2 Mary Andall-Stanberry Senior Lecturer Moira Mitchell Programme Directors Mary Andall-StanberrySenior LecturerMoira MitchellEquality and Diversity Manager
3 Director of Student Recruitment Equality and Diversity Report entryStudents by EthnicityEthnicity of Home (and EU) students (by percentage) , 2006, , 2004WhiteBlack CaribbeanBlack AfricanBlack OtherIndianBangladeshiPakistaniChineseAsianMixed EthnicityOther EthnicityRefusedUnknownTotal BME(excludes refused and unknown)
4 Context and Background BME Research (Andall-Stanberry 2007) – Towards a Support System for BME StudentsIn BME students - focus grouptheir experiencessupport they would benefit from.
5 The four aspects of the consultation meeting were: Questionnaire MethodologyThe BME student consultation sought to engage with students on a purely self selecting basis, based upon their interest in the matter and their willingness to contribute to improvements in their University.The consultation identified three activities. Each was planned to elicit different responses from students. This was to ensure that the diversity of the students, including their learning styles, experience of group and team working, ability for reflective learning and knowledge of equality and diversity was acknowledged.The four aspects of the consultation meeting were:QuestionnaireUnstructured large group discussionStructured small group discussion4. Plenary feedback
6 One of the many recommendations - the university should establish a mentoring programme BME students.
7 Mentor defined:Webster's Dictionary defines mentor as a “a guide, a tutor or coach."Peer Mentoring occurs when a more experienced undergraduate supports and guides the incoming undergraduates within the same university setting (Stead & Jowett 1994).
8 Previous studies identified that a Mentoring Programme, if properly undertaken, can help to address issues highlighted by CCCU BME studentsIsolationPoint of referenceOrientationAcademic support (which may influence retention rate among others).
9 Critical factors - Mentoring programmes Friday & Friday (2002); Meggison (2006) and Clutterbuck (2004), - organisations who plan on introducing a Mentoring programme, need to ascertain that it is a corporate initiative embedded in the organisations’ strategic objectives, to enable them to achieve ’maximum effectiveness’.Broad Aims – Strategic Plan – CCCU Widening Participationensure that all students receive appropriate support and guidance to enable them to progress and reach their full potentialmake a major contribution to the intellectual, cultural, social and economic life of our local and wider communitiesto create a learning environment in which all students are challenged, supported and able to achieve their individual goals.to establish a learning environment which embraces diversity in terms of access, educational experience, curriculum content and teaching processes
10 According to Friday & Friday (2002) many organisations have a lack of ‘strategic alignment’ in their corporate strategy, hence the reason why many programmes do not achieve the objectives for which they are set up.Therefore, mentoring can be seen ‘quick-fix’ idea without the real costs and benefits having been properly thought through.
11 CCCU pilot project commenced in September 2009, supported by a Pro-Vice Chancellor and funded by the Widening Participation budget, with the aims and objectives to:• Support ethnic minority students into Higher Education• Create a support network for ethnic minority students• Increase students’ positive contribution for university life• Develop study skills/academic support• Promote the benefits of mentoring and of Higher Education to the broader community
12 MENTORING IN HIGHER EDUCATION In Tony Morrison’s novel Beloved, the community poses the question about baby Suggs, holy – the matriarch who is described as always bringing goodwillWhere does she get it all Baby Suggs, holy? Why is she and hers always the centre of things? How comes she always know what to do and when? Giving advice, and passing messages…and loving everybody like it was her job and hers alone (Morrison, 1987, p. 137)See handout
13 Problems – Mentoring in HE The Education Guardian (2005) stated that many universities have implemented Peer Mentoring Programmes to support students but because of:bad fundinglack of commitment from Mentorslack of proper evaluation of the programmes, they have been unsuccessful.Garvey & Alred (2000) - lack of ‘Mentoring education’ in higher education – or the understanding - the programmes are not working well.
14 Factors Influencing a successful Mentoring Programme According to Boateng (2007) and Williams (1999).role adopted by the Mentor.
15 Benefits for the Mentee The reported perceived benefits for the Mentee have been to gain experience, better student retention, orientation and integration within the university, increased confidence and success in their academic study, plus the additional acquired knowledge and experience of the Mentoring relationship and employment skills.
16 Benefits for the organisation and Mentor The Mentors’ benefits include personal development, a positive self-awareness and curriculum vitae enhancement. On the part of the educational institution, competitive advantage, boosted entry rates and figures of student retention, continued funding and support from its stakeholders, and a good general self-image all benefits it.
17 Pro Vice-Chancellor (Academic): Widening Participation Budget Project ran:September 2009 – June 2010Funded by:Pro Vice-Chancellor (Academic): Widening Participation BudgetRun by:Moira Mitchell and Mary Andall-Stanberry
18 Mentor Recruitment 2nd and 3rd Year Students (2nd year preferable) Recruited via:Leaflets and postersUniversity websiteStudent JobshopProgramme Directors
19 Why the schemeWho would we attractHow would we selectHow would we matchOverseas or home students priority and conflict of interest ‘organisation’Issue?Gender issue?Cultural?Religion?Race
20 Criteria for matchingApplication forms for mentees and mentors?How much information do we requested?Should we put in question that can be used in evaluation?
21 Mentor TrainingHalf-day programme developed using resources from the Mentoring and Befriending Foundation, covering:Principles of peer mentoringInterpersonal and Communication SkillsDifferences in Values and AttitudesGround Rules of the Programme
22 Mentee RecruitmentMost of the mentees were recruited during Fresher Week but some students were also referred during the course of the yearEthnicity of Mentors and Mentees
23 Matching Pairs Mentors were matched to mentees on the following basis: The demographic data on the application forms (age, gender, ethnicity)Academic subject areaInterests and hobbies
24 Mentoring Activity Pairs met weekly or fortnightly Regularly contacted by project staffChose their own meeting venuesWhen unable to meet used the following:FacebookSkypeSMS TextingDiscussed wide range of issues, including personal, cultural and academic
25 Review and Evaluation Mentors and Mentees asked questions like: What were the goals you stated at the beginning of the mentoring relationship?Have you achieved these goals, as a whole or in part?How have you experienced the relationship between mentee and mentor?What personal benefits have you found, during your mentoring relationship?
31 ConclusionsVery successful but .....Very hard work!How to reach less confident students?How to embed across the University?
32 Email: firstname.lastname@example.org Programme Directors Mary Andall-StanberrySenior LecturerTel:Moira MitchellEquality and Diversity ManagerTel:
33 Andall-Stanberry, M. (2007) Towards a Support Network for BME Students at CCCU. Canterbury Christ Church University (unpublished)Boateng, L (2007) How Effective is the Peer Mentoring Programme in the School of Business of the University of Greenwich? University of Greenwich. Research ProjectClutterbuck, D. (2004). Everyone Needs a Mentor 4th edition, Chartered Institute of Personnel and DevelopmentFreeman. K. (1999) Peabody Journal of Education. Vol 74. No. 2 Mentoring Under RepresentedFriday, E and Friday S. (2002). Formal Mentoring: Is there a strategic fit? Journal of Management Decision [online], 40 (2) Available from [Accessed: 1st July 2010].Garvey, B and Alred G. (2002). Developing Mentors. Journal of Career Development International [online], 5 (4/5). Available from: [Accessed: 1st July 2010].Garvey, B. (1994). Ancient Greece, MBAs, the Health Service and George: Part 1. Journal of Education and Training [online], 36 (2). Available from: [Accessed: 1st July 2010].Jowett, V and Stead, R. (1994). Mentoring Students in Higher Education. Journal of Education and Training [online], 36 (5). Available from: [Accessed: 1st July 2010].Meggison, D. Clutterbuck, D. Garvey, B. Stokes, P. Garrett-Harris, R. (2006) Mentoring in Action. 2nd edition, Kogan Page.Morrison, T. (1987) Beloved: New York: Alfred a Knopf Inc. Maryland USARobbins, M. M. (1995) Black students in teacher education. Multicultural TeachingSmith, J. (2007) Report of Black and Minority Ethnic (BME) Student Consultation. CCCUWilliams. C.D. (1998) Role Models and Mentors for Young Black Administrators, Faculty and Students at Predominantly White Campuses. William Munroe Trotter Institute