Learning and Teaching in Action Centre for Excellence in Learning and Teaching Manchester Metropolitan University
Authors: Gill Rice, Samuel Parker, Nahida Shabbir and Alexandra Galbraith Year of publication: 2015 Article title: Managing complexity through effective pre-entry and transition support: The Benefits of Peer Mentoring for Disabled Students Journal title: Learning and Teaching in Action Volume 10, Issue 1 Pages 21-32 Publisher: Manchester Metropolitan University (Online) URL http://www.celt.mmu.ac.uk/ltia/Vol10Iss1
Citation: Galbraith, A. Parker, S., Shabbir, N. and Rice, G. (2015) ‘Managing complexity through effective pre-entry and transition support: The Benefits of Peer Mentoring for Disabled Students’, Learning and Teaching in Action, 10 (1) pp.21-32. Manchester Metropolitan University (Online). Available at: http://www.celt.mmu.ac.uk/ltia/Vol10Iss1
Learning and Teaching in Action | Volume 10
Centre for Excellence in Learning and Teaching | MMU
Managing complexity through effective pre-entry and transition support: The Benefits of Peer Mentoring for Disabled Students Gill Ricea, Samuel Parker, Nahida Shabbir and Alexandra Galbraith Learner Development Service, Manchester Metropolitan University a
Gill Rice,
[email protected]
Abstract This paper explores the benefits of peer mentoring for disabled students making the transition into university and through the first year of their studies. Through a pilot peer mentoring project, established by the Learner Development Service in 2012, prospective and first year disabled students at Manchester Metropolitan University (MMU) were offered the opportunity to be paired with a student mentor. Information is provided on how the scheme operates and an evaluation of the project to date.
Introduction and background One of the key remits of the Learner Development Service is to offer support, advice and guidance to prospective disabled students as well as those studying at Manchester Metropolitan University (MMU). For some disabled students, making the transition into higher education can be a confusing and challenging experience. This is partly because of the processes that disabled students have to undertake to obtain support for studying at university. Also, some students find coming to university stressful due to the nature of their disability, especially as it may make it difficult for them to engage fully in social activities and university life. Increasingly researchers have been investigating the benefits of peer mentoring for students studying in Higher Education. Andrews and Clark (2011) carried out a three year research project looking at how peer mentoring has been successfully used in Higher Education
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Institutions to aid the transition from Further Education and to combat attrition rates in the first year. Andrews and Clark state that “Within the UK Higher Education context, peer mentoring relates to the concept of reciprocal peer support and learning whereby a peer mentor helps to enhance and promote the overall university experience of either an individual student, or group of fellow students. Peer mentors are generally (but not always) slightly more advanced in their studies than peer mentees. By using their own experiences and insights, peer mentors help newer students settle into university, building a relationship which often lasts through the first year – and in many cases beyond” (2011. p24). Findings suggest that peer mentoring can be effective at a number of points in the student’s life-cycle both from the very early transition period, in the first term and beyond. Andrews and Clark identify the ways in which mentor support provides a ‘safety net’ for new students during the transition and through the first term. They highlight that there can be a significant benefit for mentors involved in peer mentoring schemes, as well as mentees. This is both in terms of satisfaction gained from helping those new to the university settle into their new environment and also from an employability perspective, as it can add key skills to a CV and so enhance employability. This has particular relevance for this student cohort as Government statistics indicate that disabled people remain significantly less likely to be in employment than non-disabled people. In 2012, 46.3% of working-age disabled people were in employment compared with 76.4% of working-age non-disabled people (Dept. Work and Pensions, 2014). Griffin (1995) developed a mentoring scheme at the University of Huddersfield with the aim of providing peer support for those students new to higher education who had made the transition from local colleges. Griffin highlighted that there were multiple benefits for the mentees who engaged with the programme. These included clarity in understanding university procedures, finding their way around campus, keeping them motivated during the first term and having someone around who understood their problems. Husband and Jacobs (2009) identified a number of key benefits to a university, as an organization, following the implementation of a successful peer mentoring programme. These include reducing the social exclusion that some students experience when beginning university by
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promoting a positive and caring atmosphere within the institution. Also, it helps in reducing drop-out rates and increases performance, motivation and satisfaction of students. Based on this evidence and also attendance at a one day conference at Aston University, on the benefits of peer mentoring, Learner Development decided to pilot its own peer mentoring scheme. When considering implementing peer mentoring schemes, Andrews and Clark (2011) make a number of key recommendations for Higher Education Institutions (HEIs) as follows: 1.
Consider embedding peer mentoring as part of the institutional retention strategy.
2.
Decide on the form of mentoring programme to be introduced.
3.
Design a robust and well managed programme.
4.
Appoint a dedicated person, or persons, to manage the programme.
5.
Ensure effective marketing of the programme.
6.
Introduce a rigorous mentor selection and training process.
7.
Take care in pairing mentees and mentors to ensure a good match.
8.
Make clear the availability of on-going support.
9.
Evaluate the programme at an appropriate point or points in the year.
10. Consider academic credit/recognition for mentors. These recommendations provide a useful framework and the Learner Development Service utilised this model in the development of its peer mentoring scheme. The following section details how the Learner Development Service implemented its mentoring scheme.
Aims The aims of the Learner Development peer mentoring scheme are: 1. To provide prospective and first year disabled students at MMU with the support of a peer who has experience in at least one year of Higher Education and who also has experience of the Higher Education support process for disabled students. 2. To facilitate the transition for disabled students making the step up from further to higher education.
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3. To enhance a sense of belonging within the wider university community. 4. To reduce the number of disabled students who withdraw from the university during their first year of studies. 5. To support and develop a number of current disabled MMU students to become peer mentors. 6. To develop and enhance skills that will benefit mentors’ employability when they graduate from
MMU.
Methodology and Methods Although the value of peer mentoring is recognised within existing research findings, before implementing a peer mentoring scheme Learner Development decided to conduct research amongst existing disabled students via questionnaires. This was partly because very little published research exists for this student cohort. All disabled students registered on the Learner Development database (approximately 2,000 students), were invited to complete a questionnaire online via Bristol On-line Surveys, which generated fifty five responses. A range of questions were asked including whether students thought they would have benefited from having a mentor, the type of information that would have been useful to them and whether they wanted both face to face and e-mentoring. Also, students were asked whether it was important for the mentors themselves to have a disability or Specific Learning Difficulties (SpLD). Ninety three per cent of respondents indicated they would have wanted a mentor had the opportunity been available for them. The main reasons given were to find out information about their course/department, or about the support available for disabled students. Two thirds of respondents also stated that it would be important for them to have a mentor who is also disabled or dyslexic and had been through the higher education support process. Based on the findings a targeted pilot peer mentoring scheme for disabled students was trialled throughout the 2012/13 academic year. The target group of students for the pilot scheme were identified as first year students who have a Visual Impairment, Hearing Impairment, Asperger’s Syndrome or a physical disability, such as Epilepsy. Students identifying with mental health difficulties or those with SpLD’s were not included in the pilot project, because
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these groups represent substantial categories of disabled students within the university and there was a concern regarding resourcing a large mentoring project. It was felt that by trialling and evaluating a small scale project valuable knowledge would be gained in how to further develop and establish a high class peer mentoring scheme. In Spring 2012 through liaison with the Widening Participation team at MMU, who already had successful mentoring schemes in place for care leavers, it was agreed to work collaboratively to develop the Learner Development peer mentoring scheme. Due to care leavers and disabled students having different needs in terms of support and navigating the support available within the university and through Disabled Students Allowances, it would not have been appropriate to develop one scheme. Responding to student feedback from the questionnaires the decision was taken that mentors would be recruited from current disabled students and students with SpLDs at the university. The Widening Participation team agreed to fund payment for mentors attending training sessions and for any face-toface mentoring they undertook. As an incentive for mentors to remain on the scheme it was also agreed that each mentor would be paid a £50 bonus upon completion of a feedback questionnaire at the end of the year. For the majority of mentors payment was a secondary concern and the issue of payments proved unproblematic throughout the pilot. The bonus was paid to ensure that the pilot project could be comprehensively evaluated. The scheme was administered by one Learner Development Adviser and one Administrator, alongside their other roles within the Learner Development Service. A student intern was employed for six months to assist in the initial running and evaluation of the pilot project.
Table 1 – Mentors and mentees by disability group
Physical
Mental
Hearing
Visual
Autism/
Health
Impairment
Impairment
Asperger’s
SpLD
Syndrome Mentors
3
2
1
3
1
1
Mentees
8
0
1
0
7
0
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Widening Participation subscribe to an E-Mentoring website, called Bright Links, which could be utilised to offer prospective students ementor support before they came to university. This was beneficial as it meant that students did not have to use their personal email account. The Bright Links website includes a ‘Knowledge Bank’ containing information on a large range of subjects that students making the transition to university may find useful, such as study skills, student finance and living on a small budget. Bright-Links allows the administrators of the scheme to view usage on a weekly basis including email volume. Furthermore, it allows emails to be viewed and moderated by the staff running the scheme. The email software has advanced features that will hold emails for moderation if they contain web-links or trigger words, such as those with sexual connotations. Mentors and mentees were informed that their emails may be flagged for moderation. Once enrolled, mentees were able to have continued contact their mentors via Bright Links, as well as having the opportunity to meet up with their mentors at monthly meetings organised by Learner Development. Social activities were also arranged, such as ten-pin bowling or meeting up for refreshments. A termly newsletter was distributed to mentors and mentees containing articles and activities of interest. Eleven mentors were recruited for the 2012/13 academic year from a range of disability groups, as shown in Table 1. Mentors attended two compulsory half days training sessions where they learnt about the range of services available within the university. This included training on setting boundaries with mentees, using Bright Links, supporting students with Asperger’s Syndrome and also the support they could access in their role. In order to evaluate the pilot peer mentoring project eight mentors attended one-to-one interviews in March 2013 to discuss their experiences, approximately a year after they were first recruited . This included the training they received, using the Bright Links ementoring system and the regular group meetings for mentors and mentees. A focus was also placed on the skills which they felt had been developed as a direct result of becoming a peer mentor. Mentor feedback indicated the training had been beneficial with a number commenting that training on Asperger’s Syndrome had been very informative. Mentors viewed the training as an opportunity to meet the other mentors and develop peer support within the role.
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This highlights the importance of ensuring that mentors fully engage with training sessions and that a range of activities are designed in order to foster co-operation and build up rapport between mentors.
Engagement between mentors and mentees Mentors had very different experiences engaging with their mentees, ranging from mentees not engaging with the project, to having regular emails and face-to-face meetings. A number of mentors commented on how easy it was to stay in contact with their mentees and how well they got on. They also highlighted that their mentees had been in contact very regularly initially, but as the term progressed contact became infrequent. This supports previous research findings suggesting that transition is a key period when support is required. The mentors felt that the mentor – mentee relationship was useful to the mentees, with one of the mentors commenting on their mentee’s shyness and how they find it difficult to talk with other students. Another mentor stated that face-to-face meetings were important as her mentee was very concerned about socialising and making friends. This again highlights that the decision to combine online mentoring with opportunities to meet at group meetings, was a successful one. For those mentors whose mentees had not been in contact with them, mentors emailed once a month, providing opportunities for contact.
Bright Links Mentors found the Bright Links e-mentoring system really useful and easy to use. One of the mentors liked how Bright Links keeps track of emails showing them in a thread, while another appreciated how the format is uncluttered. Mentors found this information and the activities on Bright Links helpful with one student working through all of the activities. Mentors identified that using Bright Links did have some drawbacks. One mentee reported that they were not receiving Bright Links messages. Another commented that the emails were not instant as some were held for moderation if they contain web-links or certain trigger words. Despite this, Bright Links remains the safest and most effective way for Learner Development to offer a pre-entry
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peer mentoring service compared with allowing students to use their personal email accounts.
Group meetings Mentors responded extremely positively about the group meetings and the opportunity for them to meet face-to-face with both their own, and other, mentees. Mentors enjoyed the chance to socialise with both other mentors and mentees. This helped them build rapport and it was a useful forum to swap advice and share experiences. One issue identified was the difficulty for mentors and mentees to attend the monthly meetings in Manchester from the Crewe campus. When the scheme expanded, separate meetings were held at Crewe campus for the 2013/14 academic year. Mentors also made suggestions about how the meetings could be developed in the future. Mentors are increasingly encouraged to take an active lead in setting the agenda for group meetings and delivering some group activities as the scheme expands. This started to happen towards the end of the pilot year with one mentor leading activities at group meeting. It is anticipated that this will give further employability skills to mentors in terms of leadership, organisation and presentation skills.
Skills development of mentors During interviews, all mentors commented that they had gained new qualities and skills from being a mentor. One mentor stated that the peer-mentoring project has offered them the chance to socialise, noting that before they would not have had the confidence to talk publicly. He commented, “It was the first time that I had spoken to such a large group of people.” Through participation in the project, he now feels that he would be able to participate in group work on his course. For others, it increased their understanding of disability and working with a diverse group of people. The mentors stated they gained a greater awareness of the support services within the university. One student commented about the positive aspects of mentoring stating, “I think I’ve helped my mentee, she says thank you for talking about things. I would have liked to have had a mentor when I started university.” Many of the mentors said they had gained
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confidence, organisational and interpersonal skills all of which are key to employability. Mentors highlighted the skills they had gained through the mentoring project and how they have enhanced their CV’s. For one student, the experiences she gained helped her gain a job as an Outreach ambassador. Another visually impaired student felt that by being a mentor demonstrated her interest in other people, important to her studies in psychology. She has also worked in other areas of the university now registered with the Jobs4student scheme stating, “I didn’t know it was ok to disclose a disability and that adjustments would be made for me. I have worked as an IT rover, in an administration office and at graduation ceremonies. I am also going to be an ambassador and give tours at the next open day”. This feedback highlights that the benefits to mentors can be as significant.
Results and Discussion Thirteen students contacted Learner Development to request a mentor both before and during the 2012/13 academic year. All remained enrolled at the end of the academic year, which is positive as student retention was a key driver for introducing the peer mentoring scheme. Although it is difficult to predict the progression rate from year to year, due the complexities and challenges experienced by some disabled students, amongst the pilot year mentees, an 80% progression rate would have been expected. Findings from the pilot indicate that engagement varied between different mentors and mentees. Four mentees did not engage with their mentor at all despite requesting a mentor. Several of the mentees contacted their mentor for a period prior to starting at MMU and subsequently attended some group meetings. However, they did not continue to email their mentor via Bright Links. This highlights that the focus of the scheme should remain on support during the transition period, and through the first term, when mentor support is mostly utilized. A further three mentees attended some group meetings and engaged with their mentor at these sessions Two of the mentees had regular weekly contact with their mentors throughout the academic year, both through Bright Links and face-to-
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face at group and individual meetings. From the record of contact sheets completed and returned by mentors it is clear that these mentoring relationships have provided the mentee with both someone to talk to and advise them, pointing them in the direction of other support services as required. Table 1 shows that the majority of mentees were those with either Physical conditions or Asperger’s Syndrome. This is encouraging, as Learner Development has found that these groups of students often need high levels of support during the transition phase from Further to Higher Education. Besides benefiting mentors and mentees, this project has also had a positive impact on the Learner Development Service. There have been a number of occasions throughout the year where mentees have highlighted issues, or these have become apparent at group meetings, that warrant further discussion and intervention with a Learning Development Adviser. This has led to occasions where review meetings have been arranged and the individual mentee’s support revised as a result. Mentors have also been able to refer their mentees back to Learner Development at times when they have felt it necessary. One mentor comments, ‘It is good because now I feel like I can really help her. Because she’s been having a lot of problems with one of her tutors and she didn’t want to make a big deal of it. So I went with her to Learner Development to get some help’. This highlights how the development of rapport with the mentors on the scheme can further lead to an increase in student satisfaction, both for mentors and mentees, ensuring timely support is provided. The peer mentoring scheme has encouraged mentors and mentees to take an active role in university life, better enabling them to navigate their way into and through university and to develop transferable skills which are required both for academic study and for future employment. Evaluation indicates that the scheme has engendering confidence and self- belief, with some graduate mentors successfully securing employment in their chosen fields.
Expansion of the Scheme For the 2013/14 academic year the scope of the project was expanded to cover all disability groups as the pilot year has shown
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the benefits of offering such a service. Expansion of the project estimated that a maximum of a hundred students would take up mentor support, though the actual number was forty-six mentees for the 2013/14 academic year. To ensure that sufficient mentors were available for the 2013/14 academic year Learner Development recruited fifteen students to become mentors in addition to the six existing mentors who were continuing from 2012/13. All of the existing mentors expressed a wish to be involved in the training of new mentors and two of these students delivered talks at the information and training sessions in May 2013. The long-term aim is that this will contribute towards the mentoring project becoming a more student led and sustainable project. The second year of the Peer Mentoring scheme continued to build on the successes of the first year and has adapted to be able to offer mentors to all prospective disabled students. Data extracted from the Bright Links website shows that over 750 messages were sent during the 2013/14 academic year between mentors and mentees and that the website is most heavily used just before the start of autumn term and during the first few months of term. The results of feedback from mentors show that they have welcomed the opportunity to train as mentors and offer support based on their own experiences to new students. It is particularly encouraging that mentors see the benefits that being a mentor can have for their future employability and that one student credited the scheme for helping him to achieve a job after graduating in his dream career path. The more experienced mentors will be encouraged to become more active in leading activities and training in subsequent years. This has the potential to reduce input by both adviser and administration staff for the coming year. However, the matching of mentors and mentees and overall responsibility will remain with Learner Development. With mentoring being developed university wide through MMU Futures it offers the opportunity for mentors to be involved in other schemes and for new mentors to receive generic training via this initiative. For the 2014/15 academic year fifteen new mentors were recruited and trained. Mentors are encouraged to support up to four mentees and to attend the monthly group meetings where possible. Also, mentors can volunteer to compile a termly newsletter for mentees during the 2014/15 academic year for which they will be paid for completing.
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Conclusion The Learner Development peer mentoring scheme has been running since the 2012/13 academic year. Both mentors and mentees have been enthusiastic about the scheme. Many mentees have found it reassuring to have mentor contact prior to starting university and during their first year of study. The monthly group meetings have provided students with the opportunity to speak to their mentor and Learner Development staff in a relaxed setting and develop confidence in a supportive environment. Parents of disabled applicants attending pre-entry events run by Learner Development have been positive about the scheme: knowing that additional support for their child is available. It has also been welcomed by mature students attending university for the first time. There is evidence that mentors have assisted mentees to liaise with Learner Development to resolve support issues in a timely way. Through involvement with the scheme the employability skills of mentors have been enhanced, with some mentors being offered other employment opportunities as a result. Establishing the scheme has also raised the profile of the Learner Development Service within the university. The overall analysis of establishing the scheme has been positive from both the perspective of students and the institution.
References Andrews, J. and Clark, R. (2011). Peer Mentoring Works! How Peer Mentoring Enhances Student Success in Higher Education. Aston University. Available from: https://www.heacademy.ac.uk/sites/default/files/Aston_What_Works_ Final_Report_1.pdf (accessed 11/5/15) Dept. Work and Pensions (2014). Disability facts and figures. https://www.gov.uk/government/publications/disability-facts-andfigures/disability-facts-and-figures (accessed 3/11/14)Griffin, B. (1995) ‘Student Mentoring to Facilitate University Entry, Mentoring & Tutoring for Partnership in Learning, Vol.3 (2), pp.21-24 Husband, P. A and Jacobs, P. A (2009) ‘Peer Mentoring in Higher Education: a review of the current literature and recommendations for implementation of mentoring schemes’, The Plymouth Scientist, 2009 Vol. 2 (1), pp.228-241
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