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ERIC Number: EJ972937
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1360-3108
Technical Focus: The Design and Implementation of a Mentoring Scheme in HE
Birds, Rachel
Perspectives: Policy and Practice in Higher Education, v16 n3 p85-89 2012
Conversations with colleagues across the sector suggest that the use of mentoring as an organisational development tool in higher education (HE) is increasing. In an era where universities are constantly urged to do more with less, it offers a potential means of using the institution's own staff to train and support each other, thus maximising the best resource which the sector has at its disposal; namely, its people. This article is based on the experiences of two faculty-based managers at the University of Sheffield who led the design and implementation of an in-house mentoring programme aimed specifically at staff in technical roles. It focuses on the early stages of that process. The challenges of setting up a variety of in-house staff development schemes have been discussed in this journal previously. For example, Whitchurch (2010) builds on Bolton's (2008) earlier work in problematising the organisational constraints imposed on management trainee schemes in HE institutions, as well as the various experiences of participants involved. In this article the author develops some of those themes further in the context of the establishment and provision of a formal organisational mentoring programme. The discussion begins by providing a brief overview of the circumstances which gave rise to its development. It outlines the theoretical notions underpinning the scheme's design and describes the experience of co-ordinating it. A summary of the key learning points forms the conclusion. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)