What works and in what ways? The contributions of mentoring towards diversity, progression and achievement

Jones, IR 2004, 'What works and in what ways? The contributions of mentoring towards diversity, progression and achievement' , Innovative Learning in Action, 2 , pp. 17-22.

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Abstract

In this paper I use three case studies to illustrate how peer mentoring has been developed and organised at the University and, in turn, how these specific examples of practice have contributed to diversity, progression and achievement. However, I also use these case studies to raise questions about the impact of developments in peer mentoring on the learning of the mentors and mentees, and of the organisation, and the implications of learning through mentoring for the development of policy on widening participation. I want to suggest that whist these specific examples have ‘worked’ in their contributions towards diversity, progression and achievement – the intended policy outcomes- there is another no less interesting dimension of ‘ what works’ and that is the role of the mentors and mentees as policy actors. In the final section of the paper I will reflect on this and the extent to which the learners engaged in mentoring – whether as mentors or mentees – are policy actors helping to shape policy rather than the passive objects of that policy.

Item Type:	Article
Additional Information:	ILIA is the University of Salford's in-house journal. ILIA issue 2: 'Enhancing student diversity, progression & achievement'
Themes:	Subjects / Themes > H Social Sciences > HT Communities. Classes. Races Subjects / Themes > L Education > LB Theory and practice of education Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education Subjects outside of the University Themes
Journal or Publication Title:	Innovative Learning in Action
Publisher:	Education Development Unit, University Of Salford
Refereed:	Yes
Depositing User:	H Kenna
Date Deposited:	20 Jan 2009 14:37
Last Modified:	16 Feb 2022 08:03
URI:	https://usir.salford.ac.uk/id/eprint/1189

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