Livingstone, ND;
Naismith, N;
(2017)
Faculty and undergraduate perceptions of an integrated mentoring approach.
Active Learning in Higher Education
10.1177/1469787417723233.
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Abstract
The role of an academic mentor is typically diverse, discipline specific and institutionally heterogeneous. Mentoring relationships are commonplace, yet the experience and delivery of mentoring in universities reflect a broad spectrum of approaches and execution. This article reflects on the pedagogic evolution of mentoring, examining the student response to systematic changes in undergraduate mentoring. Much has been written on mentoring, but this research focuses on student experiences when pastoral, professional and curriculum-based mentoring models are integrated and applied together, rather than adopted as separate, distinct approaches. The research employs a mixed methodology, adopting qualitative and quantitative analytical techniques to investigate how mentoring relationships evolved following the implementation of an updated contemporary mentoring system. Initially, faculty responses to the changing mentoring system were related through semi-structured interviews. Student experiences were then collected in a pilot study via questionnaires disseminated across all undergraduate levels and subsequently analysed. Key findings suggest that by adopting multifaceted approaches to mentoring which blend the modern and traditional, institutions can effectively add significant ‘value’ to the student experience. Typically (but not exclusively), the undergraduate students’ personal and academic development is enhanced when a system which integrates the pastoral, professional and curriculum-based models is applied.
Type: | Article |
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Title: | Faculty and undergraduate perceptions of an integrated mentoring approach |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1177/1469787417723233 |
Publisher version: | https://doi.org/10.1177/1469787417723233 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | best practice, curriculum model, integrated approach, pastoral model, professional model, undergraduate mentoring |
UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment > The Bartlett School of Planning |
URI: | https://discovery.ucl.ac.uk/id/eprint/1559921 |
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