Evidence-based Mentoring in Higher Education: The High Impact Mentoring Model

By Lesley Petersen and Kathryn Dixon.

Published by The International Journal of Humanities Education

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Article: Print $US10.00
Published online: June 5, 2014 $US5.00

This paper develops the High Impact Mentoring Model (HIMM) as a conceptual and practical mechanism for supporting academic teaching practices within higher education. The HIMM was developed as a result of an action research study which was undertaken in the New Zealand higher education context and reflects a synthesis of the research findings. Using the analogy of mentoring as a progressive, iterative process, the HIMM suggests a process-oriented approach to implementing an organisation-wide mentoring process with embedded systemic evaluation strategies to determine the outcomes of mentoring. A number of key components represent the multi-dimensional nature of the HIMM, such as the mentor selection process, the process for matching mentees with mentors, the provision of mentoring training, and the establishment of communities of practice for mentors and mentees as an additional support mechanism within a mentoring programme. The HIMM builds on a conceptual framework which positions mentoring as a pivotal link for connecting the individual teacher within the larger sphere of the organisation and is of key importance to stakeholders within higher education contexts including but not limited to teachers, professional development providers, managers, and the organization as a strategic whole. It is a model for mentoring that is not only applicable for higher education, but has broader applications in other contexts such as health and business. The HIMM seeks to guide the process for including teacher mentoring as one of the organisation’s support mechanisms to facilitate teacher professional development that is theoretically, contextually, and strategically framed.

Keywords: Mentoring, Adult Learning, Teaching Practice, High Impact Mentoring

The International Journal of Humanities Education, Volume 11, Issue 4, June 2014, pp.23-35. Article: Print (Spiral Bound). Published online: June 5, 2014 (Article: Electronic (PDF File; 631.102KB)).

Dr. Lesley Petersen

Teacher Development Advisor, Teacher Education, Eastern Institute of Technology, Eastern Institute of Technology, Hawkes Bay, Auckland, New Zealand

Lesley is a Teacher Development Advisor for the Eastern Institute of Technology in New Zealand. She lectures in Adult Education as well as providing mentoring support for all new and experienced staff in order to enhance teaching practice.Lesley's Doctoral research has enabled her to imporve the current mentoring services in her workplace and she has bene invited by a number of tertiary institutions in New Zealand to implement her 'High Impact mentoring Model". Lesley is also a member of an international research consortium which is investigating the impact of leadership development in the Humanities and Higher Education.

Dr. Kathryn Dixon

Senior Lecturer, Coordinator, Graduate Certificate in Tertiary Teaching, Faculty of Humanities, Curtin University, Perth, Western Australia, Australia

Kathryn is currently the coordinator of the Graduate Certificate in Tertiary Teaching at Curtin University. She has held various positions within the Faculty of Humanities including most recently Dean of Teaching and Learning, Coordinator of Training and Development, Post Graduate Program Coordinator and Director of Research. Her research interests include Adult Learning, Technologies in Education and Online Learning and she is currently working on Leadership in the Humanities as part of an international consortium with partnerships in New Zealand, Canada, the United States and United kingdom.