Peer Mentoring and Professionalism

Transcription

1 EMPLOYABILITY Peer Mentoring and Professionalism Angela Doherty Queen s University Belfast, School of Electronics, Electrical Engineering and Computer Science, Bernard Crossland Building, Malone Road, Belfast BT9 5BN, UK Corresponding author: Angela Doherty, Queen s University Belfast, School of Electronics, Electrical Engineering and Computer Science, Bernard Crossland Building, Malone Road, Belfast BT9 5BN, UK [email protected], Web: Abstract Peer mentoring has been a success for everyone involved resulting in a win-win-win situation for mentors, mentees and university schools and departments (Andrews & Clark 2011). Mentors have the opportunity to develop key transferable skills such as communication expertise and leadership, which in turn can enhance their employability opportunities. There is also potential to increase and develop social and academic confidence. For mentees the benefits include the opportunity to gain advice, encouragement and support during the transition period from school/college/work to university along with the opportunity to gain an insight into the stages of university life by learning the rules of the game. Through peer mentor schemes, university, schools and departments are meeting the demand to support student success while assisting student transition and reducing attrition. This article focuses on the peer mentor scheme set up in the School of Electronics, Electrical Engineering and Computer Science at Queen s University Belfast, specifically on the development of employability skills through company involvement in the scheme. Keywords: peer mentoring, peer support, retention, attrition, employability, professionalism 1. Introduction Peer mentoring has been introduced in many universities throughout the UK and has also become an integral part of many businesses, the main premise being that a more experienced person offers support to a protégé (Burlew 1991, p214, Joyce et al. 1997, p2). In introducing these schemes, there has been considerable variation in their nature and scope within university schools and departments (Hill & Reddy 2007, p98). However, there is a consensus that introducing such schemes is an attempt to address the increased participation rates (Phillips et al. 2005, p123) which, in turn, have led to increased attrition rates for universities (Treston 1999). Introducing a peer-mentoring scheme is a time-intensive task but can be very worthwhile, as a recent study by Andrews & Clark (2011, p91) found: peer mentoring works because it engenders peer relationships that, without breaking any academic boundaries, grow to include the tacit study related knowledge students need to succeed at university level. 163 doi: /stem.hea

2 The School of Electronics, Electrical Engineering and Computer Science (EEECS) at Queen s University Belfast (QUB) has recently introduced a peer mentor scheme with the aim of reducing attrition rates. This article considers the nature and scope of the EEECS mentor scheme, the selection of mentors and mentees, but more importantly how IT companies became an integral part of the scheme to encourage the adoption of professional behaviour and skills by students from the first year of their degree course. 2. EEECS Peer Mentor Scheme There is a problem for students with the transition to university (Andrews & Clark 2011, p5) evident from the 380 Level 1 students from EEECS who were recently surveyed. The survey was adapted from the Evaluation Toolkit produced by Aston University (ibid.) to determine how mentoring enhances student success in Higher Education. Only 7% of EEECS students responded to the survey; however, of these 71% agreed or strongly agreed that they were anxious about making friends but that they mostly felt prepared for university level study (59% agreed or strongly agreed). They also believed they had the ability to develop their subject knowledge (92% agreed or strongly agreed, see Figure 1). Figure 1 Anxious about making friends. It is also widely documented that computer science pathways at university have large retention issues, one of the main problems being that ICT taught at schools bears little resemblance to computer science at university and, in particular, to programming. Also, other subjects, such as medicine, dentistry and electrical and electronic engineering, have a greater affinity with a career path, while computer science is one area where the career path is far less clear. EEECS has tried to help define a career path for all students by having a compulsory year of professional experience as part of all pathways. This takes place after successful completion of the first two years of study and motivates students in their studies by providing them with the beginnings of a professional identity. The EEECS peer mentor scheme was introduced in 2011 only for the computer science pathways, with all pathways in the school (i.e. both computer science and electronics and electrical engineering (EEE)) becoming part of the scheme in The scheme would only be available, in its first few years, to new Level 1 students. An EEECS academic co-ordinator was assigned to organise and manage the programme with support from the university s Learning Development Services (LDS). All students at Level 2 (i.e. before the year of professional experience) and all students at Level 3 (i.e. after the year of professional experience) were ed asking for volunteers for the peer mentor scheme. The mentors were not to be offered payment, but a Degree Plus certificate (i.e. accreditation 164 doi: /stem.hea

3 A. Doherty for learning and skills developed through extracurricular activities) would be awarded on successful completion of the scheme. All volunteers have to be trained by LDS to be eligible to continue as a peer mentor. In 2011, 12 eligible students (five female and seven male) formed the mentor team, followed by 22 in 2012 (of whom seven were from EEE, nine were female and 13 male). The training offered by LDS takes place over two days and provides students with the necessary skills to be a mentor including explaining the boundaries between being a mentor and an academic, techniques for one-to-one and group activities, generic study skills, the importance of team meetings and advising how to signpost mentees across all aspects of university life. One important aspect for the academic co-ordinator is to ensure that the group of mentors comes together before term begins in order to instil a sense of belonging and form the identity of the group for that year. Fundamentally, the group identity of the mentors can change each year depending on the experiences of those students volunteering as mentors. This is very evident from the two groups in place in 2011 and 2012, both of which, for example, created a different design for their hoodies but were committed to the core concept of supporting Level 1 students. Both groups of mentors wanted to be introduced to all Level 1 students during induction week in the first semester. The new students were also informed that access to the mentors was on-going throughout the year and that there would be a mix of academic and social events organised. In 2011 the group of mentors decided to engage with IT companies asking if they would support the scheme and help to run events throughout the academic year; the response was overwhelming. All of the employers stated that there is a need to approach potential graduates early and to instil how important not only the degree is but also the professional skills that should be nurtured. 3. Employer engagement and professionalism The need to build and improve employability skills is highlighted as a core aim underpinning progress within many recent UK studies. For example, the e-skills report, Technology Insights 2011, states: technical skills need to be complemented by a balanced understanding of businesses broader objectives (e-skills 2011, p4). Alongside this, a recent CBI report, Building for Growth, argues that nearly three quarters of employers (70%) would like to see more effective development of graduates employability skills (CBI 2011, p19). There were three company-based peer mentor events in the second semester of 2011/12 that were all well attended and the response from students, mentors and companies was positive. Of the mentees, 33% stated that they found the employer events useful, with 58% having no opinion (see Figure 2). 15 No of Students Strongly Agree Agree No opinion / Neutral Disagree Strongly Disagree Level of agreement /disagreement Figure 2 Events have not been useful. 165 doi: /stem.hea

4 Ideally, there should be a higher percentage of students having an opinion and agreeing that the employer events are useful but most still do not see the relevance of employer engagement. This is being addressed. However, they do state that engagement with the events has made them more confident about completing the first year of their studies (54% agreed or strongly agreed), which is a positive outcome in terms of retention. The participating companies were Microsoft, Deloitte and CyberSource, all of which reported strong positive feedback in relation to student access at the beginning of their studies. It was clear that having the time to talk to individual students was invaluable: one mentor from each year has secured placement with one of the companies involved in the mentor events and this will be tracked in following years. It will be useful to see how many of the mentees seek employment with a company as a result of their involvement with the peer mentor scheme. Following their events, both Deloitte and CyberSource stated that when the new mentor team was put in place they wanted to organise an event early in the academic year 2012/13, which is positive feedback in itself in terms of the potential of these collaborative events. The company-based events all included an overview of the company, food and a chance to chat informally to the employees. Some also held interactive sessions on User Experience Design and Agile Software Design, which are integral parts of the teaching on computer science pathways, thereby bringing the relevance of the theory to the forefront. In 2012 the events were with Deloitte and PWC, with CyberSource and Liberty IT supporting events in the second semester. The adapted Aston University survey (Andrews & Clark 2011) was also sent to both groups of mentors (those from 2011 and 2012) to capture not only their perspectives on being mentors but also to assess the impact of employer engagement with the scheme. There was a 70% response from the mentors with 95% of these agreeing that collaborating with the employers was a worthwhile part of the scheme and that as a result their communication skills were more developed (100% agreed or strongly agreed) and they were more committed to completing their course (70% agreed or strongly agreed, see Figure 3). Another significant finding was that 100% of the respondents stated that as a result of being a mentor they felt more of a part of the university. Figure 3 I am more committed to completing my course. 4. Summary The diverse culture of our student body at higher education institutions and the growing student numbers, particularly in STEM subjects, have led to a need for innovative practices that can aid students transition and promote student success (Andrews & Clark 2011). Peer mentoring has been a success in many institutions (ibid) and it has been a very successful scheme since its introduction to EEECS. In particular. it has helped students to settle into university life, and it has also assisted students in the communication and early 166 doi: /stem.hea

5 A. Doherty collaboration with potential employers with whom they could be working (or at least applying to) for placement or graduate positions. The academic co-ordinator and school management within EEECS fully intend to continue development and support of the peer mentor scheme, ensuring that all aspects of social, academic and professional development are nurtured for both mentors and mentees. Future development currently under consideration involves offering a mentoring scheme to students at all levels of undergraduate and postgraduate study, not only to Level 1 students. References Andrews, J. and Clark, R. (2011) Peer Mentoring Works! How Peer Mentoring Enhances Student Success in Higher Education. Birmingham: Aston University. Burlew, L.D. (1991) Multiple mentor model: A conceptual framework. Journal of Career Development 17 (3), CBI (2011) Building for Growth: Business Priorities for Education and Skills. London: CBI. e-skills (2011) Technology Insights 2011: Northern Ireland. London: e-skills. Hill, R. and Reddy, P. (2007) Undergraduate peer mentoring: an investigation into processes, activities and outcomes. Psychology Learning and Teaching 6 (2), Joyce, E.A., Russell, B. and Adams, M. (1997) The changing nature of mentoring in organizations: an introduction to the special issue on mentoring in organizations. Journal of Vocational Behavior 51, Phillips, R., Swanson, V. and Morgan-Klein, B. (2005) Peer-mentoring schemes in UK higher education: Availability and effects on retention. Proceeding of the British Psychological Society 13, 122. Treston, H. (1999) Peer mentoring: Making a difference at James Cook University, Cairns It s moments like these you need mentors. Innovations in Education and Training International. 36 (3), doi: /stem.hea