Peer mentorship: student perceptions and needs
This paper reports on a small research project aiming to better understand what students in health, wellbeing and social care programmes want from a peer mentoring programme. Two surveys were conducted in 2018 and 2019 respectively, followed by interviews with Health, Wellbeing and Social Care students. The survey results from the two years suggest that approximately 60% of students would be interested in having a mentor while around 50% would offer mentoring to others. Mentoring was framed as a one-to-one continuous and informal relationship in which students communicate by phone, text or face-to-face. Students wanted mentors who offered peer-assisted learning and met their psychosocial needs. Their preferred mentor was a caring and approachable person who could work with integrity. Mentors offered ‘insider knowledge’ arising out of experience studying distance learning modules. Recommendations are made for role definition and dimensions, mentor selection, training and support.
The benefits of peer mentoring are well documented. Research shows that peer mentoring increases student retention and progression rates; enhances performance of the mentee and mentor in grade attainment; enhances student satisfaction, curriculum knowledge understanding of feedback and confidence; reduces stress and anxiety; promotes a realist curriculum and improves employability (Jacobi, 1991; Rodger and Tremblay, 2003; Campbell, and Campbell, 2007; Lennox Terrion and Leonard 2007; Crisp and Cruz, 2009; Andrews and Clark, 2011; Snowden and Hardy, 2012; Gershenfeld, 2014; Collings et al 2016; Cornelius, Wood,and Lai, 2016; Goodchild 2019). Undoubtedly, peer mentoring has the potential to contribute positively to the undergraduate’s experience of Higher Education.
Research indicates that students often feel anonymous, insecure and isolated especially when studying within an unfamiliar environment such as online/distance learning. Evidence from HESA (2019) indicates that about a third of students drop out of university because as Tinto (1975); Snowden and Hardy (2012) and Cornelius, Wood and Lai (2016) assert, have a reduced social network and minimal personal contact with academic staff. Literature also illustrates that a lack of engagement reduces the sense of belonging and the notion of a community (Snowden and Halsall, 2019); which in turn reduces the likelihood of students seeking help when needed. Mentoring programs and the mentor have a clear role in easing transition and contributing to engagement which in turn contributes to a sense of belonging.
Locating these benefits within the context of The Open University, it could be argued that peer mentoring has the potential to benefit student retention, progression and attainment (Thomas et al., 2017). Consequently, the School of Health, Wellbeing and Social Care set out to pilot a peer mentoring programme. This paper reports on a small research project aiming to better understand what students in health, wellbeing and social care programmes want from a peer mentoring programme.
The report is structured around two studies. The first part report reports on the results of surveys and the second details the findings from a set of interviews. The discussion and conclusion considers the implications of both studies for the design of a mentoring programme.
Cite items from this project
Funding
Praxis
Project lead(s)
Chris Kubiak ; Mike Snowden
Authorship group
- Academic - Central
Project start date
Project end date
Project status
Completed
Institutional priority category
- Achieving Study Goals
- Students Learning Experiences
Themes
- Peer Support/Mentoring
- Progression
- Retention
Project findings and recommendations
This small study has established that approximately 60% of students would be interested in having a mentor while around 50% would offer mentoring to others. Students wanted mentors who offered peer-assisted learning and met their psychosocial needs. They prioritised caring and approachable mentors who work with integrity, a finding which should be viewed through the prism of lack of confidence with study and with approaching tutors within the university. The value placed on ‘insider knowledge’ highlights the importance of selecting mentors who are students studying the same course. Mentoring was framed as a one-to-one continuous and informal relationship in which students communicate by phone, text or face-to-face. The student emphasis on the immediacy of communication highlights the importance of clearly defining and placing boundaries around the role. Unlike other studies, respondents did not have any proposals for selection or matching with their mentor apart from their experience with their course of study. Training is necessary. Going forward, a mentoring scheme should have the following features: 1. The peer mentor is a more experienced student who enhances the student learning experience through the provision of peer-assisted learning and/or psychosocial support though a non-hierarchical relationship which persists over time. While the service may elect to only serve one of those needs, this should be clearly articulated and explained to the mentee. 2. Any mentoring scheme should develop and emphasise the core characteristics of the mentors as caring, approachable and possessing integrity. The mentor should be on the same course of study as the student. 3. The preferred mode of mentoring is a sustained but informal one-to-one relationship which commences before module start. Participants ideally communicate through text or telephone. Frequency of communication should be clearly boundaried. 4. Only students who have successful passed at least one Open University module should be selected as mentors. They should be matched with mentees on the same course of study. 5. The mentoring scheme should support its mentors with a training programme which establishes core characteristics, tasks and boundaries of the mentor. Ongoing development is advocated.
Keyword(s)
Mentoring ; peer support ; study progress; community
