Researching the Impact of Student Mentoring in the Community

Abstract

This research explores the impact of mentoring relationships on student mentors at the University of Central Lancashire (UCLan). More specifically, it looks at student experiences, personal and professional development from mentoring in the community over one academic year. This interpretive, methodological approach incorporated both qualitative and quantitative methods in order to draw comparisons and detailed insight into the interactions of all parties involved in the mentoring programme, including the mentor, the mentee and the community organisation. The findings revealed that mentors receive an ‘invisible gift’ that is not formally acknowledged. The ‘gift’ is manifested as key skills for lifelong learning and employability. Also, the findings highlighted that mentoring has a significant impact on the mentee regarding enhancing confidence, self esteem, skill development and engagement in pro-social behavior; thus, identifying ‘hard’ and ‘soft’ outcomes from UCLan Students engaging with the community in a mentoring capacity. This research concludes that the mentoring process utilises a ‘mentee-centred approach.’ A balance of both ‘instrumental and ‘expressive’ processes in order to support, encourage and guide mentees to achieve their full potential.