Towards an inclusive student partnership: Rethinking mentors’ disposition and holistic competency development in near-peer mentoring

Cecilia K. Y. CHAN, Jiahui Jess LUO

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the ‘students as partners’ context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed ‘unfitting’ to the ‘ideal’ mentor standards in research and practices. These three cases presented how mentors’ mentoring practices were influenced by their dispositions, and identified a growth pattern in holistic competencies which could in return benefit these student mentors’ future development. A conceptual model has been designed to capture the potential relationship between mentoring, mentor dispositions and holistic competency development. Both theoretical and practical implications have been made to increase inclusive participation and to provide equitable learning opportunities for more students in higher education. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)874-891
JournalTeaching in Higher Education
Volume27
Issue number7
Early online dateApr 2020
DOIs
Publication statusPublished - 2022

Citation

Chan, C. K. Y., & Luo, J. (2022). Towards an inclusive student partnership: Rethinking mentors’ disposition and holistic competency development in near-peer mentoring. Teaching in Higher Education, 27(7), 874-891. https://doi.org/10.1080/13562517.2020.1751606

Keywords

  • Peer mentoring
  • Disposition
  • Twenty-first century skills
  • Student partnership
  • Case study

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