2. Why research mentoring?
Enhance teaching quality and therefore learner success –
aligns with the institution’s teaching & learning plan
Build on leadership capabilities of staff
Enhance communication and relationships across the
institution
Create collaborative and collegial networks to support the
sharing of teaching best practice.
3. About the research project
• 6 step model of engagement
• Stage 1: Mentor/mentee selection
• Stage 2: Mentoring training
• Stage 3: Establish mentoring partnerships
• Stage 4: Establish communities of practice
• Stage 5: Evaluation
• Stage 6: Celebrate success
4. Mentoring programme V1
• Staff engaged after CAT
• Mentors and mentees trained together
• COP for mentors driven by mentors
• Campus diversity supported
• Need for co-ordinator identified
5. Realisation
MentoringprogrammeV2
• Changed our initial model re engaging earlier & at career
transition points
• Expected norm in their daily work
• Train, train, train (pool of mentors ready to go)
• Training mentors and mentees separately
• Training content changed to skills based practice
6. • COP for mentors more skills based
• Place value on co-ordinators role
• Celebrated campus diversity
• Rolling out mentoring programme for general staff
7. Comments from mentors & mentees
• “I feel more confident in assessment design and I am introducing more innovative
assessment tasks with my students”
• “ I have been learning ways to make learning more active, for example, independent
learning, student research projects and suiting different learning styles.”
• “Having someone different to talk to about what’s going on in my area is so helpful.”
• “Good to have someone outside my department or discipline. I could speak more
freely.”
• “Helped me to integrate into the organisation and help familiarise me with staff and
procedures.”
• “Not so over-whelmed by the whole situation now, as a new teacher.”
• “I applied for a new job and the mentor helped me with this. He encouraged me to go
further in my career and I feel that I can now.”
