Student mentoring in higher education: Hong Kong Baptist University

Abstract

There is a developing interest in mentoring in the educational system in Hong Kong, especially in higher education. Mentoring is looked at as a retention and enhancement strategy for undergraduate education. With the setting up of a mentoring system during the freshmen year, it is hoped that student retention can be increased and academic achievement can be promoted. The study aims to find out the current mentoring practices carried out at the Hong Kong Baptist University. Results are based upon quantitative data collected from 456 students and 79 faculty members engaging in the mentoring programme of the University Life Programme at the university in 1998. The author also conducted insight interviews into the student-mentor relationship and the problems encountered by mentors. The study focuses upon students' perspectives of an 'effective' mentor. The implications for resources are discussed as part of a review of the mentoring programme at the university.

Listening, Play, and Social Attraction in the Mentoring of New Teachers

“…Other studies link mentoring programs in education to success and satisfaction of teachers (Clifford, 1999;Strong & Baron, 2004) and students (Campbell & Campbell, 2000;Erdem & Özen, 2003;Liang, Tracy, Taylor, & Williams, 2002;Van Gyn & Ricks, 1997). Further research suggests that mentoring may increase retention of nurses (Greene & Puetzer, 2002;Hurst & Koplin-Baucum, 2003) and college students (Young & Cates, 2005, Hurte, 2002Lee & Bush, 2003;Pidcock, Fischer, & Munsch, 2001). Odell and Ferraro (1992) find beginning teachers most value emotional support and that this could assist with attrition.…”

Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level

“…According to Jo and Almarzouqi [20] (pp. [13][14][15][16][17][18][19][20][21][22], a peer in the form of tutor may not always ensure good scaffolding and the reasons forthis are the lack of skills and experience of tutors, usually in a situation when the tutors are young. Therefore Lee, Leung and Bush [21] admit that students as tutors should be given proper orientation about the tutoring activity.…”

The development and validation of a scale for assessing peer-mentoring processes in programs for first-year university students

“…The potential mentors who voluntarily express their desire to participate in the program join it after completing five common training sessions and one specific section in each participating center to adjust the program to its characteristics and needs (e.g., volume of mentoring requests). In addition, in order to improve the results and satisfaction with the program, the main assignment criterion for mentees and mentors is that they have to be students in the same major (Lee & Bush, 2003;McLean, 2004;Terrion & Leonard, 2007). In addition, their mother tongue (Spanish or Catalan), age, and access modality to the university (e.g., baccalaureate or vocational training), as well as the organizational characteristics of certain majors (e.g., high achievement groups or groups in English), are also considered.…”