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De-mystifying the Concept of Peer Mentoring in Higher Education: Establishing Models for Learning

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Mentoring in Higher Education

Abstract

There has been a significant change in the landscape of higher education in the UK since the introduction of higher tuition fees in 2012, which has seen a shift in student values and concerns about their teaching and learning experience. As a result, mentoring, across all aspects of the student journey, has been advocated as having benefits to students, staff and the higher education institution and can be seen as an integral tool in helping to provide a positive student experience. This chapter proposes a “continuum of mentoring”, highlighting four different approaches which can support undergraduate study. The chapter also evaluates the development of a peer mentoring scheme in a UK higher education institution to highlight the benefits and limitations of the scheme.

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Authors and Affiliations

  1. School of Sport and Exercise Sciences, Faculty of Science, Liverpool John Moores University, Liverpool, UK

    Emma Ball

  2. School of Education, Faculty of Arts, Professional and Social Studies, Liverpool John Moores University, Liverpool, UK

    Claire Hennessy

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  1. Emma Ball
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  2. Claire Hennessy
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Correspondence to Emma Ball .

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Editors and Affiliations

  1. Faculty of Education, Edge Hill University, Ormskirk, Lancashire, UK

    Clare Woolhouse  & Laura J. Nicholson  & 

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Ball, E., Hennessy, C. (2020). De-mystifying the Concept of Peer Mentoring in Higher Education: Establishing Models for Learning. In: Woolhouse, C., Nicholson, L.J. (eds) Mentoring in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-46890-3_2

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  • DOI: https://doi.org/10.1007/978-3-030-46890-3_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-46889-7

  • Online ISBN: 978-3-030-46890-3

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