First Year Mentoring of Education Students in UK Higher Education

Ginny SaichUniversity of Stirling

Scotland, UK

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Outline

• Research Literature• Research Methodology and Team• Research Findings• Conclusions

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Research Literature: Massification

• Substantial increase in student numbers in UK HE (HESA, 2006)

• ‘Massification’ has been associated with an increasingly diverse student population (Thomas, 2002)

• High numbers of diverse students compound issues traditionally associated with the first year experience:

– transition and adjustment associated with high levels of withdrawal;

– mass experience associated with teaching rather than learning facilitation, untrained or inexperienced teachers and/or teaching assistants, along with the experience of being one of many rather than an individual, and being perceived as a (potential) problem.(Harvey and Drew, 2006: 120)

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Research Literature: First Year

• A number of factors impact upon student achievement and retention at University (Yorke, 2000)

• The first year of higher education has been widely acknowledged as crucial to academic success (Krause et al, 2005; Barefoot et al, 2005; Harvey and Drew, 2006).

• Social and academic integration have been found to be particularly important elements of the first year experience (Rhodes & Nevill, 2004; Noble et al, 2007).

• A ‘sense of belonging’ may not always develop naturally and may require a university to take overt action (Yorke & Longden, 2004), such as providing explicit first year support and induction processes.

• First year peer support interventions respond to conclusions that “early establishment of a peer support group (a community of practice) should be a priority for all students” (Cook et al, 2005).

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Research Literature: Personalisation

• Large class sizes are the norm in the first year and mediating any detrimental impact usually involves attempting to reduce the depersonalising impact of large numbers.

• Establishing friendship groups and engendering a sense of belonging to the institution are important dimensions of early adjustment (Harvey and Drew, 2006; Thomas, 2002; Kantanis, 2000; Yorke and Longden, 2006)

• Early student support networks are important since the decision to stay or leave is often made within the first few weeks of entry to HE when students find the university environment alienating, impersonal and unsupportive (Bennett et al, 2007; Cavanagh, 2006).

• Personalisation can be facilitated by establishing peer support networks, buddy systems, mentoring schemes and other strategies that emphasise the importance of the individual and their personalised experience.

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Research Literature: Peer Support

• Looking at development of the individual and individual identity, researchers argue strongly for:– the role of others in the development of a sense of self (Bandura,

1986, Maslow, 1970)– being able to reflect on practice ‘through others’ eyes’ (Loughran,

2002)

• Evidence is emerging that students are more confident in their approach to ideas if they have opportunities to work together before approaching tutors (Wang, 2001, Sorenson et al, 2002)

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Research Methodology and Team

ESCalate (Education Subject Centre of the Higher Education Academy)– Literature review and review of HEI web sites– Two online staff surveys (one for those who have been/are

involved with mentoring and one for those who have not)• Total survey responses = 79 (57 different HEIs)

(1 not UK, 2 not HEIs, 19 duplicates)– 36 HEIs with schemes (63%)– 21 HEIs (+ 4 duplicates with other survey!) without schemes

(37%)– Follow-up interviews with staff– Interviews with students

Research Team:– ESCalate Co-ordinator – Ginny Saich– Part-time Project Officer – Marilyn Michaud (postdoctoral)– Placement Student – Stuart McCracken (first year

undergraduate)

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Establishing SchemesScheme originators:• 29% of schemes set up by departments• 29% of schemes set up by central units• 42% of schemes set up by partnerships with central units• 1 scheme set up by a partnership with central units and the Students’ Association

“I really liked mentoring as a project …. it appealed to me ethically. There seemed to be something really appropriate to the idea of students passing on…helping new students coming in”

Reasons for not establishing peer support/mentoring schemes include:• Lack of staff time (55%)• Lack of a ‘champion’ (52%)• Lack of awareness (52%) – contradicted by second survey• Concerns about resources to set up and run (45%)• Need to prioritise staff time (45%)• Concerns about the quality of support/advice (33%)• Lack of staff interest (33%)• Others included: lack of student interest, lack of evidence of effectiveness, other

schemes already in place

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Duration and Participation in Schemes

Duration:

Participation:<1 year 1 year 2-4 years 5-10 years 11-15 years >15 years

0

10

20

30

40

50

Length of scheme activityTime

%

<1% 1-10% 11-25% 26-50% 51-75% 76-100% None Not sure

0

5

10

15

20

25

30

Proportion of first years in scheme

Numbers

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Purposes of Schemes

All schemes were set up for multiple purposes:• 71% social support• 59% academic support• 45% retention• 40% widening participation• Others included FE/HE articulation, internationalisation, employability, recruitment,

disability support.

“I think it’s a subject that probably students coming to university have no real concept of what it entails ….why are we doing psychology?.....why do we have to do these IT classes? ….when do we actually start teaching and not just theorising? Someone who has the answers will probably calm a few fears and stop people from jumping ship at the end of their first module because they haven’t really understood the point. ”(Undergraduate Female Year 2 Student )

“…student teachers have to work with many different adults …. They have to develop interpersonal skills. They have to learn how to handle difficult interpersonal relationships. They have to learn to give assessment feedback to each other. It is part and parcel of what being a primary teacher is today… it was thought very necessary …to provide experiences, genuine experiences, for the students where they would live these experiences.”(Female Tutor, Pre-1992 Institution)

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Student Participation in Schemes

• Participation is voluntary in 74% of schemes for first year

• Mentors are drawn from multiple sources:– 71% of mentors are UGs in the same department as their

mentees– 33% may be UGs from other departments– 35% may be PGs– Others include residence wardens and recent graduates

“..although two brains can be better than one, if neither of you have a clue how the system is meant to work, then you’re still going to get caught up in its pitfalls, so someone who has the experience, and possibly the necessary information, is going to be of much better assistance than two people trying to struggle through a bit blind.”(Undergraduate Female Year 2 Student A)

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Matching of Mentors and Mentees

• Mentors are allocated in various ways:– 40% of mentors allocated to one mentee– 24% of mentors allocated to many mentees (ranging from 2 to 50

with most around 3-6)– 62% of mentors and mentees are paired by common

modules/courses– 26% are paired by shared interests– 26% by criteria identified by first years– 19% are allocated randomly

“ I’d want …. someone within the department to mentor specific course-related issues, but they may not be able to give me the wider perspective of university life, so I think I would like access to somebody who has fresh eyes, coming into this, and certainly a wider perspective of what goes on in the university”(Mature Male Year 2 Undergraduate Student)

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Recognition and reward for Mentors

Mentors are recognised/rewarded in various ways:– 98% receive training (compulsory for 90%)– 55% receive a university certificate– 45% receive a reference– 36% receive a cash payment– 10% receive no explicit recognition/reward

Other rewards include: academic credit, payment in kind, letter of thanks, personal development planning (PDP). Annotation of the student transcript is being explored in some cases.

“I think that voluntary mentors are probably more motivated to help than paid ones ….. It’s much easier to get out of your bed in the morning and go and do something, if you’re getting paid for it.”(Undergraduate Female Year 2 Student)

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Evaluation and Research

Evaluation

Of schemes

No Not sure Yes

0

10

20

30

40

50

60

70

80

90

Was scheme evaluated?

Evaluated

No Not sure Yes

0

10

20

30

40

50

60

70

Has research been carried out?

Research

%

%

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Benefits to first yearsBenefits to first year students (staff respondents):

“In the most recent survey….. 68% indicated that PAL helped them integrate more quickly into university life 81% indicated that PAL helped them gain a clearer understanding of course direction and lecturers expectations 66% PAL helped develop their learning and study skills 71% PAL helped their understanding of the subject matter of their course through group discussions 82% PAL helped them prepare better for assessed work and exams”

“Helps new undergraduates settle in to campus, acts as signposting mechanism for University support systems and as a referral system for support.”

“Gave confidence to those first year students who participated. Helped them to settle in.”

“Tells students they matter, and they are important”

“They become more independent in their learning, relying less on tutors.“

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Benefits to mentors

Benefits to mentors (staff respondents):

“Our research indicates that our trained mentors begin to see a difference in their own approach to study and academic life….including time-management, knowledge of university support systems, study skills, and even grades.“

“They felt that they were giving something back to the University…They enjoyed the contact with new students coming in….”

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Benefits to institutions/departments

Institutional/Departmental benefits (staff respondents):

“The scheme produced the biggest increase in retention to date of any single retention activity …”

“We have managed to create a supportive learning community. Mentees often go on to become mentors and from this pool we also recruit student guides and helpers (temp paid posts).”

“Demands on staff reduce as queries are addressed to their first year peers or the student leaders The student leaders gain a wide range of skills and experience enhancing on their employability, and hopefully impacting on their second year peers.”

“amongst the 19 students who were mentored, we got an 89% pass rate, and against the 21 students who hadn’t been mentored but had asked to be mentored, we had a 67% pass rate. And, okay, the statistics are not good enough; we would need proper control groups and things like that, but that did give us some kind of handle on the effect that mentoring might produce if we did extend it on a larger scale.”

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Lessons learned by practitioners

Lessons learned (staff respondents):

“It needs a lot of commitment and persistence from all parties. It requires embedding into courses, budgetary commitments, and support from management. “

“Hard to make staff and to make students aware of the scheme despite large planned campaigns”

“Not to make assumptions about what students want, the vital importance of a good training programme and the support of departmental staff, especially academics, students are very busy, so best laid plans may need changing”

“That mentoring doesn't need to be either long or short - all relationships are personal and relative to a situation, therefore a 5 day relationship in some cases may be more worthwhile than a 5 month relationship“

“Timing of recruitment, selection and training of student mentors is crucial to the success of the scheme.”

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Effective Practice Identified by Practitioners

Effective Practice identified (staff respondents):

“We offer trained and committed mentors the chance to do other temp. p/t jobs for student services at certain points of the year - like student Guide work at start of term. This gives them paid work and means we know we are getting good and well trained staff. Train the mentors well and offer them on-going support (even if only by staying in touch regularly be emails) and they will feel part of the mentoring community and more likely to stay involved and to give you feedback. “

“Strong levels of communication …. - there has to be a driver behind the project who can get into departments and get people excited about mentoring We have very effective recruitment campaigns ….due in part to posters, postcards, briefing sessions and powerpoint slides after specific lectures. The straddle of pre and post support is particularly effective”

“High quality manual, training and other materials. Clear responsibilities are set out for all parties. Making clear to Leaders that it is a proper job..”

“We are accredited with the Approved Provider Standard from the Mentoring & Befriending Foundation “

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Student Views 1What are your views about mentoring?

“I think there’s a certain aspect of duty attached to this as you progress through the University. We all go through this process and I’d hate to think that I would go into any situation like this and there wouldn’t be someone there willing and able to help me through the difficult early stage.”(Mature Undergraduate Male Year 2 Student)

What would you want of a mentor?

“somebody who knows a department, who’s been through the trials and tribulations, and possibly has all the information they need from the department to pass on to other students”(Undergraduate Female Year 2 Student)

“I’d use a peer mentor to establish a framework or parameters, of working out things that I can do for myself before I have to seek assistance on a higher level…. Someone who’s been through the experience that I’m about to go through would definitely have something to contribute on how not to make obvious mistakes, how to combat some of the stress issues …I certainly think that I would like to have an unsolicited opinion about what this is all going to be like and what this is about.”(Mature Undergraduate Male Year 2 Student)

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Student Views 2Do you want to be a mentor?

“It’s something I really would like to do just because I remember what it’s like wandering around a bit lost…..I’d love to help someone else so they’re not that struggling first year because you ‘ve got enough on your plate as it is because everything’s different: the style of what you’re writing, what you’re writing, the amount that you’re writing, the different kinds of research you have to do. There’s enough to make anyone’s head spin.”(Undergraduate Female Year 2 Student )

Are you aware of issues that may arise during the mentoring relationship?

“The problem could be when a student becomes too reliant on their mentor.”(Undergraduate Female Year 2 Student )

“…the mentee is always declaring their vulnerability, which perhaps doesn’t come easy to them or, even more likely, particularly in younger students, something they don’t fully understand ……Obviously as a mentor you’re human, so you tend to feel a little bit of responsibility for the people that you have care over, and finding that line between being a mentor and something more is obviously a difficult one, and I think that’s a very easy line to cross.”(Mature Undergraduate Male Year 2 Student)

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Conclusions• Institutional components considered crucial for success included: an

allocated budget, support from senior management, a ‘champion’ for the initiative, clear responsibilities for individuals, avoidance of a deficit model and explicit linkage with institutional priorities.

• Highlighted processes included: publicising the scheme widely throughout the year, providing high quality training and manuals/handbooks for mentors, recognising and rewarding the mentoring role, maintaining contact with participants, and evaluating the scheme (with a view to providing evidence for continuity of funding).

• Characteristics required by practitioners were: commitment, persistence and an ability to enthuse others.

• Sustainable schemes were linked with recurrent funding arising from effective evaluation strategies, efficient use of resource (including staff time), enthusiastic staff, well-trained mentors, ongoing support for mentors and clearly articulated priorities.

• 88% of staff engaged with mentoring schemes would recommend them to colleagues (the remainder being unsure)

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