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Peer Mentoring: Guaranteed Gold?

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Mentorship, Leadership, and Research

Abstract

This chapter explores the nature of mentoring within higher education, its impact, how this may be measured and evaluated and the challenges this presents. Impact will be contextualised within the Teaching and Excellence Framework, (Department for Education (2017) Teaching Excellence and Student Outcomes Framework Specification: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/658490/Teaching_Excellence_and_Student_Outcomes_Framework_Specification.pdf. Reviewed 3rd December 2017) a potential relationship explored and the significance to the student, staff, institution and wider community considered. Mentoring is complex; it is a term that is used interchangeably and inconsistently within practice, across different disciplines and within published studies exploring the notion of mentoring. This can be seen when the following illustrations are considered.

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Author information

Authors and Affiliations

  1. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Michael Snowden

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  1. Michael Snowden
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Correspondence to Michael Snowden .

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  1. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Michael Snowden

  2. School of Human and Health Sciences, The University of Huddersfield, Huddersfield, UK

    Jamie P. Halsall

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Snowden, M. (2019). Peer Mentoring: Guaranteed Gold?. In: Snowden, M., Halsall, J. (eds) Mentorship, Leadership, and Research. International Perspectives on Social Policy, Administration, and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-95447-9_9

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  • DOI: https://doi.org/10.1007/978-3-319-95447-9_9

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