Developing a sequential framework for mentoring student project teams in a business school: A case study

The use of an academic mentor and a sequential framework may improve both the functionality of student project teams and enhance the learning outcomes by building learning partnerships between the mentor and the team, and between the team members. The sequential framework has several phases: Establishing the ground rules, Team dynamics, Feedback and information sharing, Personal autonomy, Reaffirmation, Personal and professional growth outcomes, and Debriefing. This framework removes many of the personal dynamics that create detractor tensions within teams and enables a higher level of team functionality towards achieving negotiated outcomes. These outcomes will involve personal outcomes (leadership, co-ordination, tolerance etc) that develop throughout the mentorship as well as professional outcomes (that are usually imposed by course assessments). Desired levels for professional outcomes can be negotiated and established at the commencement of the mentorship, although reaffirmed during it. Professional outcomes typically culminate in some form of team presentation or report. A team debriefing enables closure and provides the mentor with informal evaluation of the mentoring arrangement.

[1]  T. Campbell,et al.  THE MENTORING RELATIONSHIP: DIFFERING PERCEPTIONS OF BENEFITS , 2000 .

[2]  Christopher Bulstrode,et al.  What is mentoring? , 2000, The Lancet.

[3]  A. Mumford.  Learning styles and mentoring , 1995 .

[4]  David Megginson,et al.  Current issues in mentoring , 2000 .

[5]  Alistair Mutch,et al.  Employability or Learning? Groupwork in Higher Education. , 1998 .

[6]  Richard Hale,et al.  To match or mis‐match? The dynamics of mentoring as a route to personal and organisational learning , 2000 .

[7]  Regina Pefanis Schlee,et al.  Mentoring and the Professional Development of Business Students , 2000 .

[8]  Richard Stead.  Mentoring young learners: does everyone really need a mentor? , 1997 .

[9]  Maureen Woodd.  Mentoring in further and higher education: learning from the literature , 1997 .

[10]  M. Dwyer.  The Impact of Student Verbal/Visual Learning Style Preference on Implementing Groupware in the Classroom , 1998 .

[11]  Kate Hawkey,et al.  Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research , 1997 .

[12]  Brian P. Mathews,et al.  Group composition, performance and educational attainment , 2000 .

[13]  T. Bentley,et al.  Facilitation: Providing Opportunities for Learning , 1995 .

[14]  K. Postlethwaite,et al.  The success of teacher‐pupil mentoring in raising standards of achievement , 1998 .

[15]  V. Jowett,et al.  Mentoring Students in Higher Education , 1994 .

[16]  Linda D. Lerner.  Making Student Groups Work , 1995 .

[17]  Kate Greenan,et al.  Developing work‐based transferable skills in a university environment , 1997 .