Research Article
BibTex RIS Cite

Akran Danışmanlığı Yükseköğretimde Tutunmak için bir Model Olabilir mi?

Year 2024, Issue: 59, 747 - 464, 29.03.2024
https://doi.org/10.53444/deubefd.1401709

Abstract

Bu çalışma, üniversiteye yeni başlayan öğrencilerin, üniversite rollerini anlamaları ve akademik hedeflerine ulaşmalarına yardımcı olabilmek için akran mentorlüğü süreç ve faydalarını vurgulamaktadır. Bu araştırma, menti ve mentörların akran danışmanlığı sürecine yönelik bakış açılarını inceleyerek katılımcıların program ile ilgili beklentilerini, karşılaşılan zorlukları ve programı iyileştirme önerilerini tespit etmeye yönelik bir durum çalışmasıdır. Çalışmada, veri toplamak için bir anket, menti ve mentörlerin tuttuğu günlükler ve odak grup görüşmeleri kullanılmış ve 12 hafta süren akran danışmanlığı programı değerlendirilmiştir. Sonuçlar, mentör ve mentilerin program ile ilgili akademik ve sosyal beklentilere sahip olduğunu, özellikle problem çözme, liderlik ve iletişim gibi becerilerini geliştirmeyi, kampüs yaşamına daha kolay uyum sağlamayı beklediklerini göstermiştir. Karşılaşılan zorluklar açısından, ana temalar, mentör-menti ilişkisine sınır koyma, zaman yönetimi, farklı beklentileri karşılama, bilgi eksikliği ve iletişim sorunlarıyla baş etme olarak belirlenmiştir. Mentör ve mentiler, mentörluk programının etkililiğinin akademik programlardan alınan destek, iyi yapılandırılmış bir mentörlük programı ve program başlamadan önce mentörlere verilen eğitim gibi faktörlerden etkilendiğini belirtmişlerdir. Katılımcılar, bu programın kişisel, mesleki ve akademik beceri ve yetkinliklerine ilişkin farkındalık geliştirdiklerini, bu program sayesinde kampüs yaşamına daha rahat uyum sağladıklarını ve bir network oluşturdukarını vurgulamışlardır. Sonuçların, gelecekteki mentörlük programlarının yapılandırılmasına katkı sağlaması ve yükseköğretimde akran mentörluğunu teşvik etmesi beklenmektedir.

References

  • Altonji, S.J., Baños, J.H., & Harada, G. N. (2019). Perceived benefits of a peer mentoring program for first-year medical students. Teaching and Learning in Medicine, 31(10), 1-8.
  • Andreanoff, J. (2016). Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. Palgrave Macmillan. http://doi.org/10.1007/978-1-137-45150-7
  • Bansal, K. (2013). Barriers to college completion: an overview of Bay Area non-profit solutions & efforts. Stanford Center on Philanthropy and Civil Society Publishing.
  • Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education, 3(2), 33-44. http://doi.org/10.5204/intjfyhe.v3i2.124
  • Campbell, T. A., & Campbell, D. E. (2007). Outcomes of mentoring at-risk college students: gender and ethnic matching effects. Mentoring & Tutoring: Partnership in Learning, 15(2), 135-148.
  • Collier, P.J. (2015). Developing effective student peer mentoring programs: a practitioner's guide to program design, delivery, evaluation, and training (1st ed.). Routledge. https://doi.org/10.4324/9781003444145
  • Colvin, J.W., & Ashman M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121–134. http://doi.org/10.1080/13611261003678879
  • Conner, K. (2015). Expectations and experiences of undergraduate students who participated in an alumni mentoring program. [Unpublished Doctoral Dissertation]. The University of San Fransisco.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry research design: Choosing among five approaches. Thousand Oaks, California, Sage Publishers.
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.
  • DiMaria, F. (2016). Shifting from advising to mentoring for first year students. Education Digest, 81(6), 60-62.
  • DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30, 157–197.
  • Ertem, H. Y., & Aypay, A. (2023). Bibliometric analysis of research on the first-year experiences of university students. Yükseköğretim Dergisi, 13(1), 107-118.
  • Ferrari, J. R. (2004). Mentors in life and at school: impact on undergraduate prote´ge´ perceptions of university mission and values. Mentoring & Tutoring: Partnership in Learning, 12(3), 295-305. https://doi.10.1080/030910042000275909
  • Flores, G., & Estudillo, A. (2018). Effects of a peer-to-peer mentoring program: supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 3.
  • Garringer, M., & MacRae, (2008). Peer mentoring program in schools. An introductory guide. Mentoring Resource Center. U.S. Department of Education.
  • Gunn, F., Lee, S. H., & Steed, M. (2017). Student perceptions of benefits and challenges of peer mentoring programs: divergent perspectives from mentors and mentees. Marketing Education Review, 27(1), 15–26.
  • Hamilton, L., Boman, J., Rubin, H., & Sahota. (2018). Examining the impact of a university mentorship program on student outcomes. International Journal of Mentoring and Coaching in Education, 8 (1), 19-36. https://doi.10.1108/IJMCE-02-2018-0013
  • Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., Ryan, J. & Johnson, H. (2018). Mentoring college students with disabilities: experiences of the mentors. International Journal of Mentoring and Coaching in Education, 7(3), 202-218. https://doi.org/10.1108/IJMCE-07-2017-0047
  • Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861-885. https://doi.org/10.1080/00221546.2006.11778947
  • Jacobi, M. (1991). Mentoring undergraduate academic success: a literature review. Review of Educational Research, 61(4), 505-532.
  • Jenner,E., Lass, K., Walsh, S., Demby, H., Leger, R., & Falk, G. (2023). Effects of cross-age peer mentoring program within a randomized controlled trial. Journal of Research on Educational Effectiveness, 16(3), 473-500. http://doi.10.1080/19345747.2022.2130119
  • Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: a third-generation approach to FYE – a case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. https://doi.org/10.5204/intjfyhe.v1i1.13
  • Keller, T.E., Perry, M., & Spencer, R. (2020). Reducing social isolation through formal youth mentoring: opportunities and potential pitfalls. Clin Soc Work Journal, 48, 35–45. https://doi.org/10.1007/s10615-019-00727-x
  • Larson, H. (2018). Striving for contribution: the five Cs and positive effects of cross-age peer mentoring. Pastoral Care in Education, 36 (1), 3-15.
  • Lassibille, G., & Gomez, L. (2008). Why do higher education students drop out? evidence from Spain. Education Economics, 16(1), 89-105. https://doi:https://10.1080/09645290701523267
  • Law, A.V., Bottenberg, M., Brozick, A.H., Currie, J.D., DiVall, M., Haines, S.T., Jolowsky, C., Koh-Knox, C.P., Phelps,S. J., Webster, A., & Yablonski, E. (2014). A Checklist for the development of faculty mentorship programs. American Journal of Pharmaceutical Education, 78(5) 98. https://doi.org/10.5688/ajpe78598
  • McCoy, S., Smyth, E., Watson, D., & Darmody, M. (2014). Leaving school in Ireland: longitudinal study of post-school transitions. (ESRI Research Series No. 36). Dublin.
  • Miller, G. E., Yu, T., Chen, E., & Brody, G. H. (2015). Self-control forecasts better psychosocial outcomes but faster epigenetic aging in low-SES youth. Proceedings of the National Academy of Sciences, 112(33), 10325–10330.
  • Murphy, J. A. (2016). Enhancing the student experience: A case study of a library peer mentor program. College & Undergraduate Libraries, 23, 151–167.
  • Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: A conceptual review and research agenda. Mentoring & Tutoring: Partnership in Learning, 23(5), 411–426. https://doi.org/10.1080/13611267.2015.1126165
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA, Jossey-Bass.
  • Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership: policy and practice. OECD Publishing. v.1. https://www.oecd.org/education/school/44374889.pdf
  • Rakıcıoğlu-Söylemez, A. (2012). An exploratory case study of preservice EFL teachers’ sense of efficacy beliefs and perceptions of mentoring practices during practice teaching. [Unpublished Doctoral Dissertation]. Middle East Technical University, Ankara, Turkey.
  • Ruthkosky, P., & Castano, S. (2007). First-year peer mentoring helps ease student transition to college. E-Source for College Transitions, 5(1), 6-9.
  • Tenenbaum, H.R., Crosby, F.J., & Gliner, M.D. (2001). Mentoring relationships in graduate school. Journal of Vocational Behavior, 59(3), 326–341.
  • Tinto, V. (2013). Isaac Newton and student college completion. Journal of College Student Retention: Research, Theory & Practice, 15(1), 1-7. https://doi.org/10.2190/CS.15.1.a
  • Yıldırım, A., & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri. Seckin Yayinlari.
  • Yin, R. L. (2014). Case study research: design and methods (5th ed.). Thousand Oaks, CA: Sage Publications.
  • Weinstein, N. (2016). Teacher mentoring. Research starters, 1-2.

Can Peer-Mentoring be a Model for Retention in Higher Education?

Year 2024, Issue: 59, 747 - 464, 29.03.2024
https://doi.org/10.53444/deubefd.1401709

Abstract

Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.

References

  • Altonji, S.J., Baños, J.H., & Harada, G. N. (2019). Perceived benefits of a peer mentoring program for first-year medical students. Teaching and Learning in Medicine, 31(10), 1-8.
  • Andreanoff, J. (2016). Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. Palgrave Macmillan. http://doi.org/10.1007/978-1-137-45150-7
  • Bansal, K. (2013). Barriers to college completion: an overview of Bay Area non-profit solutions & efforts. Stanford Center on Philanthropy and Civil Society Publishing.
  • Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education, 3(2), 33-44. http://doi.org/10.5204/intjfyhe.v3i2.124
  • Campbell, T. A., & Campbell, D. E. (2007). Outcomes of mentoring at-risk college students: gender and ethnic matching effects. Mentoring & Tutoring: Partnership in Learning, 15(2), 135-148.
  • Collier, P.J. (2015). Developing effective student peer mentoring programs: a practitioner's guide to program design, delivery, evaluation, and training (1st ed.). Routledge. https://doi.org/10.4324/9781003444145
  • Colvin, J.W., & Ashman M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121–134. http://doi.org/10.1080/13611261003678879
  • Conner, K. (2015). Expectations and experiences of undergraduate students who participated in an alumni mentoring program. [Unpublished Doctoral Dissertation]. The University of San Fransisco.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry research design: Choosing among five approaches. Thousand Oaks, California, Sage Publishers.
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.
  • DiMaria, F. (2016). Shifting from advising to mentoring for first year students. Education Digest, 81(6), 60-62.
  • DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30, 157–197.
  • Ertem, H. Y., & Aypay, A. (2023). Bibliometric analysis of research on the first-year experiences of university students. Yükseköğretim Dergisi, 13(1), 107-118.
  • Ferrari, J. R. (2004). Mentors in life and at school: impact on undergraduate prote´ge´ perceptions of university mission and values. Mentoring & Tutoring: Partnership in Learning, 12(3), 295-305. https://doi.10.1080/030910042000275909
  • Flores, G., & Estudillo, A. (2018). Effects of a peer-to-peer mentoring program: supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 3.
  • Garringer, M., & MacRae, (2008). Peer mentoring program in schools. An introductory guide. Mentoring Resource Center. U.S. Department of Education.
  • Gunn, F., Lee, S. H., & Steed, M. (2017). Student perceptions of benefits and challenges of peer mentoring programs: divergent perspectives from mentors and mentees. Marketing Education Review, 27(1), 15–26.
  • Hamilton, L., Boman, J., Rubin, H., & Sahota. (2018). Examining the impact of a university mentorship program on student outcomes. International Journal of Mentoring and Coaching in Education, 8 (1), 19-36. https://doi.10.1108/IJMCE-02-2018-0013
  • Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., Ryan, J. & Johnson, H. (2018). Mentoring college students with disabilities: experiences of the mentors. International Journal of Mentoring and Coaching in Education, 7(3), 202-218. https://doi.org/10.1108/IJMCE-07-2017-0047
  • Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861-885. https://doi.org/10.1080/00221546.2006.11778947
  • Jacobi, M. (1991). Mentoring undergraduate academic success: a literature review. Review of Educational Research, 61(4), 505-532.
  • Jenner,E., Lass, K., Walsh, S., Demby, H., Leger, R., & Falk, G. (2023). Effects of cross-age peer mentoring program within a randomized controlled trial. Journal of Research on Educational Effectiveness, 16(3), 473-500. http://doi.10.1080/19345747.2022.2130119
  • Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: a third-generation approach to FYE – a case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. https://doi.org/10.5204/intjfyhe.v1i1.13
  • Keller, T.E., Perry, M., & Spencer, R. (2020). Reducing social isolation through formal youth mentoring: opportunities and potential pitfalls. Clin Soc Work Journal, 48, 35–45. https://doi.org/10.1007/s10615-019-00727-x
  • Larson, H. (2018). Striving for contribution: the five Cs and positive effects of cross-age peer mentoring. Pastoral Care in Education, 36 (1), 3-15.
  • Lassibille, G., & Gomez, L. (2008). Why do higher education students drop out? evidence from Spain. Education Economics, 16(1), 89-105. https://doi:https://10.1080/09645290701523267
  • Law, A.V., Bottenberg, M., Brozick, A.H., Currie, J.D., DiVall, M., Haines, S.T., Jolowsky, C., Koh-Knox, C.P., Phelps,S. J., Webster, A., & Yablonski, E. (2014). A Checklist for the development of faculty mentorship programs. American Journal of Pharmaceutical Education, 78(5) 98. https://doi.org/10.5688/ajpe78598
  • McCoy, S., Smyth, E., Watson, D., & Darmody, M. (2014). Leaving school in Ireland: longitudinal study of post-school transitions. (ESRI Research Series No. 36). Dublin.
  • Miller, G. E., Yu, T., Chen, E., & Brody, G. H. (2015). Self-control forecasts better psychosocial outcomes but faster epigenetic aging in low-SES youth. Proceedings of the National Academy of Sciences, 112(33), 10325–10330.
  • Murphy, J. A. (2016). Enhancing the student experience: A case study of a library peer mentor program. College & Undergraduate Libraries, 23, 151–167.
  • Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, undergraduate research, and identity development: A conceptual review and research agenda. Mentoring & Tutoring: Partnership in Learning, 23(5), 411–426. https://doi.org/10.1080/13611267.2015.1126165
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA, Jossey-Bass.
  • Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership: policy and practice. OECD Publishing. v.1. https://www.oecd.org/education/school/44374889.pdf
  • Rakıcıoğlu-Söylemez, A. (2012). An exploratory case study of preservice EFL teachers’ sense of efficacy beliefs and perceptions of mentoring practices during practice teaching. [Unpublished Doctoral Dissertation]. Middle East Technical University, Ankara, Turkey.
  • Ruthkosky, P., & Castano, S. (2007). First-year peer mentoring helps ease student transition to college. E-Source for College Transitions, 5(1), 6-9.
  • Tenenbaum, H.R., Crosby, F.J., & Gliner, M.D. (2001). Mentoring relationships in graduate school. Journal of Vocational Behavior, 59(3), 326–341.
  • Tinto, V. (2013). Isaac Newton and student college completion. Journal of College Student Retention: Research, Theory & Practice, 15(1), 1-7. https://doi.org/10.2190/CS.15.1.a
  • Yıldırım, A., & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri. Seckin Yayinlari.
  • Yin, R. L. (2014). Case study research: design and methods (5th ed.). Thousand Oaks, CA: Sage Publications.
  • Weinstein, N. (2016). Teacher mentoring. Research starters, 1-2.
There are 40 citations in total.

Details

Primary Language English
Subjects Higher Education Systems
Journal Section Articles
Authors

Evrim Üstünlüoğlu 0000-0002-2631-7888

Publication Date March 29, 2024
Submission Date December 7, 2023
Acceptance Date February 11, 2024
Published in Issue Year 2024 Issue: 59

Cite

APA Üstünlüoğlu, E. (2024). Can Peer-Mentoring be a Model for Retention in Higher Education?. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(59), 747-464. https://doi.org/10.53444/deubefd.1401709