A Problem Shared… The Value of Peer Mentoring as a Tool for Supporting Lifelong Learning in Higher Education :  A Study of the Experiences of Mature and Black & Ethnic Minority Students

Jane E Andrews; Robin P Clark

A Problem Shared… The Value of Peer Mentoring as a Tool for Supporting Lifelong Learning in Higher Education : A Study of the Experiences of Mature and Black & Ethnic Minority Students

Jane E Andrews, Robin P Clark

Research output: Unpublished contribution to conference › Unpublished Conference Paper › peer-review

Abstract

The role played by formal Peer Mentoring programmes in supporting learners within Higher Education is reflected in the literature. However, few studies have focused on the contribution made by formal Peer Mentoring Programmes in supporting BME and mature learners at University. Moreover, whilst a significant amount of previous work suggests that Peer Mentoring promotes student retention, there is little empirical evidence regarding the degree to which formal Peer Mentoring Programmes promote academic success with regards to non-traditional learners. Thus, in drawing attention to the early stages of a large international study, this paper begins to provide distinctive insight into the pedagogical and social value of Peer Mentoring from the perspectives of two distinctive groups of lifelong learners.

Original language	English
Publication status	Published - 2009
Event	University Association of Lifelong Learning Conference 2009 - Brighton, United Kingdom Duration: 22 Mar 2009 → 24 Mar 2009

Conference

Conference	University Association of Lifelong Learning Conference 2009
Country/Territory	United Kingdom
City	Brighton
Period	22/03/09 → 24/03/09

Bibliographical note

Access to Document

UALL-PM-2009-RC-JA
© The Authors
Accepted author manuscript, 30 KB

Cite this

@conference{38b28c2ac8324e728d64e5b6d31fa5f5,

title = "A Problem Shared… The Value of Peer Mentoring as a Tool for Supporting Lifelong Learning in Higher Education : A Study of the Experiences of Mature and Black & Ethnic Minority Students",

abstract = "The role played by formal Peer Mentoring programmes in supporting learners within Higher Education is reflected in the literature. However, few studies have focused on the contribution made by formal Peer Mentoring Programmes in supporting BME and mature learners at University. Moreover, whilst a significant amount of previous work suggests that Peer Mentoring promotes student retention, there is little empirical evidence regarding the degree to which formal Peer Mentoring Programmes promote academic success with regards to non-traditional learners. Thus, in drawing attention to the early stages of a large international study, this paper begins to provide distinctive insight into the pedagogical and social value of Peer Mentoring from the perspectives of two distinctive groups of lifelong learners. ",

author = "Andrews, {Jane E} and Clark, {Robin P}",

note = "{\textcopyright} The Authors; University Association of Lifelong Learning Conference 2009 ; Conference date: 22-03-2009 Through 24-03-2009",

year = "2009",

language = "English",

}

A Problem Shared… The Value of Peer Mentoring as a Tool for Supporting Lifelong Learning in Higher Education : A Study of the Experiences of Mature and Black & Ethnic Minority Students. / Andrews, Jane E; Clark, Robin P.
2009. Paper presented at University Association of Lifelong Learning Conference 2009, Brighton, United Kingdom.

Research output: Unpublished contribution to conference › Unpublished Conference Paper › peer-review

TY - CONF

T1 - A Problem Shared… The Value of Peer Mentoring as a Tool for Supporting Lifelong Learning in Higher Education

T2 - University Association of Lifelong Learning Conference 2009

AU - Andrews, Jane E

AU - Clark, Robin P

PY - 2009

Y1 - 2009

N2 - The role played by formal Peer Mentoring programmes in supporting learners within Higher Education is reflected in the literature. However, few studies have focused on the contribution made by formal Peer Mentoring Programmes in supporting BME and mature learners at University. Moreover, whilst a significant amount of previous work suggests that Peer Mentoring promotes student retention, there is little empirical evidence regarding the degree to which formal Peer Mentoring Programmes promote academic success with regards to non-traditional learners. Thus, in drawing attention to the early stages of a large international study, this paper begins to provide distinctive insight into the pedagogical and social value of Peer Mentoring from the perspectives of two distinctive groups of lifelong learners.

AB - The role played by formal Peer Mentoring programmes in supporting learners within Higher Education is reflected in the literature. However, few studies have focused on the contribution made by formal Peer Mentoring Programmes in supporting BME and mature learners at University. Moreover, whilst a significant amount of previous work suggests that Peer Mentoring promotes student retention, there is little empirical evidence regarding the degree to which formal Peer Mentoring Programmes promote academic success with regards to non-traditional learners. Thus, in drawing attention to the early stages of a large international study, this paper begins to provide distinctive insight into the pedagogical and social value of Peer Mentoring from the perspectives of two distinctive groups of lifelong learners.

M3 - Unpublished Conference Paper

Y2 - 22 March 2009 through 24 March 2009

ER -