society for Research in Higher Education Annual Conference, Newport, United Kingdom.

Research output: Contribution to conferencePaper

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T2 - a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience

AU - Andrews, Jane

AU - Clark, Robin

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N2 - 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.

AB - 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.

M3 - Paper

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Andrews J, Clark R. Peer mentoring in higher education: a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience. 2009. Paper presented at Society for Research in Higher Education Annual Conference, Newport, United Kingdom.